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AP® Macroeconomics
Free-Response Questions Set 1
MACROECONOMICS
SECTION II
Total Time—1 hour
Reading Period—10 minutes
Writing Period—50 minutes
3 Questions
Directions: You are advised to spend the first 10 minutes reading all of the questions and planning your answers. You will then have 50 minutes to answer all three of the following questions. You may begin writing your responses before the reading period is over. It is suggested that you spend approximately half your time on the first question and divide the remaining time equally between the next two questions. Include correctly labeled diagrams, if useful or required, in explaining your answers. A correctly labeled diagram must have all axes and curves clearly labeled and must show directional changes. If the question prompts you to "Calculate," you must show how you arrived at your final answer. Use a pen with black or dark blue ink.
You may plan your answers in this orange booklet, but no credit will be given for anything written in this booklet. You will only earn credit for what you write in the separate Free Response booklet.
2
GO ON TO THE NEXT PAGE.
1. Assume the economy of Sweden is in long-run equilibrium and has a surplus in its current account.
(a) Is the Swedish capital and financial account in deficit, in surplus, or in balance? Explain.
(b) Draw a correctly labeled graph of short-run aggregate supply, long-run aggregate supply, and aggregate demand curves for Sweden, and show the current equilibrium real output, labeled Y sub 1 , and the current equilibrium price level, labeled P L sub 1 .
(c) Assume the United Kingdom decreases its imports from Sweden. On your graph in part (b), show the new equilibrium real output, labeled Y sub 2 , and the new equilibrium price level, labeled P L sub 2 , as a result of this change.
(d) As a result of the decrease in the United Kingdom's imports from Sweden, would policy makers in Sweden be more concerned about cyclical unemployment or inflationary pressures in the short run? Explain.
(e) If the Swedish central bank's goal is to return the economy to long-run equilibrium, what open-market operation should it use?
(f) The currency of the United Kingdom is the pound, and the currency of Sweden is the krona. Draw a correctly labeled graph of the foreign exchange market for the krona, and show the impact of the decrease in the United Kingdom's imports from Sweden on the value of the krona in the foreign exchange market.
(g) If the Swedish central bank's goal is to reverse the exchange rate change shown in part (f) by changing the interest rate, what open-market operation should it use?
(h) Explain how the open-market operation identified in part (g) would reverse the change in the exchange rate.
__________________________________________________________
Begin your response to this question at the top of a new page in the separate Free Response booklet and fill in the appropriate circle at the top of each page to indicate the question number.
3
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2. Assume a country's economy is currently operating below full employment.
(a) Identify a fiscal policy action the country's government could implement to restore full employment.
(b) Draw a correctly labeled graph of the loanable funds market, and show the effect of the fiscal policy action identified in part (a) on the equilibrium real interest rate.
(c) Based solely on the real interest rate change shown in part (b), what will happen to each of the following?
(i) Net exports. Explain.
(ii) The stock of physical capital. Explain.
__________________________________________________________
Begin your response to this question at the top of a new page in the separate Free Response booklet and fill in the appropriate circle at the top of each page to indicate the question number.
4
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,
3. Flowerland is an open economy with a flexible exchange rate regime. The natural rate of unemployment is 5% the frictional rate of unemployment is 4%, and the actual rate of unemployment is 7%.
(a) What is the numerical value of the cyclical rate of unemployment in Flowerland?
(b) Assume the foreign demand for lavender oil produced in Flowerland increases. What will happen to each of the following in Flowerland in the short run?
(i) Aggregate demand. Explain.
(ii) Cyclical unemployment.
The table shows the market basket quantities and prices of lavender oil and roses, the only two goods produced in Flowerland.
(c) Assume 2019 is the base year. Based on the data in the table, calculate the price index for year 2020 in Flowerland. Show your work.
(d) If nominal income in Flowerland increased by 20% from 2019 to 2020, will the standard of living of the average citizen of Flowerland increase, decrease, or stay the same from 2019 to 2020 ? Explain.
__________________________________________________________
Begin your response to this question at the top of a new page in the separate Free Response booklet and fill in the appropriate circle at the top of each page to indicate the question number.
5
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STOP
END OF EXAM
6 | <urn:uuid:fd9a16fd-17a4-4f01-94bb-72d36e89435c> | CC-MAIN-2021-25 | https://apcentral.collegeboard.org/pdf/ap21-frq-macroeconomics-set-1.pdf?course=ap-macroeconomics | 2021-06-22T11:02:39+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488517048.78/warc/CC-MAIN-20210622093910-20210622123910-00198.warc.gz | 104,495,881 | 1,061 | eng_Latn | eng_Latn | 0.998639 | eng_Latn | 0.998756 | [
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Name
Phú Yên
Country
Viet Nam
Main characteristics/features
Phú Yên lobsters have blue-green colour with two white cheek spikes. A lobster will be harvested when the weight reaches 0.7, the meat muscles are firm, the meat percentage is 61.19 to 64.30 %, roe percentage is 0.53 to 0.63%, water content is 68.99 to 71.82%, raw protein content is 19.95 to 21.37%, raw lipid content is 2.38 to 2.62%, Omega 3 content is 0.67 to 0.69 g/100g, Omega 6 content is 0.15 to 0.18 g/100g, Calcium content is 59.62 to 60.72 mg/100g, Phosphorus content is 292.53 to 318.66 mg/100g, Sodium content is 235.37 to 238.63 mg/100g, Potassium content is 300.47 to 306.42 mg/100g.
Production/processing
Phú Yên is a province with rich history of cultivating lobsters. The local fishermen have rich experiences in choosing cultivating area, feeding timing and techniques, preventing diseases, etc. which hightens the quality of Phú Yên lobsters, make them attractive to consumers.
Publication in the Official Gazette Competent authority
GI rights holder/GI association Contact information
Decision no. 4414/QĐ-SHTT
People's Committee of Phú Yên province
People's Committee of Phú Yên province 07 Độc lập street, Tuy Hoà city, Phú Yên province. Tel: (+84) 257.382.8747 Fax: (+84) 257.382.4842 Email: firstname.lastname@example.org
Date of registration: 05/11/2020
Phú Yên lobster
Photo source: ipvietnam.gov.vn
Geographical area
Xuân Đài bay, Vũng Rô bay and Cù Mông pond, Phú Yên province
Link between product and territory
The area is not influenced by wind, resulting in consistent water quality and temperature, highly suitable for aquacultural cultivation. The water is well circulated, abundant in oxygen as well as washing out wastes from cultivation activities. Additionally, the geographical area is a open area with many types of lifeform, including 53 types of phytoplankton, 51 types of zooplankton, 32 types of benthos with a variety of algae and microalgae. It is a favourable condition for marine lifeforms which are food sources for the lobsters.
Type of product Control body
File number Websites
Lobster
People's Committee of Phú Yên province
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KS1 Homework Information
Please find below information regarding homework for children in year 1 and year 2. Homework is a valuable opportunity for children to reinforce and consolidate their skills and understanding and can also play an important part in helping to keep parents informed of the learning that goes on in classrooms.
The Y2 children will be bringing their new homework books home on Monday 23 rd September.
Year 1 & 2
Reading
Reading with your child is the most important way in which you can support your child's learning in Class 1, research shows that where parents take a lot of interest in their child's reading, progress is much greater and children are more likely to develop into keen readers. Ideally the children need to read at home at least 3 times each week and it is helpful if this is recorded in their reading records. It is also important to begin talking to your child about what is going on in a book or story. Asking questions such as;
Which character did you like best? Why?
What do you think will happen next?
Why do you think the King was upset at the end of the story?
All reading books will be checked and changed if needed each Tuesday and Thursday, however the children may also change their own reading books during quiet reading each day.
Spellings
For spelling homework, children will be learning from a core list of words given in the statutory English curriculum known as common exception words. Each week your child will have a small number of these spellings to learn to spell and to write into sentences. For information the complete list for your child's year group is attached. Rather than a weekly spelling test, a selection of the words set during the term will be tested in school in the last week of each term. A record of each child's progress will be kept in school.
Phonics
Year 1 (and some Y2 children) children will continue to bring home their phonics tubs introduced during their reception year to reinforce this important early learning. At school we will practise these phonemes (sounds) as part of their regular reading and it would be beneficial if this could be reinforced at home.
English
English homework will be based on the learning the children have been doing in grammar or phonics. It may take the form of a worksheet, activity or sometimes an online game.
Maths
Every term each year group will focus on a set of key mathematical facts which they will aim to learn by heart; information on which facts your child will be learning will be sent home each term. These facts are known as key instant recall facts (kirf) Regular practice both at home and at school will help children develop a bank of facts which they can recall easily when solving problems or puzzles. Maths homework for the children in year 1 and year 2 will focus on supporting the learning of these facts as well as other important maths concepts. Year 1 children will bring home a key instant recall fact sheet from term 2 onwards.
We hope you find this information useful, if you have any questions regarding homework please come and talk to us.
Many thanks for your support
Tania King | <urn:uuid:7ec5d5bc-ffe8-4ac0-947a-bcabf2c8e56c> | CC-MAIN-2021-43 | http://www.hillesleyprimary.com/wp-content/uploads/2019/09/homework-letter-ks1.pdf | 2021-10-26T03:04:31+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00322.warc.gz | 107,617,059 | 642 | eng_Latn | eng_Latn | 0.999105 | eng_Latn | 0.999158 | [
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Module 07: Did World War II Advance Minorities, Women, and the Poor?
Context
Economic Stagnation
World War II irrevocably changed American society. It brought America out of the Great Depression, accelerated the migration from rural to urban areas, and provided unprecedented opportunities for African Americans and women. When World War II broke out in 1939, the American economy lay stagnant. Over ten million Americans were unemployed and the country was operating at only onethird of its industrial capacity. With the Two Ocean Navy Act, however, which authorized the doubling of the fleet and plans to increase the Army Air Force, U.S. industry kicked back into gear. Lend-lease aid to Britain and the Soviet Union also expanded the economy. Millions without work once again found jobs and relative prosperity.
War Production and Rationing
The U.S. entry into World War II accelerated war production, which necessitated centralized direction on a massive scale. To manage the process, President Roosevelt created a War Production Board with the power to allocate natural resources and regulate industrial production to ensure maximum support for armed services. Consumer goods, such as automobiles for civilian use and electrical appliances, were banned, as was all housing construction that did not directly benefit defense plant workers. Auto plants were converted to build warplanes, tanks, armored cars, army trucks, and jeeps. The newly established Office of Price Administration oversaw rationing and controlled wages, prices, and rents to prevent inflation. The Office of Price Administration also rationed gasoline, tires, meat, butter, sugar, and tobacco so that armed forces maintained first priority for their use. The American people as a whole, however, suffered less during World War II than civilian populations in other combat areas. Except for Honolulu, no American city was bombed or invaded, and U.S. casualties remained low in proportion to the overall U.S. population. In fact, many Americans prospered as never before, although not all Americans shared equally in the wealth generated by the war effort.
Although African Americans had participated in all U.S. wars, the military made no plans to use African Americans in either the domestic or the military sides of World War II. Racial exclusion and segregation characterized American race relations on the eve of World War II, and African Americans played an insignificant role in U.S. armed forces. The army, for example, confined its black enlistees to the all-black Twenty-Fourth and Twenty-Fifth Infantry regiments and the Ninth and Tenth Cavalries. Only two black commissioned officers existed in the regular army: Colonel Benjamin O. Davis and his son, Lieutenant Benjamin O. Davis, Jr. As for the navy, blacks were welcome only as messmen or stewards. Neither the U.S. Marine Corps nor the U.S. Army Air Force accepted black recruits. After protests by black newspapers such as the Baltimore Afro-American, the Pittsburgh Courier, and the Chicago Defender, and organizations such as the NAACP, the armed forces began to accept black enlistees and draftees.
The Tuskegee Airmen
The army assigned black enlistees and draftees to all of its branches, but within racially segregated units. By 1944, two all-black combat divisions, the NinetySecond and Ninety-Third, had been sent to Italy and the South Pacific, respectively. The Women's Army Corps (WACS) accepted black female officers and enlistees, although they were segregated as well. As for other military services, the U.S. Marine Corps in 1942 accepted black enlistees for the first time, although it employed black Marines predominantly in service battalions. The Army Air Force established a flight school at Tuskegee Institute, a black college, to train black pilots and aircrew. There it created the all-black 99th Pursuit Squadron and the 332nd Fighter Group, whose pilots became known as the "Tuskegee Airmen."
African Americans and the Navy
The U.S. Navy rescinded its policy of enlisting African Americans only for the messmen branch and began accepting black recruits in other shipboard and shore ratings. In 1944, the navy also created an officer candidate school to train black naval officers. In practice, however, the Navy did not assign African Americans to any great extent to its combat ships in ratings other than steward or messmen, although it did commission a submarine chaser and a destroyer escort with callback crews to see if black sailors could handle at-sea combat jobs. For the most part, the navy confined its few black radio operators, boatswain mates, radar operators, gunner's mates, and the like to shore duty in racially segregated units. As in other services, the navy tended to assign most of its African Americans to service battalions, particularly to those that loaded ammunition. The Port Chicago
Mutiny remains a notorious example of the navy's mistreatment of African Americans. After an ammunition explosion on July 17, 1944, at the navy's Port Chicago ammunition base in California that killed over 200 black ammunition handlers, 258 black sailors refused to return to work when ammo handling operations resumed a few days later, citing racism and unsafe conditions. All but forty-four were persuaded to return to duty; those who refused were courtmartialed and received harsh sentences. Only hard lobbying by the black press and the NAACP after World War II got their sentences overturned.
African Americans in Combat
Despite mistreatment, black servicemen fought bravely when given the chance. Dorie Miller received the Navy Cross, the second highest naval award, for his bravery at Pearl Harbor, although it took over six months of pressure by African American community leaders and newspapers to ensure that Miller received proper recognition. The Tuskegee Airmen of the 99th Pursuit Squadron performed with valor in North Africa and later in Italy as part of the all-black 332nd Fighter Group. The P-51 unit escorted heavy bomber raids out of Italy into Germany and didn't lose a single bomber. Other notable black units included the 320th Barrage Balloon Battalion, the only black combat unit to land on Omaha Beach; the 76th Tank Destroyer Battalion, one of General Patton's spearheads into Germany; and the destroyer escort Mason, the only all-black warship, which valiantly escorted convoys across the U-boat-ridden Atlantic. Additional black heroes of World War II include:
* Colonel Benjamin O. Davis, Jr., who commanded the 99th Pursuit Squadron and the 332nd Fighter Group;
* Pvt. George Watson, who died while rescuing several fellow soldiers from a sinking transport ship;
* SSgt. Ruben Rivers of the 761st Tank Destroyer Battalion, who singlehandedly stopped a German tank attack before being killed;
* 1st Lt. Vernon Baker, who led a platoon assault on a German position in Italy that resulted in the destruction of six machine gun bunkers and the deaths of 26 German soldiers;
* 1st Lt. John Fox, who called down artillery fire on his own position and destroyed an attacking German force;
* SSgt Edward Carter, who killed six German soldiers in hand-to-hand combat;
* Pfc. Willy James, who died while rescuing his commanding officer;
* and 1st Lt. Charles Thomas, who, though mortally wounded, still directed the successful defense of his company's position.
All of the distinguished servicemen above were finally recognized for their valor in January 1997, when they received the Medal of Honor, the highest military award.
African Americans at Home
On the civilian side, defense contractors had no real plans to employ African Americans. An incensed black community led by A. Philip Randolph, head of the Brotherhood of Railway Car Workers, and the black press threatened to lead an all-black march on Washington, D.C., in protest. To head this off, President Roosevelt, in July 1941, issued Executive Order 8802, which forbade defense contractors from practicing racial discrimination and set up the Fair Employment Practices Committee (FEPC) to monitor the order. Although the FEPC lacked the power of enforcement, the order did open doors, however slightly, to African Americans in the workplace. As time passed, and as more and more obtained lucrative employment in defense industries, hundreds of thousands of African Americans migrated from southern plantations to defense plants in the Midwest and along the East and West Coasts. The rural-to-urban migration caused immense racial tension, which culminated in the Detroit Race Riot in June 1943, in which thirty-four people died.
Internment of Japanese Americans
African Americans were not the only group mistreated in the United States during World War II. In the weeks and months after Pearl Harbor, all Americans of Japanese descent became targets of suspicion, hysteria, and hatred. Fear of a Japanese invasion and sabotage by fifth columnists motivated the persecution of Japanese Americans. General John DeWitt, commander of the U.S. forces on the West Coast, acting with the concurrence of the President, ordered all Americans of Japanese descent removed from the West Coast and relocated to concentration camps in Colorado, Wyoming, and New Mexico. The edict forced 112,000 Japanese Americans to leave their homes, jobs, businesses, and farms and caused immeasurable misery and economic loss. Such a blatant violation of the constitutional rights of American citizens was upheld by the Supreme Court in 1943. Some Japanese Americans, however, were allowed to enlist in the army, where, like African Americans, they were racially segregated. Nevertheless, many fought with distinction and bravery; the 442nd Regimental Combat Team fought in Italy and won the most medals of any U.S. combat unit.
Women in the War
Over fourteen million American men served in the armed forces during World War II, which necessitated the increased presence of women in the labor force. Millions of women filled non-traditional jobs, although they generally received less pay than men. In addition, over 215,000 women served in the four branches of the armed forces during the war. The army established a special section for women, called the Women's Army Corps (WACS), in which over 100,000 women served as nurses, office personnel, doctors, and other non-combatants. A few women aviators served as transport pilots during the war, and the navy established the WAVES for women who performed tasks similar to their army counterparts. The Coast Guard and Marines also had female contingents. The new skills and economic independence obtained by women during World War II, both at home and abroad, would have a lasting impact.
Financing World War II
For obvious reasons, the Federal Government expanded exponentially during the war years. Congress remained reluctant to raise excise or income taxes drastically, although it did approve a graduated increase in income and corporation taxes. All told, taxes paid 40% of the war's cost of $300 billion (the equivalent of $6 trillion today). Loans in the form of war bonds financed the rest. The federal deficit rose from $49 billion in 1941 to $259 billion in 1945, yet the United States was the only country to come out of World War II economically stronger than when it had entered. Such would not be the case for Great Britain, the Soviet Union, Germany, or Japan. | <urn:uuid:2cf6adce-0c2e-47a2-9716-d3aae9514fad> | CC-MAIN-2021-43 | https://dhr.history.vt.edu/modules/us/mod07_ww2/pdfs/context.pdf | 2021-10-26T02:27:42+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00322.warc.gz | 302,703,755 | 2,316 | eng_Latn | eng_Latn | 0.997863 | eng_Latn | 0.997938 | [
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This interview is with Tom Mark [deceased], who owned a marine gas station in New Westminster.
Interview Date: May 20, 2014
Interviewer: Jackie Gootee
Date Range: World War II, 1940s/1950s to present
Sound Recording Length: 41:29
Tom Mark was born in 1923. In 1941 he joined the Air Force and spent most of the Second World War in Yorkshire, England. He married an English woman, who he met at the local dance, and together they moved back to Canada at the end of the war. By 1948 he got his first job as an attendant at a diesel service station on the New Westminster waterfront, and around 1956 he was the sole operator of the Shell service station beneath the Pattullo Bridge on the New Westminster waterfront, which serviced ships and boats.
The interview was conducted as part of Hist 451: Oral History Practicum offered at Simon Fraser University during Spring 2014
Section 00:00 – 10:54
* In this section, Tom talks about his background as a volunteer, as an employee of Shell, and his family life. He volunteered with the "Burnaby Health Department… helping old people." He identifies the location of [King] Neptune restaurant ("our first elegant dining"), built in 1953, on the interviewer's map, as well as a Shell service station near the Pattullo Bridge. He worked on commission: the more diesel he sold, the better he did. He said his mother was "very Methodist," and joined the United Church, and his wife was Roman Catholic. So neither his nor his wife's parents were happy about the marriage.
Section 10:55 – 17:40
* In this section, Tom talks about the job a bit more, including technology and safety. He came home smelling of diesel every day. The station he worked at was not in the most appealing location, but Shell needed a deepwater location for the ships that Tom serviced. Tom doesn't recall many technological changes that fundamentally altered the work he did at the Shell service station, but as Tom retired, it was just at the time that they were switching to metric. In terms of safety issues, they were strictly told not to smoke at work. He tells a story about the time he got commendations from Standard Oil and the New Westminster Fire Department around 1965 when he put out a fire. There was a strike ongoing by the IWA. The tugboat fleets were all tied up. They had a picket boat that someone had lent them to patrol the river, to ensure no one was moving logs. There was an oil spill, and there was an explosion and Tom ran up the trestle and down the ramp with two fire extinguishers and fired it off in the hatch of the picket boat. Other fishing boats rescued a person who had been blown into the river as a result of the explosion. He said "it was an exciting morning."
Section 17:41 – 21:59
* In this section, Tom talks about unions and the Fraser River economy these days. He didn't belong to a union at his job. He thought unions and grievances were valid, and New Westminster was a "workingman's town." However, he also notes that sometimes they caused him to lose money, during strikes in the fishery or timber industry. Unfortunately there are hardly any tugboats left, he says. When asked why he said, "We cut all the trees down." He said he had Saturday helpers, and some employees near his retirement, and he
would get extra days off, but it was a very demanding business. He opened at 7:30am and closed at 5:00pm. But, he was on-call all the time, and couldn't really tell customers "no" if his shift was over.
Section 22:00 – 24:59
* In this section, Tom talks about trying to get his son into the business, but his son was afraid of the river. Tom said the Fraser River is not a leisure place, it's a working river. On occasion they would go to the King Neptune for dinner, but not often. He lived about 4 or 5 miles away from the waterfront. He liked gardening and he raised "all kinds" of birds: canaries, budgies, finches, and quail. He also sold them. He sold over $1,000 worth of birds through Woodwards and Safeway and pet shops.
Section 25:00 – 28:18
* In this section Tom talks about where people in New Westminster would get food, and also mentions going into Vancouver to go shopping. There were milkmen and people who delivered bread. A Japanese man with a pole on his back and two baskets on either end would deliver fish to his mother. A Chinese man had a truck out of which he would sell "all the vegetables and fruits you'd need." He would take the "Inter-Urban" electric railway into Vancouver to go Christmas shopping.
Section 28:19 – 30:20
* In this section, Tom talks about his wartime service. He joined the Air Force because his brother was in it in Victoria. He worked in the shipyard around "Liberty boats." After his 19 th birthday in 1941 he joined the Air Force. He wound up in England without any flying training; once there, he was told that the school was full but that he could "Follow the sergeant around" and listen. When the war was over he came home to New Westminster.
Section 30:21 – 32:39
* In this section, Tom talks about his early years, both as a child in New Westminster, and as a new employee with Shell. The first gas station was in 1948. It was down by the King Neptune, sharing a wharf with BC Packers. They built a brand new station out by the Pattullo Bridge. He thought that was super because he had his whole wharf to himself, and that happened in 1956 until 1976. But he said that it was 27 years in total, and said he might have gotten the dates muddled. As a 10- or 11-year-old child he used to play amongst the freighters by getting a little rowboat.
Section 32:40 – 37:19
* In this section, Tom talks about the Fraser River freezing over, and the gravel business. The Fraser River would freeze over completely in the cold weather. They had to separate the logs to take them up into the mills. So when the river froze over they would use dynamite and you would hear "bang, bang" he says. He said Mary Hill was a big sand-and-gravel pit.
Section 37:20 – 41:29
* In this section, Tom talks about the changing landscape of the New Westminster waterfront and what the future might look like. The roads, the wharves and the waterfront have all changed, he said. He said the logs are all gone from the coast. He said thirty years from now the New Westminster will look like "casinos and stuff." Marinas are farther down the mouth of the river. He said his happiest time was seeing all the boats and seeing a big sailboat come in. He saw a Japanese navy training ship come in to visit. | <urn:uuid:bd0e9081-d0c0-4c34-acbd-54384b8013e5> | CC-MAIN-2021-43 | http://summit.sfu.ca/system/files/iritems1/15934/Mark_Tom_15Jan2014.pdf | 2021-10-26T01:49:21+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00324.warc.gz | 76,438,300 | 1,519 | eng_Latn | eng_Latn | 0.999723 | eng_Latn | 0.999748 | [
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228
Fact sheet
Torrens Island Quarantine Station, South Australia
Quarantine and its administration in Australia
Quarantine derives from a Venetian practice of 40 days detention or compulsory isolation for ships and people to prevent the spread of contagious diseases. Quarantine stations were established at each of the major ports of entry to Australia in colonial times and for many migrants the quarantine station was their first experience of a new life in Australia.
Torrens Island Quarantine Station
A proposal for the establishment of a quarantine station for the colony of South Australia on Torrens Island is recorded as early as 1850. Newspaper reports indicate the station was operating by 1855. The location of Torrens Island at the mouth of Adelaide's Port River, but isolated from the main settlement, made it ideal for a quarantine station. It could be reached only by launch or barge, and had to provide its own facilities (including power, water and sewerage) until 1962, when a bridge was constructed from the mainland to enable a power station to be built for the Electricity Trust of South Australia.
Torrens Island was run by the South Australian government throughout the second half of the nineteenth century, but with the proclamation of Commonwealth quarantine legislation in 1909 it passed to the Australian Government. At this time the station covered 551 acres and had accommodation for up to 224 people.
During World War I (1914–18) the quarantine station was used as an internment camp by the Australian Army. Additional information on this aspect of Torrens Island is provided in Fact sheet 106 - World War I internee, alien and POW records held in Adelaide.
Following the declaration by the World Health Organisation of the eradication of smallpox in 1979, Torrens Island closed as a human quarantine station. It remains a facility for animal and plant quarantine.
A cemetery is located within the station complex. Records indicated there were 10 burials in the cemetery between 1887 and 1932.
Records of Torrens Island Quarantine Station
The National Archives Adelaide Office holds a significant collection of records of Torrens Island Quarantine Station dating from as early as 1857. A selection of these records is listed in the table below.
Collection references
| Title or description of record | | Date range | Series number |
|---|---|---|---|
| Historical records about South Australian quarantine and Torrens Island | 1857–1984 | | |
| from the Allen Green Gallery, Torrens Island | | | |
| Register of graves and index to hospital register | 1887–1932 | | |
| Visiting book – Torrens Island Quarantine Station | 1892–1957 | | |
| Register of admission and discharge – TSS Boonah hospital ship (at sea | 1918–22 | | |
| 1918–19) and Torrens Island Quarantine Station | | | |
| Register of admission and discharge – Torrens Island Quarantine | 1923–70 | | |
| Station hospital | | | |
| Correspondence files – two number series with 'PA' (Port Adelaide) | 1923–39 | | |
| prefix | | | |
| Photographs albums | 1924–45 | | |
| Nurses' report book – Torrens Island Quarantine Station | 1942–65 | | |
Other records about Torrens Island Quarantine Station
The National Archives also holds records about Torrens Island Quarantine Station created by a number of other Australian Government agencies. These include the Department of Health, the Public Works Branch, and the Chief Property Officer. A selection of records held by the National Office, Canberra, the Adelaide Office, and the Sydney Office are listed below.
Canberra
| Title or description of record | | Date range | Series, item number |
|---|---|---|---|
| Quarantine Station Torrens Island – sites and survey | 1911–28 | | |
| Quarantine Station Torrens Island – arrangement with state | 1912 | | |
| government regarding treatment at station of cases of infectious | | | |
| diseases discovered on immigrant ships | | | |
| Quarantine Station – Torrens Island – water supply | 1912–38 | | |
| Torrens Island Quarantine – general file re organisation of | 1915–16 | | |
| execution work | | | |
Torrens Island Quarantine Station, South Australia
Fact sheet 228
Adelaide
| Title or description of record | | Date range | | Series, item number |
|---|---|---|---|---|
| Quarantine Station Torrens Island – administration block and | 1878–1938 | | D1051, folder 54 | |
| miscellaneous buildings – built 1878 (39 drawings) | | | | |
| Quarantine Station Torrens Island – Isolation hospital – built 1866 | 1879–1929 | | D1051, folder 55 | |
| (23 drawings) | | | | |
| Torrens Island Quarantine Station – cottages – built 1866 (27 | 1884–1927 | | D1051, folder 56 | |
| drawings) | | | | |
| Torrens Island Quarantine Station – site plans and services layouts | 1880–1957 | | D1051, folder 57 | |
| – built 1878 (47 drawings) | | | | |
| Torrens Island Quarantine Station – jetties and tramways – built | 1891–1929 | | D1051, folder 58 | |
| 1891 (14 drawings) | | | | |
| Torrens Island Quarantine – property and survey | 1909–38 | | A877, CL4303 | |
Sydney
| | Title or description of record | | Date range | | Series, item number |
|---|---|---|---|---|---|
| | Quarantine Station – definition of area (contains a short history of | 1955–77 | | D761, 160/8/2 part 1 | |
| | the island) | | | | |
| Torrens Island Quarantine Station – photographs for master plan | Torrens Island Quarantine Station – photographs for master plan | 1968 | | D3481, Torrens Island panoramic views | |
Locating further information
Search the collection to identify additional records relating to Torrens Island Quarantine Station. Keyword searches for items using the terms 'torrens island' and 'quarantine' will find items of interest.
Fact sheets:
- Fact sheet 143 - North Head Quarantine Station, Sydney
Torrens Island Quarantine Station, South Australia
Fact sheet 228 | <urn:uuid:d786a1b9-3ee3-401b-b5b9-a58f0f3f3d56> | CC-MAIN-2021-43 | https://www.naa.gov.au/sites/default/files/2020-05/fs-228-torrens-island-quarantine-station-south-australia.pdf | 2021-10-26T02:42:18+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00327.warc.gz | 1,077,473,222 | 1,531 | eng_Latn | eng_Latn | 0.953575 | eng_Latn | 0.991586 | [
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Scouring the atmosphere for pollutants
CFCs are still harming the ozone layer; industrial gases with a high greenhouse potential heat up the atmosphere. The polluters don't go undiscovered, though. Empa atmosphere scientists are tracking the trace gases with highly sensitive instruments and identify the sources of pollution with the help of meteorological data.
TEXT: Rainer Klose / PICTURES: iStockphoto, Empa, Nasa
Praying and hoping for improvements wouldn't have done any good. In 1987 the dwindling ozone layer could only be saved through an international agreement – the Montreal Protocol. 197 countries have since ratified the treaty and banned the worst ozone killers: greenhouse gases in spray cans and synthetic foams, cooling agents and fire extinguishing gases. The most recent model calculations show that the earth's protective shield is slowly starting to recover. By around 2050 the ozone layer above the southern hemisphere will probably be as thick as in 1980 – if we continue to be on our guard.
Stefan Reimann along with his team is monitoring which substances are particularly damaging for the ozone layer right now. The Empa scientist sits in a rather quiet room in the basement of the laboratory building on Empa's Dübendorf campus. The computer is his tool. This is where the data from the AGAGE network are collated – Advanced Global Atmospheric Gases Experiment. Around the world ultrasensitive scientific instruments literally keep their noses in the wind to identify trace gases that shouldn't be there. The Swiss nosy parker is located 3,580 meters above sea level at Jungfraujoch, the Irish one at Mace Head on the Atlantic coast and the Norwegian one at Ny-Ålesund on Spitzbergen.
Every two hours these devices "breathe" in two liters of air from their environs and draw it through an activated carbon filter cooled to -170 degrees Celsius. At the end of the measurement the filter is
>>
heated to more than 100 degrees and the captured chemical substances are placed in a GC-MS, a gas chromatograph with an attached mass spectrometer. There each individual substance can be identified thanks to its signature molecular weight.
An ozone killer, which should no longer be around
Recently Reimann was surprised yet again: tetrachloromethane, a sweet-smelling liquid with a boiling point of 77 degrees, which had been used in the past in fire extinguishers and as a degreasing agent in workshops and chemical purification (it is globally banned today), is disappearing far more slowly from the at mosphere than expected. Normally, the substance would gradually degrade in the atmosphere – the concentration should fall by about four percent every year. But this isn't happening as Reimann could see from his data. It is only falling by around one percent a year. This means that new tetrachloromethane is being emitted somewhere. The researchers estimate a volume of 39,000 tons a year. The substance may still be used by industry as an intermediate product for chemical syntheses – but small leaks in a few factories here and there still don't go far enough to explain such an emission level. And another clue in Reimann's data points to ongoing tetrachloromethane emissions. "Around 90 percent of global emissions come from the northern hemisphere", explains the atmospheric chemist. If a substance – for instance after a global ban – were no longer to be emitted, then the concentrations in the northern and southern hemispheres would gradually become aligned. Reimann: "This is not the case for tetrachloromethane. We consistently measure one to two percent more in the north than in the south. In the north production is, therefore, continuing."
Search for sources in the atmosphere
Video
What would have happened if CFCs hadn't been banned in 1987? An animation by NASA provides the answer.
Whenever high concentrations are measured at Jungfraujoch, the Empa researcher compares the noticeable peaks in his measurements with meteorological data. The air currents during the measurement reveal at which location the substance was blown into the air. "The source of tetrachloromethane is not in Europe", comments Reimann, "that's for sure". As the European measurement stations on their own are not capable of pinpointing any exact location in the rest of the world, the Empa scientist looked into the dataset from the AGAGE network. And in fact: one station in South Korea identified major peaks, which means some of the emissions are likely to come from Asia.
To ensure that politicians and the public also take note of the most recent findings about the condition and chemistry of the atmosphere, Stefan Reimann and his international colleagues regularly publish articles in scientific journals and pass on the data to the Federal Office for the Environment (BAFU) and other national authorities. There the Empa observations are compared with estimates based on the official emission data reported by the individual countries. These findings could be included in the next round of
negotiations about adjustments to the Montreal Protocol. Reimann also regularly writes reports for the World Meteorological Organization (WMO) in Geneva. His latest report is brand-new, dating back only to September 2014: Scientific Assessment of Ozone Depletion. In this report he warns about the growing indirect influence of climate gases such as laughing gas, methane and carbon dioxide on the ozone layer. Furthermore, increasing levels of fluorinated hydrocarbons (HFCs) are already beginning to reverse the progress of the Montreal Protocol in countering global warming. So the problem hasn't been solved for good.
Greenhouse gases from northern Italy
The researchers not only catch ozone killers but also classical greenhouse gases (regulated under the Kyoto Protocol) in their "dragnet operation". One particularly harmful greenhouse gas is HFC-23 (tri fluoromethane). The substance is formed as a by-product during the manufacture of HCFC-22, which is used amongst other things to make Teflon. The manufacturers are obliged to report HFC-23 emissions. But it seems they only do this sporadically. Italy, for example, reported an annual emission of 2.6 tons for 2009 – the measurements at Jung fraujoch showed, however, that, during the period in question, between 26 and 56 tons were released into the atmosphere over northern Italy, to be more precise from just one factory. What makes this situation so critical: HFC-23 has a climate impact about 15,000-fold stronger than that of carbon dioxide (CO2). In other words: in just one year this factory's emissions contribute the equivalent of 50,000 Italian mid-range cars that each travel 10,000 kilo meters to global warming.
According to Reimann these measurements are – unfortunately – not yet being used to verify the Kyoto Protocol for imposing international limits on the greenhouse effect. The reason: his analytical method that compares trace gas measurements with weather data was only validated ten years ago. The Kyoto Protocol, however, was already negotiated in 1997 and entered into force in 2005 before the negotiators were familiar with today's skills of the "atmosphere detectives". And so it is left to each individual country to correctly report its emissions (or not) until the next climate summit. //
Photo right: The hole in the ozone layer over the Antarctic measured on September 18, 2014. Source: http://ozonewatch.gsfc.nasa.gov/ (The Dobson Unit scale reveals the total amount of ozone from the Earth's surface into the empty cosmos. Bluish-purple: lowest ozone levels; red: highest levels.)
Photo top: The ozone killer tetrachloromethane is still produced in large amounts in Asia. Thanks to the global AGAGE monitoring network, the region where the pollutant comes from can be identified. | <urn:uuid:c152df37-e80c-4c38-b03d-b8de8cc0bb39> | CC-MAIN-2021-43 | https://www.empa.ch/documents/56164/256666/1red-2014-10-08-EmpaNews-46-en-atmosph%C3%A4re.pdf/06234b8a-cdd9-42a5-ab77-4d34ba8b3d8b?version=1.0 | 2021-10-26T01:39:17+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587794.19/warc/CC-MAIN-20211026011138-20211026041138-00328.warc.gz | 935,296,095 | 1,629 | eng_Latn | eng_Latn | 0.996509 | eng_Latn | 0.998247 | [
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Ideas for Exploring Number and Quantity in Maths.
Students can learn by exploring and observing in a range of maths play activities with a focus on numbers, amounts, more and less.
The idea is to create opportunities to explore different amounts of items. Where appropriate support this exploration using simple vocabulary such as 1, 2, 3, lots, few, all gone, more, less but the main emphasis is on the exploration learning and having fun.
Focuses for learning:
1. Understanding object permanence - knowing that an object continues to exist even when it is out of sight.
2. Developing skills for "looking" backwards / forwards between two objects
3. Making choices from two or more items.
4. Communicating "more" and "no more" using actions
5. Having fun with number activities, joining in with number songs, counting by pointing, saying number names (if able to), taking one item from a group or adding one item to a group.
6. Developing awareness and showing understanding of the concept of more, less and all gone.
I hope you have fun with these activities and if you have any photos you would like to share or any other ideas for exploring maths then we would love to see them firstname.lastname@example.org
Number Songs from HelpKidzLearn
Go to the website www.helpkidzlearn.com
You will need to login to access the resources.
Click on login and then follow the steps above.
Choose "games and activities" from the options on the screen then choose "stories" from the bar at the top of the page.
To continue our Seaside Fun theme, I suggest the 5 girls in the ring and the 5 sharks swimming in the pond songs, but you can enjoy the other songs and stories too.
Here are some girls to colour. You can cut them out and remove them as the number of sausages in the song decreases.
Here are some sharks to colour. You can cut them out and add them as the number of sharks in the song increases.
Filling trays with items
Use a selection of trays with different sections explore putting items into each compartment.
Use a dice or number card to choose a number of items to put into the tray.
Count the items together supporting or encouraging the student to point to each item as you do so.
Cardboard posting box
Make holes in a box and post items through the holes.
Count them as you do it.
Can you put one item into each hole?
Can you put 2 items in each hole?
Keep going until all the items are "gone".
Make a set of skittles using bottles or toilet roll tubes.
Count them as you stand them all up.
Throw the ball and knock them down – how many did you knock down?
Make it a competition – who can knock down the most?
How many times do you need to throw the ball to knock them all down?
Number Biscuits / Cakes
Make cakes or biscuits and decorate them with sweets.
Count them as you add them.
How many will you put on each?
Which one has more?
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Flood Mitigation Focus Group July 30, 2014
Summary of Responses & Input
Participants: A full list of attendees is included in this report. In general, the focus group participants represented city & county public works and planning staff; state level staff; agriculture interests; property owners; local college students; conservation interests; civic organizations; development interests; and elected officials.
Focus group participants were provided with worksheets and asked to provide their feedback for the draft goal and objectives presented. Feedback was requested on overall reactions, thoughts, ideas, suggested action steps, and questions relating to each of the objectives. The written responses from each participant were recorded as raw data into one document, and a summary of the major themes discussed is provided below.
Framework for goals and objectives:
- Education / Communication
- Practices
- Policy
- Measure / Monitor
Goal:
Protect human life, property, and surface water systems that could be damaged by flood events in the Indian Creek Watershed.
Objective 1: Communicate accurate information about flood risk to watershed residents and stakeholders.
Draft Action Steps:
- Raise awareness about watershed connections
- Provide information about specific actions
- Forum to convey flood prone areas & to receive flood impact reports
- Training opportunities for public sector staff & agricultural producers
Feedback from participants:
Target Audiences: There were many comments on the specific audiences that need to be reached by educational efforts.
- School-age children and their parents (4 responses)
- Realtors (2 responses)
- City Council / Board of Supervisors / policy makers in general (3 responses)
- Developers
- Elderly landowners
- Non-farming landowners
- Service groups
- Floodplain residents
- Homeowners
- Garden centers
Communication / education strategies:
- Events / information to communicate about flood-prone areas and risks (7 responses)
- Social media (5 responses)
- Website (eg post USACE information, FAQs) (4 responses)
- Marketing campaign – simple, standardized messages - such as for "You Pick Two" conservation practices or the economic effects of flood damage (4 responses)
- Recognizing farmers / homeowners / business owners who are doing the right thing / ambassadors (3 responses)
- CCB, city PSAs (3 responses)
- Field days to teach about practices, for homeowners, farmers, businesses, public sector employees (3 responses)
- "peer to peer" (2 responses)
- Signage (now entering the watershed) (2 responses)
- WFAN events (2 responses)
- Point of sale notices (2 responses)
- Newspaper articles (2 responses)
- Watershed 101 for residents (2 responses)
- Newsletters (2 responses)
- After Action Report to compare rainfall / runoff & damages
- One-on-one meetings with farmers to 'sell practices'
- City Council work sessions to educate about watershed issues
- Inserts in utility billings
- Regular opinion surveys of watershed residents, landowners
- Demonstration projects
- Education on runoff reduction
- Recreation as an educational opportunity
- River clean-ups as education / partner with local business
- Raise awareness about hazard mitigation
Floodplain Maps:
- Communities may consider using USACE revised flood frequency / mapping products (2 responses)
- More, better, updated maps (2 responses)
- Update FIRM maps
Objective 2: Develop or update policies to better manage stormwater and floodplain areas.
Draft Action Steps:
- Encourage participation in the Community Rating System (CRS)
- Coordinate with Linn County Multi-jurisdictional Hazard Mitigation Planning process to align mitigation strategies
- Promote protection of a greenbelt along stream corridor
Feedback from Participants:
Specific Policy / Regulations: Many comments were received with specific policy recommendations.
- Restrict development in floodplain (8 responses)
- Topsoil requirement for new development (4 responses)
- Change to a 0.2% (500-year) regulatory floodplain (2 responses)
- Restrict fill in floodplain (2 responses)
- Seek higher CRS designation (2 responses)
- More retention / detention for development
- Allow natural drainage in street right-of-way (2 responses)
- Post-construction stormwater ordinance
- Cap-and-trade system for run-off on a site-by-site basis
- Reduce road width
- Don't allow sawed tree trunks / limbs to be dumped in creek
- Preserve overbank flow paths in subdivisions / basins, such as through grading ordinance
- Restriction on farming to the edge of a waterway
- Do not allow connection of gutter downspout to storm sewer
- Promote infiltration / storage in the planning stages of development
Objective 3: Implement practices to decrease runoff from urban and rural areas.
Draft Action Steps
- Reduce then maintain stream discharge to targeted levels
- Treat runoff from the initial 1.25" rainfall event in urban areas
- Promote conservation easements as a mitigation tool
- Encourage all landowners to adopt two conservation practices
- Retrofit infrastructure to increase detention & infiltration
Feedback from Participants:
Specific Practices: Many ideas for specific practices were suggested.
- Native vegetation / conservation landscaping (4 responses)
- Greenbelt (8 responses)
- Rainwater harvesting / rain barrels (4 responses)
- Rain gardens (4 responses)
- Permeable paving (3 responses)
- Wetlands – in floodplains; for sediment trapping (3 responses)
- Buffer strips (3 responses)
- Bioswales (2 responses)
- Retention ponds (2 responses)
- CRP (2 responses)
- Drain tile (2 responses)
- Promote infiltration practices / retrofits (2 responses)
- Protect undeveloped floodplain areas
- Stream restoration
- Native landscaping
- Dam / reservoir above County Home Road
- Buyouts
- Dam removal
- Check dams
- Reintroduce beavers
- Increase organic content of soil
- Identify specific projects that could be candidates for Haz Mit Grant Program
Funding for Practice Implementation
- Cost-share / financial incentives for practices; sponsored by cities / county (6 responses)
- Tax incentive program – or water fund - to develop a mechanism to pool funds for investing in conservation (3 responses)
- Need sustainable funding to support BMP implementation
- Seed money to promote BMPs
- Fee structure for new development, to help fund conservation practices
- Stormwater fund
- Stormwater fee discounts for BMP adoption
Objective 4: Develop a process and procedures to monitor and measure progress toward the objectives stated in the plan and to update the plan every 5 years.
Draft Action Steps:
- Update inundation models every 5 years
- Long-term flow and water quality monitoring
- Track implementation of BMPs
- Track public sector costs responding to / recovering from flood events
Feedback from Participants:
Specific Monitoring / Measuring
- Survey areas of stream every 5 yrs to understand how it changes over time such as by erosion / RASCAL (3 responses)
- Update inundation models every 5 years (2 responses)
- Dense array of stream gages / sensors
- Continue to use college students for monitoring (2 responses)
- Coordinate IOWATER volunteers
- More money for water quality monitoring
Planning Objectives
- Track use of BMPs / wetlands, develop uniform reporting system (5 responses)
- Develop goals & schedules & benchmarks / measurable milestones for implementation (3 responses)
- Track public sector costs (5 responses)
- Retain and treat 1.25" (2 responses)
- Track damage costs to private property (2 responses)
- Track progress
- Track environmental costs
- Reduce / maintain stream discharge
- Develop a HUC-12 focused planning approach
- Set goals for each community for reporting BMP implementation
- Develop watershed-specific land use plans
- Develop regional land use plans
- Need to set habitat protection goals
- Focus regional buyout planning
- Need to set a goal of 'decrease flooding damages
- Include planning for transportation during flood events
- Provide opportunities to suggest new mitigation alternatives
- Monitor repetitive loss
- Coordinate hazard mitigation planning & watershed planning
Future Research / Analysis
- Current FIRM maps are based on old data that needs to be updated
- Evaluate risks of future consequences on today's policies
- Put a value on development of greenbelt
- Learn / study which practices work and which don't
- Water quality concerns associated with flood waters
- Measure the ratio of rainfall to rain runoff to see how it has changed
- Damage costs may increase even after preventative measures are taken; need to show what impacts could have been without those preventative measures
Additional Feedback From Participants
Overall Challenges
- Tracking BMP adoption seems like a difficult task
- Retrofit of urban areas is a challenge
- People are not fully informed about risk
- Need more involvement from more stakeholders
- Greenbelt is a good idea but it can split up a community
- Difficult to make a significant impact to the large events, so focus on smaller events
- Will be difficult to set targets for stream discharge, especially in rural areas
General
- Need better flood warning systems and communications / flood status – risk metric (4 responses)
- Hire a dedicated watershed project coordinator
- New department in city to oversee the watershed plan
- Nutrient reduction strategy should be mandatory not voluntary
- Just do it now!
- Who specifically will be in charge of continuing the plan – ECICOG?
- Elect people to local office who favor storm water management practices
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Can Stories And Self-Selected Reading Slow The Decline In Attitudes Toward English?
Kyung Sook Cho Busan National University of Education, Korea firstname.lastname@example.org
Young Kim
Yang-Jeong Elementary School, Korea email@example.com
ABSTRACT
Both fourth graders and sixth graders participating in an English program emphasizing hearing stories and self-selected reading had better attitudes than comparison students about English classes and liked reading more. Although sixth graders in both groups had more negative attitudes than the fourth graders, the difference between the groups was larger in sixth (6th) grade, suggesting that stories and reading can slow the decline of attitudes.
1 INTRODUCTION
It has been sixteen years since elementary English education started in Korea. Since then "English Fever"(Krashen, 2006) has spread throughout the country. There has, however, been a growing concern over declining children's attitudes toward English as a foreign language. According to teachers, the majority of sixth (6th) grade students show negative attitudes while third (3rd) grade students are enthusiastic (Seong, 2003; Ryu, 2005).
Study after study has confirmed that including pleasure reading and hearing stories in EFL improves not only English competence, but also attitudes toward English (Cho, Ahn & Krashen, 2005; Cho & Choi, 2008; Cho & Kim, Hee J., 2005; Cho & Kim, Hey J., 2004; Wang & Lee, 2007).
The purpose of this study is to investigate if hearing stories and free reading in English make a difference on children's attitudes toward English and can prevent or slow down this decline.
2 PROCEDURE
2.1 Subjects
Subjects were students of English as a foreign language enrolled in two different elementary schools in Korea in two grade levels, fourth grade (4) and sixth grade (6). According to the Busan Board of Education, the two schools were similar in socio-economic status.
Subjects from the experimental school were 127 fourth graders in five different classes and 165 sixth graders in six different classes.
Research Index • Teacher-to-Teacher Section • Submission Info • Contact Us • Subscription Info
Subjects in the comparison school were 135 fourth graders in five different classes and 128 sixth graders in five different classes.
2.2 The Experimental Program
In the experimental school, fourth graders had participated for two years in an English reading/story program as part of their English as a foreign language class and the sixth graders had participated for four years. In addition to regular instruction, thirty (30) minutes per week were dedicated to read-alouds by the teacher, and ten (10) minutes were dedicated to student self-selected reading in the library. Reading related activities such as book making and reading response journals were included. Students were not required to comment in their logs on each book they read.
Students in the experimental program had access to an English library containing about 4000 books and 2000 books were available on the Internet. In addition to the library book access, all of the Internet books were available for free reading.
The comparison school did not include reading or read-alouds as part of English class, but followed the traditional national English curriculum.
2.4 The Survey
In order to examine the effects of the read-aloud/reading program on students' attitudes toward English and toward reading, a questionnaire in Korean was distributed to students in each school at the beginning of the spring semester.
The survey questionnaire consisted of four items and was administered in Korean. Students were asked if they agreed or disagreed with each item, responding on a five-point scale (1= a great deal, 5 = not at all). Reliability was high (Cronbach alpha = .95).
2.4.1 Questionnaire items
1. I like English. (ENGLISH)
3. I enjoy English class and look forward to it. (LIKE CLASS)
2. I usually enjoy reading English storybooks or other English books. (PL READ)
4. I have confidence in my English study. (CONFIDENCE)
3 The Hypotheses
The hypotheses to be investigated were these:
2. Differences in attitudes will be larger in grade six (6) than in grade four (4), because of experimental students' greater participation in the story/self-selected reading program.
1. The experimental groups in both grades will show superior attitudes toward English and reading for pleasure, will like English class better and will have more confidence in studying English.
4 RESULTS AND DISCUSSION
4.1 Results
Hypothesis 1: The experimental groups in both grades will show superior attitudes toward English and reading for pleasure, will like English class better and will have more confidence in studying English.
For both grades four (4) and six (6), this hypothesis was supported. Differences between the groups were statistically significant for all measures (table 1).
Table 1. Difference between the groups
| | ENGLISH | PL READ | LIKE CLASS |
|---|---|---|---|
| GRADE 4 | | | |
| Exp (N=120) | 4.03 (1.08) | 3.41 (1.27) | 3.91 (1.05) |
| Com(N=134) | 3.64 (1.28) | 2.89 (1.32) | 3.46 (1.2) |
| T | 2.57 | 3.19 | 3.14 |
| P | 0.00 | 0.00 | 0.00 |
| ES | 0.32 | 0.4 | 0.4 |
| DF = 252 | | | |
| GRADE 6 | | | |
| Exp (N=158) | 3.95 (.94) | 3.05 (1.10) | 3.73 (.92) |
| Com (N=128) | 3.43 (1.1) | 2.43 (1.12) | 3.02 (1.02) |
| T | 4.32 | 4.7 | 6.2 |
| P | 0.00 | 0.00 | 0.00 |
| ES | 0.52 | 0.56 | 0.74 |
All t-tests one-tailed. Standard deviations in parentheses
Hypothesis 2: Differences in attitudes will be larger in grade six (6) than in grade four (4).
Inspection of effect sizes in Table 1 shows that this was true for all measures.
4.2 A decline in attitudes
The data in table 1 reveals that both groups of fourth graders had better attitudes in all measures than did sixth graders. Table 2 shows that the difference was significant in all cases except for experimental groups' attitude toward English and toward English class (p = .13, in the latter case, two-tailed test), and the comparison group's attitude toward English (close to significance, p = .07, two-tailed test).
Table 2. Difference between attitudes in grades 4 and 6
| | | Experimental | Comparison |
|---|---|---|---|
| ENGLISH | T | 0.62 | 1.44 |
| | Df | 276 | 260 |
| | P | 0.53 | 0.07 |
| | ES | 0.08 | 0.18 |
| PL READ | T | 2.5 | 3.03 |
| | Df | 276 | 260 |
| | P | 0.01 | 0.00 |
| | ES | 0.3 | 0.38 |
| LIKE CLASS | T | 1.53 | 3.24 |
| | Df | 276 | 260 |
| | P | 0.13 | 0.00 |
| | ES | 0.18 | 0.4 |
| CONFIDENCE | T | 2.52 | 2.64 |
| | Df | 276 | 260 |
| | P | 0.01 | 0.00 |
All t–tests 2 tailed
Effect sizes in table 2 also indicate that the difference between grades four (4) and six (6) was larger for the comparison group in these cases. This is an important finding. It suggests that reading experience and hearing stories slow the decline of attitudes between grades four (4) and six (6).
Figure 1 illustrates the "braking effect" of the read-aloud/self-selected reading program, based on the attitude toward English class results. (All numbers rounded off, for ease of interpretation.)
Figure 1. Attitude toward English class
Grade 4 Grade 6
Experimental group: 3.9
3.7
Comparison group: 3.5
3
Research Index • Teacher-to-Teacher Section • Submission Info • Contact Us • Subscription Info
As presented in figure 1, in grade four (4), the experimental group scored .4 points higher than the comparison group. Grade six (6) scores are lower than grade four (4) scores for both groups, but in grade six (6), the experimental group scored .7 points higher than the comparison group. The "decline" is greater for the comparison group.
If reading and hearing stories can slow down the decline in attitudes toward English, and toward reading itself, it may be the case that more stories, and more reading, especially more comprehensible and exciting reading, can eliminate the decline completely and even improve attitudes among older children. One teacher of the experimental students, in fact, remarked that students often found the books available to them to be difficult.
4.3 Caveats
4.3.1 Social class differences
According to the Busan Board of Education, the two schools participating in this study were similar in socioeconomic status. Higher SES children generally have more access to reading material, but precise data for these subjects is lacking.
4.3.2 Cross-sectional
The grade four (4) - six (6) comparisons were cross-sectional, not longitudinal, and should be confirmed in a longitudinal study studying the same children in grade four (4) and two years later in grade six (6).
The results, however, are very consistent with previous studies showing the impact of reading on language acquisition and literacy development in first and second language development.
Acknowledgement: This paper was supported by the Busan National University of Education Research Institution in 2012.
References
Cho, K.S., Ahn, K.O. & Krashen, S. (2005). The effects of narrow reading of authentic texts on interest and reading ability in English as a foreign language. Reading Improvement, 42(1), 58-63.
Cho, K.S., & Choi, D.S. (2008). Are read-alouds and free reading "natural partners"? An experimental study. Knowledge Quest- Journal of the American Association of School Librarians, 36(5), 69-73.
Cho, K.S., & Kim, Hee J. (2005). Using the newspaper in English as a foreign language. Knowledge QuestJournal of the American Association of School Librarians, 34(4), 47-49.
Cho, K.S., & Kim, Hey J. (2004). Recreational Reading in English as a Foreign Language in Korea: Positive Effects of a 16-Week Program. Knowledge Quest- Journal of the American Association of School Librarians, 32 (4), 36-38.
Research Index • Teacher-to-Teacher Section • Submission Info • Contact Us • Subscription Info Krashen, S. (2006). English Fever. Taipei: Crane Publishing Company.
Ryu, D. S. (2005). A Survey of Attitudes toward English among Korean Elementary Students. Unpublished MA Thesis. Busan National University of Education, Korea.
Seong, E.N. (2003). A Survey of the effect of English Story Reading Experience on Reading Attitudes among Elementary School Students. Unpublished MA Thesis. Busan National University of Education, Korea.
Wang ,F. & Lee, S. (2007). Story Telling Is the Bridge. The International Journal of Foreign Language Teaching, 3(2), 30-35.
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Whitehorse, Yukon Thursday, May 24, 2007 -- 1:00 p.m.
Speaker: I will now call the House to order. We will proceed at this time with prayers.
Prayers
DAILY ROUTINE
Speaker: We will proceed at this time with the Order Paper.
Tributes.
TRIBUTES
In recognition of women's right to vote
Mr. Elias: I rise today on behalf of the Assembly to pay tribute to women's right to vote in Canada. Before Confederation, the exclusion from the vote was a convention rather than a law, but in 1867 the British North America Act entrenched this exclusion. The movement for women's suffrage, the right to vote, started surfacing in Canada as early as the 1870s but didn't really gain force until the turn of the century.
Women were repeatedly told that nice women didn't want to vote. Nellie McClung was an instrumental figure in winning the right to vote for women in Canada. In 1914, in her groundbreaking mock Parliament speech, she portrayed a world in which gender roles were reversed. She speculated on all the horrible things that would happen if men were to get the vote. Thanks to the Wartime Elections Act of 1917, some Canadian women got to vote in federal elections during the First World War. Women such as nursing sisters who served in a military capacity were proposed as the first to be eligible to vote in federal elections.
In September 1917, the franchise was extended to Canadian women over the age of 21 if they were the wife, widow, mother, sister or daughter of someone serving overseas. This was considered temporary legislation, good for the duration of the war.
In Canada on this day, May 24, 1918, An Act to Confer the Electoral Franchise Upon Women was enacted. It came into effect on January 1, 1919.
The women's franchise act of 1918 went a step further, allowing women to vote in federal elections as long as they met the same requirements -- property ownership and racial requirements, for example.
The 1920 franchise act did away with a number of general voting restrictions including property ownership. However, the act still allowed for a number of racial and religious exclusions, including Asians and aboriginal peoples.
Women were granted the vote, province by province, starting in 1916 in Alberta, Saskatchewan and Manitoba and ending in 1940 in Quebec.
In the Yukon, on May 20, 1919, an ordinance respecting elections -- or an elections ordinance -- was proclaimed and women gained the right to vote and stand for election.
Federally, First Nation people were granted the vote in 1960, and in the Yukon First Nation people voted in the territorial election in 1961.
This Legislative Assembly elected its first female member in 1967. My daughter, who is studying this topic in school, asked me recently, "Why weren't women allowed to vote back then?" I couldn't provide an answer except to mention our two female members of this Assembly and the contributions they make to our Yukon as ministers of the government.
On this day, May 24, we should recognize the struggle women have endured to gain the right to vote and thank them for their perseverance.
Thank you. Merci beaucoup. Mahsi' cho.
Speaker: Are there any further tributes?
Introduction of visitors.
Are there any returns or documents for tabling?
Reports of committees.
Petitions.
Are there any bills to be introduced?
Notices of motion.
NOTICES OF MOTION
Mr. McRobb: I give notice of the following motion:
THAT this House do issue an order for the return of a copy of the annual report to the minister about the activities of the rate stabilization fund, as set out by order-in-council for each of the past four years.
Mr. Inverarity: I give notice of the following motion: THAT this House urges the Government of Yukon not to use its majority in an arrogant way to close debate on issues it does not want discussed, such as amendments to the Human Rights Act.
Speaker: Are there any further notices of motion?
Is there a statement by a minister?
This then brings us to Question Period.
QUESTION PERIOD
Question re: First Nations, government relations with
Mr. Fairclough: I have a question for the Premier. This morning, the Supreme Court of the Yukon released a decision that dealt a severe blow to this government's claim that it works cooperatively with Yukon First Nations. The case brought forward by the Little Salmon-Carmacks First Nation centred on a 2003 agricultural lease that was given out by this Yukon Party government. The judge ruled today that the Yukon Party government failed to adequately consult with the affected First Nation and with the trapper who had a trapline in the area.
Does the Premier accept the ruling that came down this morning?
Hon. Mr. Fentie: First, the government would not in any way, shape or form compare this to cooperative work with First Nation governments or any government in the territory.
Everyone, First Nations included -- governments, municipal or otherwise -- has the right to litigate and go through the courts. So it has nothing to do with our cooperative work with First Nation governments. In fact, the government side would never be that arrogant.
Finally, on the member's question, this is an extensive ruling consisting of many pages. Of course, first we will have the ruling fully assessed and critiqued and decide from there what the next steps are. We on the government side will always respect the courts. We do not visualize ourselves as judge, jury and counsellors. We will work with the system as we are obligated to do and I hope the Official Opposition would recognize that same obligation on this matter.
Mr. Fairclough: The judge was quite stinging in his rebuke of the government's action. He said the government conducted only courtesy consultations that were not meaningful. In fact, the trapper in question was not even informed of the government's decision until after a decision had been made -- so much for respectful government-to-government relations with First Nations.
Will the Premier admit that his government did not adequately consult with the First Nation in question, and does he agree with the decision the judge made?
Hon. Mr. Fentie: The Member for Mayo-Tatchun is taking a great deal of licence by inserting his opinion on what the judge's view was, or the judge's rationale, or any matter that resulted in the decision that was brought forward by the Supreme Court -- and the members opposite constantly accuse this side of being arrogant.
On this matter, a court has ruled. We will fully assess the ruling. It's very extensive and I would also submit to the members opposite that it is highly complex. This is a legal matter of the highest order. We will do our work, as we should. We will sit down with the relevant officials on the matter. There will be a thorough analysis of the very extensive decision and the ruling itself and, from there, we'll decide the next steps.
We do not view this as a stinging indictment or a rebuke or anything of the sort. In fact, we view this as the course of due process, which all in Yukon have the right to access.
Mr. Fairclough: Mr. Speaker, a Supreme Court Judge said some very strong words about this government and how they treat First Nations. He did not think much of the government's arrogant approach to consultation. He told them to start over again. In this case, the judge said that the Yukon Party government conducted only courtesy consultations. They were not meaningful -- this from a government that brags about its good working partnership with First Nations. The judge basically told the government to start over, and this time do it right. Is the Premier going to comply with the court's decision?
Hon. Mr. Fentie: Mr. Speaker, the Member for MayoTatchun has now demonstrated what we suspected all along, that the Official Opposition do envision themselves as judge, jury, counsellor and so on. We don't. This is a court ruling, a court ruling on a matter that anyone in the Yukon has a right to table before the court, present to the court and seek a ruling by the court. There are due processes throughout this whole issue.
We are at a stage now where due process has resulted in a decision by a judge here in Yukon. We will analyze the decision. As I've said before, and I'll repeat, it's a very complex, detailed decision. The legalities of this matter are of the highest order. Once that analysis has been done, government will decide on next steps. We haven't predetermined anything, as the Member for Mayo-Tatchun has. That could be a good reason why the Member for Mayo-Tatchun has been in opposition for such a long time.
Question re: Bonnet Plume Outfitters
Mr. Fairclough: I have a question for the Minister of Energy, Mines and Resources on the Bonnet Plume court case.
I would like to begin by informing the House that I did make an error in my second question yesterday by asking the government if they initiated a court action against the mining company. I of course meant to say "the outfitting company".
Last year, I raised several questions about cabins constructed by the Alberta-based outfitter in the Bonnet Plume area north of Mayo. Last fall, the Yukon Party initiated a court case asking that the buildings be removed. After a setback in April of this year, the minister confirmed yesterday that the government intends to continue the court battle. I would like to know when.
Hon. Mr. Lang: The court case is in the process. I don't know the legalities of it, but I have been instructed that it is going ahead. I can't comment on that issue in the House here.
Mr. Fairclough: Now, Yukoners are watching this case very closely. After months of refusing to take a position on the issue, the Yukon Party government finally agreed with the position taken by us in the Liberal caucus, by the Na Cho Nyak Dun and by law-abiding citizens across the territory -namely, that you can't just show up on land you don't own and start building cabins. You have to have permission.
The government took this matter to court. There were some problems with the lawsuit and the court was adjourned. At the time, the minister's officials said that they intended to get right back at it. According to the radio report, they intended to decide within one week how to proceed with court action. This was six weeks ago. When is the government going back to court with the outfitting company?
Hon. Mr. Lang: In answering the member opposite, the process takes time. I've been informed that it is going to court again and I can't comment on it as long as it's in that process.
Mr. Fairclough: The minister on the government side knew about this matter two years ago in 2005. The government has also started court action against a second outfitter in the Haines Junction area over the same issue -- building a cabin without permission. Again, there was no word on this case for a number of months.
Is the government still proceeding with this legal action and when will it get back to court?
Hon. Mr. Lang: In answering the member opposite, I would have to talk to my department about the second issue and I would commit to give him communications on that, but I can't answer that question at the moment.
Question re: Nurse shortage
Mr. Hardy: The nursing crunch facing Yukon has been coming for a long time. It was an issue when the NDP was in government over a decade ago. The president of the Yukon Registered Nurses Association confirmed that again this morning. It's a national problem -- it is an international problem. The minister says he doesn't want to micromanage and that's good -- we've seen micromanaging health ministers before. However, I was pleased to hear the minister say yesterday that his role is to provide policy, guidance and financial support.
Given this government's healthy financial situation, will the minister provide additional financial support for his department and the Yukon Hospital Corporation Board to deal with the monetary issues that make it hard to recruit and retain nurses in the Yukon?
Hon. Mr. Cathers: I thank the Leader of the Third Party for his question. Certainly this is an area of great importance and, as I've mentioned before in the House, we have stepped forward with initiatives such as the $12.7-million health human resources strategy, including components of increasing and significantly expanding the bursaries for Yukon students seeking nursing education and the creation of the new nurse mentoring program, which is something that nurses in the Yukon have been after for -- I believe it has been around a decade that they have been asking for this initiative.
So we have stepped forward. We recognize that there is more that needs to be done in this area, and we look forward to working with them in here.
As far as the hospital's specific issues, as I have pointed out before, when we inherited the leadership of the territory and were elected to this position -- under the former Liberal government's watch, funding to Whitehorse General Hospital was a mere $18.1 million. Last year in O&M funding we provided $32.8 million, an increase of $14.7 million -- certainly a significant increase. We will continue to work with the hospital and with the professionals if challenges are identified in meeting those challenges.
Mr. Hardy: I'd like to remind the minister that it is not just about the money as well.
In 2005, the Canadian Nurses Association published its strategic directions for a planning framework for health human resources. They said we needed a supportive working environment that addresses professional and personal needs, strategies to support the health and safety and the balance between professional and personal lives. Yukon has a long way to go.
Nurses applying from outside the Yukon want full-time work with benefits and pensions. When all they are offered is auxiliary, on-call positions, of course they are going to go somewhere else where the offers are better, and they are better.
We saw an article yesterday about an experienced nurse who has given up on the Yukon because it is just too frustrating. If the minister's role is to provide policy, guidance and financial support, will he be giving any guidance to the department and the Hospital Corporation to adopt hiring policies that will make Yukon nursing positions more attractive to nurses applying from Outside?
Hon. Mr. Cathers: I appreciate the question from the Leader of the Third Party and I would point out that with these areas, the minister does not micromanage the operational issues, nor should I. I don't think the member would encourage me to. However, whenever there are concerns raised, standard procedure is to ask the question, as I have done, of what challenges there are. It is, in fact, an ongoing dialogue. If there are challenges, we work with those involved -- the managers within the department or with the Hospital Corporation as an entity, through the board of directors, and we work with health professionals, such as the Yukon Registered Nurses Association, in determining the appropriate steps for addressing those challenges.
I am pleased to hear the member's comments noting that it isn't just about money. In fact, he's right. We have stepped forward with the money. We are also focused on issues related to the quality of overall life. It is something that is, in fact, a real advantage that the Yukon has in comparison to our two sister territories. The level of services, our unique culture and infrastructure and the opportunities available in the Yukon make it a much more attractive hiring environment than they deal with. So we play on those advantages. That involves partnerships with other departments such as Tourism and Culture.
Mr. Hardy: We are only seeing the tip of the iceberg. In the next five years, one-third of the Yukon's nurses will be retiring. Even before that, we could lose many more because of the frustrations they face in the workplace. Just today, the minister received a couple of very articulate, well-reasoned letters from people with direct knowledge of the situation. They are very concerned about what is happening. I am sure there are scores and scores of others who have similar insights and experiences to share.
The minister needs to listen to people like this. Our policies and practices need to reflect their concerns if we want to create a positive working environment for our health professionals. Now that the minister has had time to reflect on my proposal to contract a health human resources expert to assist in his decisions on policy guidance and financial support, will he now agree to act on this idea and provide the funding for it?
Hon. Mr. Cathers: Mr. Speaker, the member's suggestion yesterday is still being considered, especially considering the context of work that has already been completed. Consultants have been hired in the past to do reviews of our system. We're going to take a look at what has been done, what might need to be updated, and also take into consideration the surveys that have been done, including one that I believe concluded last month, surveying rural nurses on issues related to their jobs. That's something that is dealt with on an ongoing basis through the department and through working with the Yukon Registered Nurses Association.
So the member may not be aware of it, but we have taken a number of steps already and are working on a number of others. We want to consider what has been done rather than simply making a decision without doing due diligence on that. But I do appreciate the member's suggestion and would point out once again and emphasize that my desire and this government's desire is to work with the health professionals in addressing the
needs within the system, addressing both the challenges today and preparing for the challenges five, 10 and 20 years down the road, taking the long-term view in ensuring the Yukon's health care system adapts to address the challenges that we face in the future and that that approach, that vision, is dealt with by all who are involved, including especially health professionals in the field and that those steps are taken. We look forward to continuing that work.
Question re: Affordable housing
Mr. Hardy: Now, good question here: the vision statement of the Yukon Housing Corporation reads as follows: to enhance the quality of life in the Yukon by providing safe and affordable housing choices that respond to the needs of Yukon residents.
Does the minister responsible for the Housing Corporation agree with that vision statement, and does he agree that it refers to all Yukon residents, not just certain ones?
Hon. Mr. Kenyon: The Yukon Housing Corporation has a number of different programs. We maintain approximately 550 units for rent geared to income. We have put $1.6 million into the joint venture program, $150,000 into the rental suite program and $100,000 into the rental rehabilitation program. We have also created 48 new social housing units in Whitehorse and six more in Haines Junction. We continue to deal with this overall problem.
We do now have a reasonable program in place for victims of abuse and for medical transfer from the communities for people who need to be closer to housing here. We have been responding to those needs.
Mr. Hardy: I don't believe the question was answered. The minister said yesterday that the Yukon Housing Corporation maintains approximately 550 geared-to-income rental units. With the exception of the athletes village, the vast majority of those units were built a very long time ago. The minister has taken a variety of positions on this question. First he said that it was a private sector issue. There is a market and there is a need, but the private sector is not responding because there is obviously not enough of a profit margin. Then the minister raised some kind of red herring about city zoning. So far he hasn't tried to pin the responsibility on the service clubs, but that wouldn't surprise me either, Mr. Speaker.
Let's talk dollars and cents. The Yukon government is in the process of deciding how to use approximately $17 million of northern housing trust money that is meant to provide affordable housing. How much of that money does the minister plan to use to address the needs of the market I have just described?
Hon. Mr. Kenyon: Yukon Housing Corporation has been able to put together leveraged federal funds, tried to keep the costs down where possible and has leveraged a variety of programs. If the member opposite has any personal knowledge of repairs necessary for homes that are under Yukon Housing Corporation's purview, I would certainly appreciate him giving me that information because that's not what we are told by the corporation or by the residents. We have responded to every concern that has been given and we've certainly fulfilled all our obligations in that sense.
In terms of the $17.5 million that continues to be discussed -- and at the moment lies within the Department of Finance -Yukon Housing Corporation will provide whatever assistance and input it can along the way.
Mr. Hardy: I get the impression that the minister doesn't support the vision statement of the Yukon Housing Corporation. If the minister did a little research, he would see that other Canadian jurisdictions have recognized the need to act. Even the B.C. government, which is not the most progressive government around, took a remarkable step by quietly buying up a number of residential hotels to prevent a crisis leading up to the Olympics. The City of Toronto is on a major push to build social housing. They recognize a need for their people.
What we are seeing here is the opposite. The government essentially buried a plan by the Grey Mountain Housing Society that would have provided jobs, training and a stock of affordable housing. The Yukon Housing Corporation has basically crippled the one existing housing co-op in Whitehorse.
If it's not in Yukon Housing Corporation's current mandate to ensure an adequate stock of low-cost housing for Yukoners, will the minister bring forward the necessary amendments and funding to make it happen? Will he do that?
Hon. Mr. Kenyon: The member opposite hits on a couple of different things in there. First of all, on the proposals that were done for manufacturing of homes, I believe we contributed $30,000 toward a business plan to evaluate if this was a viable option. It was determined at the time that no, it was not. The situation with the Whitehorse Housing Co-operative is under review right now and I would remind the member opposite, of course, that that goes to the courts -- not to even Yukon Housing Corporation and certainly not the political level -- to make that decision.
We certainly support the vision statement and we do it with rent geared to income: 25 percent of an applicant's income goes toward rent, 30 percent in virtually all the rest of the country. We are the lowest. We have the best programs and, if the member opposite has a little bit of patience, we have many more programs coming.
Question re: Municipal block funding
Mr. McRobb: I'd like to follow up with the Minister of Community Services on a matter brought to our attention today.
It appears likely that the public swimming pool in Faro will be closed for the coming summer. This is a result of the town being forced to deal with a very limited budget. As the minister is aware, municipal block funding hasn't increased in several years despite the huge increases to territorial coffers in federal transfers.
What is the minister prepared to do immediately to help ensure this important summer recreational facility will be available to Faro residents this summer?
Hon. Mr. Hart: We are aware of this situation and our staff is looking into this to see what kind of assistance we can provide to the Town of Faro. Once we have reviewed that, we will get back to him.
Mr. McRobb: That's a little encouraging, but we know this government is sitting on an $85-million surplus. In addition to not receiving the long-expected increase to the block funding, the Town of Faro, like every other municipality in the Yukon, will suffer higher electrical bills due to this government's cut to the rate stabilization fund. Instead of helping the Town of Faro make ends meet by sharing some of the federal largesse, this government is actually imposing higher costs upon it.
Let's look at trying to work cooperatively together. I have a constructive suggestion and I would state for the record that it's something that we in the Official Opposition would fully support. Would the minister agree to work with his Cabinet colleagues to find the funds, even through a new supplementary budget?
Hon. Mr. Hart: As I indicated earlier, we in the Department of Community Services are reviewing the comprehensive grant currently and, as I indicated, we will be increasing the comprehensive grant effective April 1, 2008.
Mr. McRobb: The minister's promise to increase funding a year from now does nothing to help the residents of Faro have an open swimming pool for the coming summer. We in the Official Opposition just made a statement that we would support a supplementary budget if it's brought in this sitting. We would commit to giving it quick passage in this Assembly.
This is just a small administrative matter for the government to produce such a supplementary budget. It's sitting on $85 million in surplus that is not spent. Would the minister undertake to confer with his Cabinet colleagues to resolve this problem in time so the pool can be open this summer?
Hon. Mr. Hart: As I stated earlier, we are aware of the situation. We are reviewing it and we will be in contact with the Town of Faro.
Question re: Human Rights Act review
Mr. Inverarity: I have a question for the minister who made the decision to adjourn debate on the human rights bill yesterday. Will the minister stand up and tell the House how this government can support human rights and, at the same time, shut down debate on constructive suggestions to improve human rights?
Hon. Mr. Cathers: The member is asking the question of the wrong minister. The Minister of Justice is proceeding with the review of the human rights legislation. If the member was awake during debate yesterday, he would understand that the government wants to do public consultation.
Speaker's statement
Speaker: Order. Before the member asks the next question, the debate here is drifting into one of personal acrimony. I would ask all members to try to control themselves and focus on the issues at hand.
The Member for Porter Creek South has the first supplementary question.
Mr. Inverarity: Mr. Speaker, there are very real individuals with very real human rights complaints in the Yukon today. Individuals with very real complaints are being turned away from the Human Rights Commission because a human rights abuse happened more than six months ago. That is the law. This law can be fixed and we are the people who can fix it.
Yesterday we proposed amendments to the Human Rights Act that would allow more individuals to access the Yukon human rights justice system. This government arrogantly refuses to discuss improvements to the Human Rights Act. Is the minister prepared to say this to those individuals who have been denied services from the Human Rights Commission because their complaint is based on an incident that happened more than six months ago?
Hon. Ms. Horne: Mr. Speaker, sorry for the response here. I didn't realize I had cut off the discussion yesterday on human rights. I made it very clear that this government is aware that the act is in need of updating and it is in the process of reviewing the entire act, not just a portion of it.
Mr. Inverarity: Mr. Speaker, this government has lost all credibility when it comes to legislative reviews. The Workers' Compensation Act, five years late; the Children's Act review, three years late; the education reform project -- who knows when. This government's record on legislative reform is not something to be proud of. Will this government deliver something more than just excuses?
Hon. Ms. Horne: Mr. Speaker, we are exploring the options on how to ensure Yukoners, the opposition and all stakeholders have a say in the Human Rights Act and the changes that are required. We are criticized when we consult the Yukoners; we are criticized when we don't. It's very uncertain which way to go here.
Question re: Nurse shortage
Mr. Hardy: I have a question for the Minister of Health and Social Services. It regards something that's very, very dear to my heart and something that I have come in extremely close contact with over the last nine months of my life. That is cancer, and that is treatment, and that is treatment in the north.
Now, over at the hospital, we have a chemo room called Karen's Place. It was put together by a bunch of very generous individuals and contractors -- a place of comfort for people suffering through cancer. People can go there and get some of their treatment -- a very low level of treatment at this present time. One of the problems why we get low-level treatment, one of the serious problems for people, is the fact that the two nurses are on casual. It does not make sense to have casual nurses -- nurses working under casual or auxiliary -- trying to keep a job and working in this environment, a very sensitive environment.
Will this minister give these nurses an opportunity to move out of casual or auxiliary or whatever it is and become full-time nurses?
Hon. Mr. Cathers: I appreciate the member's concern. Cancer is certainly something that has touched friends and family of most of us. I understand his concern. Certainly this area related to the treatment of cancer is a priority, as we have emphasized through such things as making the mammography screening for cancer the project we identified under federal funding for patient wait times. In establishing a wait-time guarantee, we want to improve the service and reduce wait times in this area.
The specific request of the member opposite, as far as a classification of job positions, is something that is dealt with operationally. It is outside the minister's control and, in fact, I believe the individuals the member is referring to are not even staff of this government, but staff of the hospital. So, the appropriate place for him to address that request is to the board for their consideration. It is an operational matter that is not under my control.
Mr. Hardy: The government has control over practically every aspect of people's lives in this territory, whether it's a board or a corporation or not. This minister has admitted he has a role to play with the hospital board, with the nurses association, with the Yukon Medical Association and with nurse recruitment. Here is a case where we can get two nurses on full-time. They are treated as equals to other nurses in the hospital.
The answer is very frustrating because that is why we can't recruit any nurses. It's that kind of answer and that kind of attitude is not good enough. It's not getting people up here. We are going to have a shortage.
My concern is that this minister received a letter from a constituent, I believe -- I have a copy of it -- in which the person has just been diagnosed with cancer. Yes, Mr. Speaker, I will get to this. It's a hard one to get around. She has already had to reschedule her treatment. With cancer, you can't be rescheduling treatment too often.
Will this minister put more resources in the cancer ward, the chemo room, and the treatment that we have up here? Will he do that?
Hon. Mr. Cathers: Again, I certainly do appreciate the member's concern and point out that we have identified, out of the patient wait-times funding received from the federal government, that the mammography screening for cancer will be the priority that we invest in in this area. This government is committed to establishing a wait-time guarantee pilot project.
With regard to his specific request, the classification of staff positions at the hospital and the specific allocations to individual departments at the hospital are dealt with by the hospital board under the Hospital Act. I have to remind the member that unless the member is suggesting that we simply get rid of that legislation and the independent set-up of the hospital to run its own operational affairs, this is something that is entirely outside of the minister's hands. We can work with them. We are happy to work with them in any area, but we don't make those specific decisions. I hope that the member is not urging me to micromanage those affairs, especially when it would be in contravention of legislation.
Mr. Hardy: Let's not have this minister go sideways and try to shift the blame or avoid taking responsibility. He is the Minister of Health and Social Services. He does have a role to play. I wish he would take more responsibility in that.
Let's talk about cancer. There are 75 to 85 cases every year being added to the list. Many people from out of the Whitehorse area do not have homes to go to. I went Outside for my cancer. There was a place for me to stay. That place was a life- saver -- that's an absolute lifesaver. I can assure you, Mr. Speaker, that there was not a single day I was down there when there were not other Yukoners there -- up to nine Yukoners were staying at the lodge and getting that support out of a B.C. clinic -- support that was so desperately needed. Over 150 Yukoners stay there.
We need something in this town that gives comfort and support to those suffering from cancer. The list is growing. We need a commitment from this government that they will work with the Yukon Hospital Corporation Board to try to address this growing need -- one of the biggest killers in our society today.
Hon. Mr. Cathers: Again, I appreciate the member's perspective and his concerns, but in fact what he is requesting is exactly what we're doing. We are working with the hospital board and corporation, and working internally on this issue. In addition, we are committing to new funding through the patient wait-time guarantee trust fund that the federal government has set up to reduce the wait time for mammography screening. We recognize the importance of this and its impact. Certainly cancer has had a personal impact on many of us through the loss of family and friends. We recognize this and are committed to working in this area and continuing work in this area. Operational matters are not in the minister's hands. They have been deliberately and very specifically set outside the minister's hands through legislation. We respect the legislative requirement of a separation of personnel matters from political interference.
We work with those who are in charge of those areas. We resource and assist them in the steps being taken. This is an approach this government has taken on many issues. We work in collaboration rather than in an adversarial manner. We work with our sister territories, with the federal government, with the Whitehorse General Hospital and Yukon Hospital Corporation and with professionals and so on in addressing these matters. We will continue to do so.
Speaker: The time for Question Period has now elapsed. We will proceed with Orders of the Day.
ORDERS OF THE DAY
GOVERNMENT MOTIONS
Motion No. 73
Clerk: Motion No. 73, standing in the name of the Hon. Mr. Cathers.
Speaker: It is moved by the Government House Leader
THAT this House establish an all-party select committee on anti-smoking legislation, with a mandate including touring the Yukon to consult with the public on legislative options for banning smoking in public places; and
THAT the motion establishing such a committee be tabled and called for debate during the 2007 spring sitting of the Legislative Assembly, thus enabling consultation to be carried out in 2007.
Hon. Mr. Cathers: It gives me pleasure to rise today to this motion and urge all members to support it. Certainly this is an area that has been recognized as an area of concern. We have had some debate already in the Assembly on this issue and I would commend the Leader of the Third Party for his contribution to this debate through the tabling of a private member's bill on this topic to address this issue.
I will not spend a significant amount of time repeating what I have already said on the floor of this Assembly. I will simply note in the interests of moving forward with this that this is not a partisan initiative. It is an important issue, an issue that public perception and opinion has evolved on over time, from a time not so many decades ago when it was quite common within Canada to have smoking in places of business -and in fact, in some circles, was considered rude not be presented with a cigarette upon reaching a place of business -- to a time when, after years of steps such as the government steps in preventing smoking in all Yukon government workplaces, having them smoke-free, and steps that have been taken by municipalities, such as the City of Whitehorse, in restricting and banning public smoking. The initiatives have evolved over time, public opinion has evolved over time and the understanding of the health impacts of smoking have evolved over time, and this is the next step in this area.
This government, over the past three years, has invested significantly in increasing investment in initiatives such as the QuitPack and in public education and things such as the stages of change campaign, the "I love you but…" campaign and to assist people in breaking their addiction, to target youth for education, recognizing the impact of smoking. I'm sure members have seen banners that have been around town, displays on the sides of buses, to name but a few of the initiatives that have taken place through the good work of the department, and those steps are things that need to be continued. We are certainly committed to it in terms of tobacco reduction campaigns and ultimately with the goal being of helping people help themselves permanently break away from the addiction, not just in public places. But this step, this legislation, is something that we think it's time to go out and to talk to Yukoners about..
I commend the Leader of the Third Party for bringing forward a piece of legislation on this. Although we do have, as indicated before, some issues with the exact details of the legislation, the basic concept is one that we recognize and we recognize the impact that smoking and second-hand smoke has on individuals.
We and the third party, the NDP, I think, are very much on the same page in terms of the approach that should be taken with this and that this is an important issue. This is an issue that, because there have been concerns expressed by Yukoners, particularly in rural areas, of the impact that this legislation might have on them, we think it's important for members to do them the courtesy of doing the consultation, sitting down with them, talking about the steps and determining what, if any, modifications need to be made to that legislation to address those areas.
Certainly the public process is necessary. The government and the NDP have the courage to go out and to address our responsibility to Yukoners, to sit down with them to discuss this issue and to hear from them directly.
The proposal for the committee is a member from each party. The government's member would be me as Minister of Health and Social Services, recognizing the importance that we place on hearing this directly from Yukoners and discussing this with them. The NDP have indicated that they would be willing to proceed with this approach and recognize the importance of it. We are still waiting to hear from the Liberal Party, the Official Opposition, on whether they will participate in this or hide under their desks and not talk to Yukoners directly on this topic.
That will be their choice. We will go out and sit down with Yukoners, should this motion pass. I am confident that the NDP will follow through, as they have indicated, to also sit down directly and hear from Yukoners.
With that being said, I look forward to hearing debate from other members. I would encourage them to support this motion and would point out that this motion and, in fact, the other two motions being called today -- the motion to establish a standing committee on appointments to boards and committees and the motion to establish a select committee on whistle-blower legislation -- are part of this government's commitment to legislative renewal, to taking the next steps and working with the opposition when they are willing to work with us. We look forward to this. We certainly hope they will participate in this area. We look forward to proceeding with legislative renewal and increased involvement in this area, recognizing the responsibility that each and every MLA, regardless of party, has to represent their constituents and provide them an increased opportunity to do so.
Mr. Mitchell: I will also be brief today, perhaps briefer than the minister just was. There are some points I would like to put on the record. First of all, I was hoping to see the minister being supportive of the approach he has taken -- a non-partisan approach. I think his comments were very unprofessional. References to "hiding under desks" are very unfortunate. I am sure he will look at his comments in the Blues and we'll hear more mature comments in the future.
Speaker's statement
Speaker: It is appropriate that members make comments to and fro but when a member attacks a member individually, that is not in order. I would ask the honourable member not to do that.
You have the floor, Member for Copperbelt.
Mr. Mitchell:
Thank you, Mr. Speaker. We'll move on.
We've previously suggested our preference that this consultation be done by public officials, not MLAs. I just want to summarize the reasons why we believe that would be the better method.
First of all, officials have the training, knowledge and experience in conducting public consultations. Officials have the technical expertise to answer specific questions regarding the health effects, for example, of second-hand smoke. Officials
have the technical expertise to respond to questions regarding enforcement and how these measures would be put into effect. Officials have the experience to properly record all points of view and the ability to give equal consideration to all points of view regardless of whether they personally agree with the individual's perspective or not.
MLAs, Mr. Speaker -- and I think we've heard an example of it today -- no matter how much we would like to depoliticize this issue, bring their own or their party's perspective to the table. They may be on the public record as either supporting or opposing this or any particular legislation or some aspects of it.
This approach of using a committee of MLAs to consult will set the bar for all future public consultations. The next time we are considering changes in legislation to the Education Act, the Workers' Compensation Act, the Children's Act, the Liquor Act, human rights legislation, the Animal Protection Act -- and we could go on -- are we going to continue this practice of sending out select committees? We are a small Legislature. There are only 18 members here. If not, will that signal that these issues are less important to this Assembly than the issue before us today -- the Smoke-free Places Act?
Furthermore, this approach, based on our numbers here, could result in delays in this or other important legislation coming forward in a timely manner.
We wanted to put these points on the record because those are the reasons why we suggested that this should be done by public officials, as has always been the case.
We also want to put on the record that we were the first party, when we supported this legislation, to say that there should be public consultation. We came out with that right away because we knew that this would be controversial in some quarters and we felt that people needed their voices to be heard.
Having made those points -- and we just wanted to make them for the record -- I again want to commend the Leader of the Third Party for bringing this issue to this Assembly. I feel that he has brought forward an issue that is very important -the issue of second-hand smoke and the issue of smoking in the workplace -- and significant health risk to all Yukoners. We are the next-to-last jurisdiction to be addressing this issue. It is long past time for it to be done.
The government had a full term in which to address it. They did no public consultation in any form nor did they bring any legislation forward. I thank the Member for Whitehorse Centre for bringing this legislation forward.
Having put our views on the record, our caucus does not want to be the cause of any additional delays in addressing this important health issue, so we will support this motion, but we want to make sure the record shows that we believe that there was perhaps a better way of doing so.
Mr. Hardy: I am here of course to support this motion because it does support the bill that we brought forward -- Bill No. 104 -- and the importance of this issue. It is a sensitive issue with some individuals in the Yukon Territory, as well as in some communities. That in itself points to the need for some public consultation. The motion ensures that there will be public consultation on the legislative options for banning smoking in public places.
I would have liked the motion to have been a bit clearer in recognizing the bill we are talking about -- that being the foundation we will be looking at when we do the public consultation.
My concern is that the bill is improved, not weakened -not weakened to allow more smoking, to cause more pain and suffering, to cause more death. It is strengthened, to lessen the pain and suffering in our communities and our people of the Yukon Territory. Sometimes it's a hard thing to do. As legislators, it's hard to convince the public that what we're doing is going in the long term -- the short term, in this case -- to have a very significant and profound impact on their lives. It is going to be a good one. It's going to be a good one for the workers. It's going to be a good one for the families and children. It's going to be a good one for the individuals who smoke and are trying to relieve themselves of a very addictive and dangerous habit.
This should never be a partisan issue. I don't think it is any more. I still hear, between the Yukon Party and the Liberals, a partisan type of politics talked about. But I also feel that they're trying to rise above that, and that's important because it shouldn't be a partisan issue. We're talking about what is good for our society. We can all come together. That is why I like the idea of the MLAs being involved.
One thing we've always asked for, and one of the things we want to see in here -- and I know most of the MLAs on the opposition side and in government whom I've talked to agree with this -- is committees in which we're more engaged, in which all Members of the Legislative Assembly and all the people who have been elected can be part of a committee that looks at serious issues in the territory and brings recommendations forward to the Legislative Assembly.
That happens at the federal level. That happens around the world in many governments. Why is it so difficult here? Why can't we make that step?
From my perspective, it would remove some of the animosity and the struggles between the government and opposition members. It would share some of the workload and broaden the debate. It would contribute far more to having better solutions. We would all feel like we were part of something bigger than just our own individual selves and our own individual desires and our own party desires.
I don't think it changes the way the public votes, but it would change the way the public views us. It might be in a more positive light.
We have a duty to fulfill that and to change that attitude out there so that more people may want to run and be involved in politics, have a positive outlook and see the positive work being done.
This may be the thin edge of the wedge that starts the whole process -- the public consultation and the MLAs being involved. I believe that the Liberals can see that as well -- the Official Opposition. I hope they can, because I would like to see our politics move more in that direction.
As to officials being involved, they are involved in everything. Of course they would be involved in this. There is no question about that. I can't see three MLAs going around without some support to help them deal with what we are trying to pass here. I believe that the officials are involved. They are involved right now. They are involved in looking at the bill that was brought forward, and they can be involved in the consultation.
The nice thing is there is also help being offered from the Canadian Cancer Society, with some names being put forward of facilitators who might be able to facilitate, experts in this field that we may not have up here. That's extremely positive.
The public has shifted -- there is no question about it. The majority of people want smoke-free places. The questions are: what type do we deliver, how far do we go, how far-reaching is it going to be and how protective is it going to be? That's what we have to come up with. I think we can do it together. I really hope we can. I think we can put aside our partisan politics and make this work really well and I think this could be a steppingstone for changes within the Legislative Assembly that I think are so long overdue. Mr. Speaker, I support this -- I know my colleague does -- and I hope everyone in the House does.
Speaker: If the honourable member now speaks, he will close debate. Does any other member wish to be heard?
Hon. Mr. Cathers: I would like to thank the members opposite for their comments on this, particularly the Leader of the Third Party. I would note, in reference to one point that he made, that the motion itself as it reads supports the establishment of the committee and says, later on in the text, that a motion establishing such a committee be tabled and called for debate during this sitting of the Legislative Assembly, thus enabling consultation to be carried out in 2007. So the membership and scope of the committee would be established by a separate motion that would be tabled, should this motion pass today. That would address some of the member's concerns regarding that area. It would be, from my understanding, standard legislative procedure that when the actual members are named in the committee, that is the time in the scope of the work that would be identified in motion -- for example, in the whistle-blower legislation that will be called later today for debate.
I hope that addresses the member's question. I would take this opportunity also to agree with the member that the committee will be supported by officials. They will be providing technical advice and the Canadian Cancer Society also has offered their services and involvement. We would also assume that all members would support taking them up on that offer, which provides them the opportunity to engage in that and lay out their concerns and suggestions during the consultation process. I thank them for extending that offer.
As far as MLAs doing consultation, we don't see that as a bad thing on an important piece of legislation such as this one. What is bad about proceeding with legislative renewal and increasing the involvement of MLAs in dealing directly with Yukoners? It would not be the appropriate thing for all pieces of legislation, because it would be too time-consuming and nothing would get done; however, on important pieces such as this, we believe that it is appropriate for MLAs to go in a nonpartisan manner to engage directly with Yukoners. This would be an important piece of legislation and an important step forward in recognizing the significance of this issue.
That being said, I thank members for their comments and urge them to support this motion.
Motion No. 73 agreed to
Motion No. 70
Clerk: Motion No. 70, standing in the name of the Hon. Mr. Cathers.
Speaker: It is moved by the Government House Leader
THAT the honourable members Hon. Brad Cathers, Hon. Elaine Taylor, Steve Nordick, Don Inverarity and John Edzerza be appointed to the Standing Committee on Appointments to Major Government Boards and Committees, established pursuant to Standing Order 45.
Hon. Mr. Cathers: It gives me pleasure to again rise, as I indicated in my comments earlier, with another step forward in legislative renewal and stepping forward to enhance the engagement of MLAs in this area. For the Standing Committee on Appointments to Major Government Boards and Committees, the scope of reference is laid out in Standing Order 45, and establishes which boards and committees that would cover. Members have a copy in their Standing Orders to refer to.
For those in the media and for those who may be listening, under Standing Order 45, the major government reports on committees are laid out in which a committee, if established, shall review and recommend appointments to include the Yukon Development Corporation, Yukon Energy Corporation, Workers' Compensation Health and Safety Board, Lotteries Yukon, Yukon Recreation Advisory Council, Yukon Arts Advisory Council, Yukon Utilities Board, Yukon Council on the Economy and the Environment, and the Yukon Human Rights Commission.
This has been a challenge in moving this forward at times. The opposition members -- we have had differences of opinions sometimes on the makeup of the committee. Finally agreement was received on the total membership of the committee, how many members would be on there and, following the opposition putting forward their names last fall, this was tabled in the last session. We are pleased to call this today and urge members to support it, which I believe they will.
With that being said, I don't think there is too much need for lengthy debate. I think this is a positive step forward and, as with the other motions called for debate today, it is another step forward in legislative renewal and in enhancing and improving the working relationship of this Legislature and engagement of MLAs.
Mr. Mitchell: I thank the minister for his remarks.
I won't have a lot to say about this except to say that I think it is a very important issue. I believe strongly that everybody should feel free when they are in the workplace, regardless of whether they work in the private sector or work for government of any level, to express their concerns when they see them.
We think that this should have happened long ago. We believe that the committees and boards that work under appointment by government do an extremely important service, and we've asked for this for a great, long period of time.
I'm not really interested in revisiting issues of numbers and who blocked what from happening, because I just don't think we get anywhere when we do that in this Legislature. But I do think it's important that these people be seen as appointed on behalf of all Yukoners and not seen from the perspective of partisan appointments. It has been the case over many governments over many years that people were seen as receiving appointments because of who they supported politically rather than the expertise they bring to the job.
So we're pleased to see that this will move ahead, and we look forward to seeing the names come forward in a nonpartisan way to fill these boards in the future.
Mr. Cardiff: Mr. Speaker, I, too, rise in support of this motion. We in the third party believe that this is a good step forward. When the Government House Leader rose on the final day of the fall sitting and actually read this motion into the record, it was actually kind of a sad day because it has to sit on the Order Paper for at least a day, and it sat on the Order Paper for a long time now before the motion actually got called for debate. Quite frankly, I was considering calling it myself, for two reasons.
Number one, I think it's important. As the Leader of the Official Opposition said -- we talked about this yesterday; I have been living in the Yukon and following politics for close to 30 years and I believe that's one of the things that the public has always been aware of -- every government of every stripe has been accused of making partisan political appointments to boards and committees and I think it's long overdue for this to happen. For that reason alone, that was one good reason why I would have attempted to call the motion.
The other reason is that, in order to get to the motion that is next on the Order Paper, this was a qualifier. This had to happen in order to get the support of all the Legislature for the motion that we are going to debate next, which is the whistleblower motion. That is one that is dear to our heart, too, in the third party.
This is a step forward. I hope that this does lead to better cooperation in and outside the Legislature among the three parties. I hope it also serves the public interest. We will be supporting the motion.
Speaker: If the member now speaks, he will close the debate. Does any other member wish to be heard?
Hon. Mr. Cathers: I will be very brief in closing and just thank members for their comments. This has been a work in progress. There has been some discussion from all sides and negotiation and ultimately compromise all around. We are very pleased to be able to take this step forward and urge members to support this motion.
Motion No. 70 agreed to
Motion No. 125
Clerk: Motion No. 125, standing in the name of the Hon. Mr. Cathers.
Speaker: It is moved by the Government House Leader
THAT a Select Committee on Whistle-blower Protection be established;
THAT the Speaker of the Legislative Assembly, Hon. Ted Staffen, be the chair of that committee;
THAT the honourable members Hon. Jim Kenyon, Steve Nordick, Eric Fairclough and Steve Cardiff be appointed to the committee;
THAT the committee report to the House its findings and recommendations respecting the central issues that should be addressed in whistle-blower protection legislation including:
(1) whether all public institutions and private organizations performing "public" functions will be covered;
(2) whether only employees or others -- unions, advocacy groups, the media, citizens -- can use this legislation;
(3) what types of wrongdoing will be covered,
(4) whether the same office will conduct investigation, mediation and the protection of whistle-blowers;
(5) whether employees will have to exhaust departmental procedures before approaching the whistle-blower protection office;
(6) how retaliation against whistle-blowers will be defined and how long protection will exist;
(7) whether there will be a reverse onus on the employer to demonstrate that adverse decisions on a whistle-blowing employee were not a reprisal;
(8) what remedies for employees judged to be adversely affected will be specified in the legislation; and
(9) what sorts of consequences there will be for employees who engage in reckless or malicious accusations of wrongdoing and for managers who engage in reprisal against employees who act in good faith;
THAT the committee report to the House its recommendation as to whether whistle-blower protection legislation should include a sunset clause similar to that found in section 35 of the Ombudsman Act;
THAT the committee have the power to call for persons, papers and records and to sit during inter-sessional periods,
THAT the committee hold hearings for the purpose of receiving the views and opinions of Yukon citizens and interested groups on whistle-blower protection legislation;
THAT the committee have the power to seek background information from experts and to be able to call and hear these experts as witnesses;
THAT while all testimony provided to the committee shall be in a matter of public record, the committee have the power to hold in-camera meetings and to direct that the records of the committee, in specific instances, not contain details that could lead to the identification of an individual group, third party, or community;
THAT if the House is not sitting at such time as the committee is prepared to present its report, the committee transmit its report to all Members of the Legislative Assembly and then, not more than one day later, release the report to the public; and
THAT the Clerk of the Legislative Assembly be responsible for providing the necessary support services to the committee.
INTRODUCTION OF VISITORS
Hon. Mr. Cathers: First, before I begin with debate, I would like to direct members' attention to the visitors gallery and ask them to make welcome Garry Holland.
Applause
Hon. Mr. Cathers: It is a pleasure to rise here today. Leading into this motion, I will not be speaking for long. Members are aware that there has been significant debate on this topic in the past. There have been attempts and challenges in moving forward with this. I will not spend too much time pointing out the disagreements of the past but will note that the government has attempted to proceed with this on a number of occasions. For some time, the now Official Opposition was resistant to the structure of this and was linking it to some disagreement regarding the composition of a Standing Committee on Appointments to Major Government Boards and Committees. That being said, I will not spend too much time belabouring that point. I would hope that members can be positive today in moving forward with this select committee.
Whistle-blower legislation, as members may be aware, is something that is fairly new in Canada. It has not been tried in many jurisdictions. There have been a number of attempts and it is a work in progress. I think we all recognize the value of this. It has had various effects in various areas and there have been some obvious successes. The concept behind it is one I think we all agree with. It's also important that the work be done in establishing this legislation through a select committee. The obvious reason, of course, is to ensure that this is not simply a partisan motion and that it is dealt with in a manner that recognizes the importance of this issue. It should consider all sides, as well as provide all Yukoners with the opportunity to be involved in the discussions and submissions to the committee.
That being said, I urge all members to support it. One point about which I would remind members is that the membership of the committee was identified by the House leaders of the respective parties, hence the naming in the motion. The member of the Liberal Party named to the motion had noted that he was not aware of it. I should point out that an e-mail sent from the Liberal House leader identified him as the member for the committee on whistle-blower legislation. That is why the member is included.
I thank members. I look forward to hearing debate and hope to see this motion passed.
Mr. Fairclough: I'd like to speak to this motion also.
First of all, I believe that this motion is a bit unusual in that the minister, the mover of the motion, decided that the terms of reference would be already done up before the committee has even met to discuss this. I just asked the question in the House today about consultations afterward -- these courtesy consultations. This is basically what this is. It is terms of reference that are laid out by the members opposite already before having any discussions with us on this side of the House. If there were a real seriousness on the government's side, they would have extended to us the courtesy of at least a phone call, a discussion about this and whatnot.
When the Yukon Party was in opposition, they asked the government to bring forward whistle-blower legislation. There are examples out there that we could be using. It doesn't take a whole lot of work on the government's side to bring forward whistle-blower legislation. It is not a lot of work. These guidelines, these terms of reference that are laid out in the motion, do put a lot of work on the members who are involved in the committee.
Four years, almost five, have gone by and the Yukon Party has done nothing in regard to whistle-blower legislation. They see the seriousness of it. The issue never went away, as they had hoped it would after their first term. I guess I'm glad that they have brought forward something to deal with this, even if they can't do it on their own. Governments can do this kind of thing and they can do it without a committee.
I'm surprised that the minister responsible for the Public Service Commission isn't on the committee. That is a decision made by the government's side and we can't change that now.
The member said that we did forward a name some six months ago, but does that mean anything to the government side? Names have been given to the government for boards and committees over the course of their whole term -- when they were elected the first time -- and they did nothing for five years -- nothing. Now public pressure is putting them in the position of having to bring forward motions and, if they can't do it on their own, that we in this House do it. We're willing to do that. We're willing to do the work. We'll agree with this motion that has been put forward by the members opposite.
I just want to point out to the government that there are better ways of dealing with this matter than the committee.
Some Hon. Member: (Inaudible)
Mr. Fairclough: Now, the Premier is talking to his members on that side and disturbing us. I'd like you to call them on that, because it's hard to hear.
Speaker: Order please. You have the floor. Go ahead. Mr. Fairclough: I thank the members on the government side for starting to pay attention to this issue that they're bringing forward -- although he is at it again. I hope it's a little quieter this time.
Speaker's statement
Speaker: The Chair allows conversation on each side of this Legislative Assembly when other members are talking. If, in the Chair's opinion, it is getting distracting, I will then interrupt.
Now, I appreciate the honourable member's mention of what's going on and I'd appreciate it if members on each side
would do that when they feel there is chatter going on on either side.
You have the floor, Member for Mayo-Tatchun.
Mr. Fairclough: Thank you, Mr. Speaker. This is a serious matter. It's an issue that has been raised with us and I would think we would all pay attention to this and pass it in a timely fashion, and let's get on with the work.
These issues about whistle-blower legislation and protection of employees have been brought forward to our attention. We've had government employees come and talk with us, but they're not going to expose anything because of fear of repercussion from the government side. They can't do it -- they don't want to lose their job, they don't want to be demoted, they don't want to be silenced or gagged, which, Mr. Speaker -- haven't we talked about this time and time again on what government has been doing over the number of years? Well, let's open it up a little bit.
Everybody knows the way in which this Yukon Party governs here. They may fear this, once it is passed in this House -perhaps the public and the employees may open up more.
If the mover of the motion had called up and said, "Your name has been forwarded in the past. Are you still agreeable to sit on this committee?" -- that would have been nice. But they didn't do it. I have to say, now that this is an after-the-fact consultation, I have to say, "I agree to sit on this committee." The member opposite wants to force this on certain members.
I was hoping, though, that they would have decided to have the minister responsible for the Public Service Commission sit on this committee. But the government side decided not to and we are fine with those who have been named on the committee.
The Premier has an opportunity to speak to this if he wants to. We think this is long overdue. The government could have brought this forward without any delay after being elected the first time. They could have brought it forward on their own. If they want to have all-party and non-partisan travelling consultation and research on the matter of whistle-blowers, we are willing to do it. What shouldn't be in here is this terms of reference. That should not be in this motion.
This might surprise the mover of the motion but, once the committee is formed, we could have another look at these terms of reference and change them if we want to. Once the committee is formed, that could be done. I know the members opposite think that having a long list -- a whole page, which is unusual in a motion -- would box us in or guide us in that manner. The committee -- surprise, surprise to the government side -- will decide that.
I just want to make some short comments that the members opposite think that we, on this side of the House, are resistant to the development of whistle-blower legislation. That is not the case. We support it and we would like to see it develop as soon as we can.
Mr. Cardiff: It was with great pleasure that I saw this motion read into the record the other day. It is long overdue. We in the third party have been advocating for whistle-blower legislation for quite some time. We even went so far as to introduce our own bill in the previous Legislature for whistleblower protection. I suppose the idea came from that debate on that bill to have an all-party select committee. I did have my name put forward last fall for a committee to look at whistleblower protection legislation. I am quite pleased today to be named in this motion.
A portion of the motion reads that the committee report to the House its findings and recommendations respecting the central issues that should be addressed in whistle-blower protection legislation. By the end of the consultation, I won't have a problem stumbling over that one.
To me, that means that there is an opening and that the terms of reference, as referred to by the Member for MayoTatchun, aren't really set in stone. It says to bring its findings and recommendations, respecting the central issues. Those will include those nine issues, but I don't believe that it says that it's limited to those nine particular terms.
I am hoping that there will be cooperation from all three parties to ensure that, if there are omissions or if there are other issues that rise to the surface that we become aware of as a committee -- during the term of this committee -- that we'll be able to make our views known on those as well. I hope that all goes well and that we have a chance to hear the views of many interested Yukoners on this subject.
One of the things that has happened during this sitting of the Legislature that points out the need for this was a document that I tabled in the Legislature where, on a work site, there was a notice posted that basically threatened employees with termination if they spoke to government officials or elected officials or MLAs.
That is why legislation like this is needed. People need to be free to voice their opinions, to bring forward their concerns without fear of retribution; without fear of having to suffer consequences to their livelihood or to their status in the community. It's just not fair. If they have concerns about what is happening in the workplace or in their job that need to be brought to the attention of the authorities, they should be able to do that without fear of retribution.
That's why we have seen this type of legislation brought forward in many jurisdictions in Canada. That's why we as the third party, when we were in Official Opposition in the previous Legislature, tabled our own piece of legislation. That's why we are here today. We will support this. We will participate in this, and we definitely look forward to the day in the very near future, I hope, when we will be tabling a piece of legislation that we can all agree on.
Mr. Mitchell: I hope members will indulge me, as well as Hansard, for the fact that I was apparently so eager to speak to this that I rose earlier. I have been fighting the flu bug and I think the bug is winning.
Whistle-blower legislation really is about empowering people. It's about empowering the public. It's about empowering public servants to feel safe in the workplace to point out when they think there is wrongdoing or unsafe conditions, and not fear for their jobs. There are countless examples of this sort
of thing where there isn't the safety to do that and where things have gone wrong. We recently heard the examples of Air India and how inspections weren't done and safety measures weren't followed. Perhaps people thought about pointing that out but they were afraid for their jobs and they thought, well, I don't want to get in trouble or lose my job and, really, what are the consequences? Sometimes the consequences are unforeseen and they are tremendously tragic, as they were in that case.
I think that it's important that we move forward and empower the public to point out when they think that things are either unsafe or not being properly conducted, or people aren't being treated as they should be because they may be voicing a concern contrary to that of a superior.
We get phone calls all the time, as I'm sure the third party does, and perhaps not so much when you're sitting on the government side, but MLAs do hear from people saying there's something wrong going on in our workplace but we're scared to raise it, because we're scared for our jobs, and that shouldn't be. It shouldn't be that way in the private sector; it certainly shouldn't be that way in the public sector.
There's a very long descriptive list here of some of the areas that should be looked at. I think, as both the Member for Mayo-Tatchun and the Member for Mount Lorne have pointed out, those should not necessarily be the be-all and the end-all of this, and the committee can look into what else should be considered.
I do think that just yesterday in general debate the members opposite pointed out that they were decisive, that they were elected to make decisions, and they would do so. I have to question why they spent four years not tabling legislation on this matter if they truly believed in it. They didn't need to get agreement from the opposition parties. They had a majority in the last term. They have a reduced majority now. They could have simply brought forward legislation, but they didn't do so. However, we're here to move forward, not backward. I think this is very important.
I want to give another example that was brought to my attention by the Member for Kluane, and that is a public servant in Alberta who was working as an official under the Alberta Conservative government during the Klein administration. He tried to raise the issues that concerned him about climate change. In the end, he lost his job. He was dismissed from public service. He ran. His name is Dr. David Swann. He's a Liberal MLA now. He was elected in Calgary, of all places, in the last general election.
Some Hon. Member: (Inaudible)
Mr. Mitchell: Absolutely. But it shows that sometimes people feel they have no recourse, and as a result they run for office to effect change. I think probably everybody here, from every political persuasion, has run for office because they believe that there needed to be some change and they needed to improve things.
We will support this. We believe that it's an important thing. It's about empowering people and improving workplace conditions. It's about freeing people to do their job better without fearing for their livelihood.
Mr. McRobb: I will be very brief, because I think the vision presented for the record by our leader spells out the importance of this legislation and the need to ensure that public service employees are not constrained by the political level of government when speaking out for the public good.
As the leader mentioned, I had the good fortune to meet Dr. David Swann, who is an MLA in the Calgary area. We had quite a discussion this past February. I think his election to public office really speaks to how much the public supports having public servants speak out when the matter is in the public good. We know that the taxpayers pay the wages of these public servants, so therefore the duties of the public servants should be to serve the public. If these public servants are threatened in any way for speaking out for the public good, then of course that puts up a roadblock for them to do so.
It is important that public servants do speak out on matters in the public interest, whether through information they have learned through the course of their work or due to an expert opinion they might have from their knowledge of a certain area. The political level of government should not have the ability to constrain that.
I think the whistle-blower motion in front of us might set out the groundwork in an adequate way to try to achieve that. Of course, there is a lot more on the road ahead before that protection is in place. I really look forward to further developments in the months ahead. Hopefully in the fall we can be dealing with the necessary legislation that is drafted accordingly to provide that level of assurance to public servants. Certainly, if it does meet that test, then the government side can expect my support, at least.
Speaker: If the member now speaks, he will close debate. Does any other member wish to be heard?
Hon. Mr. Cathers: I thank members for their comments. I will be brief in closing, but I am compelled to note that, in reference to the Member for Mayo-Tatchun's comments about his alleged lack of awareness of being on a committee, that it is standard practice and it has been well understood for years in our parliamentary system that the House leaders have discussions. When agreement is reached or when representations are made, the House leaders are responsible for informing their caucuses of that. The Liberal House leader identified the Member for Mayo-Tatchun as their representative. The government certainly expected that their House leader would have informed his caucus colleague of that commitment.
It was also no surprise to the Liberal House leader that -although the request was made for membership last fall, the member was aware that this motion was not going to be tabled. It was not tabled in the fall sitting. There was an understanding, of course, that spring would be the time for tabling it.
Now, perhaps the Official Opposition's commitments expire after six months, but we expect that when a commitment is made -- especially when the understanding is that it is going to take some time to deal with it -- that commitment will be kept. The government certainly keeps its commitments.
I would encourage members of the Official Opposition to talk to each other before casting aspersions across the floor when, in fact, the government relies on the representations made by their House leader. When agreement is reached, we assume that agreement is an agreement on behalf of that caucus.
With that being said, I think that the overall purpose of this legislation is moving forward and enhancing the protection and the options that are available for employees, recognizing there are many challenges to be worked out with this legislation as it has been challenging in every jurisdiction that it has been tried. The membership is laid out. Members have had discussions and one point I should make with regard to the wording is that the suggestion by certain members that they were completely unaware of the terms and the scope the motion spelled out -- discussion did occur regarding the wording. There was some discussion through House leaders, primarily through the chiefs of staff, I believe, of the respective caucuses, and wording was discussed. This was dealt with and we do not have control over whether members share things with their caucus colleagues. I would encourage them to do so, as we do on the government side.
Motion No. 125 agreed to
Hon. Mr. Cathers: I move that the Speaker do now leave the Chair and that the House resolve into Committee of the Whole.
Speaker: It has been moved by the Government House Leader that the Speaker do now leave the Chair and that the House resolve into Committee of the Whole.
Motion agreed to
Speaker leaves the Chair
COMMITTEE OF THE WHOLE
Chair: I will now call Committee of the Whole to order. Do members wish to take a brief recess?
All Hon. Members: Agreed.
Chair: We will take a 15-minute recess.
Recess
Chair: Committee of the Whole will now come to or- der.
Bill No. 6 -- First Appropriation Act, 2007-08 -continued
Department of Community Services -- continued
Chair: The matter before the Committee is Bill No. 6, Vote 51.
Hon. Mr. Hart: Thank you for allowing me to present the 2007-08 operation and maintenance and capital budgets for the Department of Community Services.
As tabled in the main estimates, the department plans to spend $51.4 million on operation and maintenance and $45.6 million on capital expenditures. These expenditures will have a considerable, positive impact in every community across the territory. Out of the department's O&M budget, $22.8 million is allocated for grants and contributions to municipalities, communities and non-government groups and/or NGOs.
Operation and maintenance and capital recoveries are estimated to be $4 million and $25.9 million respectively. Revenues from general property taxes and services provided by the department are estimated at $8.2 million.
I would like to reference our four-pillar approach to the context of Community Services' capital budget. The four pillars are a better quality of life, the environment, the economy, and practising good government.
These four categories are the driving purpose for much of what my department does for Yukon communities and our citizens. I would like to begin with the fourth pillar, which is practising good government. One of Community Services' key roles is working with the local community governments and the Association of Yukon Communities on a wide range of topic areas important to local government operations. Together, we also ensure that local government legislation and the legislative framework of the Yukon government are current and meaningful. We provide funding and financial advisory services to the municipalities and unincorporated communities and we work with other governments on the provision of local, municipal and related services.
A few weeks ago, I announced that Community Services staff will be meeting with the Association of Yukon Communities over the summer to examine the funding levels for local community governments in relation to delivering their program and service responsibilities. I believe that it is time to conduct this review, considering that the Yukon economy has continued to recover and grow, and this growth has stimulated more service and program requests from developers, businesses and the public for all levels of service.
Local governments require the fiscal capacity to undertake their duties and I am confident that we will arrive at an outcome that meets that need. All these things we do with our Yukon communities are designed to achieve that goal and the objectives of the first pillar, which is to create a better quality of life for the people who live there.
In the 2007-08 capital budget, Community Services is continuing our focus on delivering the important community-based infrastructure improvements that contribute toward a better quality of life through safer and healthier communities. While we work toward that improved quality of life, we are also contributing to the Yukon's economic health -- the third pillar -and we are addressing environmental concerns that are important to Yukoners and their communities, that being the second pillar.
I'm referring to infrastructure projects that provide clean, safe drinking water as well as sewage systems that work effectively to reduce negative impacts to our environment and also contribute to better community health.
Community Services' 2007-08 capital budget includes nearly $9.7 million, which is dedicated toward Yukon community-based projects approved through the municipal rural infrastructure funding process. These projects not only ensure important infrastructure is in place to serve the needs of Yukoners and our visitors, but they are also very important for providing
good jobs for local residents, which help to improve local community economies.
Some examples of the projects funded under this budget include funding to complete the Mayo Community Centre -approximately $477,000; $1.7 million for the small-diameter piped water project for the Selkirk First Nation in Pelly Crossing. We are providing $1.4 million toward the Takhini North water-sewer project with the City of Whitehorse. $415,000 will flow to the Champagne and Aishihik First Nations' project for the development of their water and sewer project and some required road improvements. $1 million has been earmarked for work on the Dawson sewage system. A new sewage project in Carcross will receive $764,000, and also in Carcross, $1.5 million will be invested in a waterfront development project. Another $4 million is allocated in this budget to the Whitehorse waterfront development project, which is making a positive difference to the appeal and safety along the riverfront.
The 2007-08 capital budget provides for the rural electrification and telephone program at $500,000 and for the domestic well-water program at $700,000.
Road improvements are also important infrastructure projects that add to driver, cyclist and pedestrian safety. As we committed during the last election, we are completing the Hamilton Boulevard extension with the City of Whitehorse with our contribution of $5 million. This project will benefit residents by providing a second access/egress option and help to reduce traffic congestion with the addition of a second route.
$278,000 is allocated toward the BST surfacing of the Two Mile Road with the Liard First Nation in south Yukon. A little over $1 million has been allocated for a new fire hall in Golden Horn, which is critical infrastructure for the community and adds value in a number of positive ways.
We have increased attention to climate change and the potential impacts on the Yukon environment. Many people are concerned about the increased potential of forest fires and the protection of our communities. While our response capabilities provided through wildland fire management are some of the finest in the world, there is an opportunity to reduce the threat of fire by reducing the buildup of forest fuels, as prescribed using the FireSmart approach, as a preventive measure. $1 million is being invested in our FireSmart program to continue to help make our communities safer through the purposeful reduction of forest fuels by community groups, local governments and individuals.
While we can accurately account for the budget -- we have invested into the FireSmart program over five years -- we cannot calculate the many resultant benefits these investments have yielded. How many forest fires have been prevented by FireSmarting around communities? How many homes, businesses and other structures have been spared because of the benefits of the FireSmart program, or how much money has been saved in our communities because of FireSmart projects we use to provide a greater level of preparedness? We cannot calculate what or how much has been saved by promoting the FireSmart program, but I can assure you the value of cleaning up the forest fuels is not lost on Yukon property owners who are treating their lands to be safer from the threat of fire.
Mr. Chair, we are hearing very positive things from our partners at the community level about the true value these capital budget investments provide the community. I recall the opening ceremonies for the new community centre in Mayo in February. The new recreation centre will play a very important role for the community well into its future. As a gathering place, the people of Mayo and the neighbouring communities can now come together in comfort for meetings, celebrations and other important community events. This new community centre will also serve the needs of elders and seniors who can now come together for activities that are important to them. As a recreation centre, everyone -- especially young people -- will have more opportunities to get involved in sporting activities that will help to develop strong bodies and an appreciation for healthy lifestyle choices. The new facility in Mayo may right now be training gold medal teams for future Canada Games, Arctic Winter Games and/or Olympics.
I also noted the economic benefits these projects contribute to our communities. Local contractors, labourers, engineers and planners at the community level are benefiting from these projects. Also, hotels, local shops and the service supply sector benefit from these community-level construction projects and the local economy grows a little bit more.
I would like to take a moment to provide another example of how the Community Services capital budget is invested to improve services to Yukoners.
In previous capital budgets, we invested in new computer equipment, which was required to modernize our administrative capabilities and, at the same time, allow us to offer new electronic services to Yukoners. I am very happy to report that Yukoners, especially rural Yukoners, are utilizing the motor vehicle e-registration more and more. The e-government service is simple to use and the 24-hour accessibility means clients can register their vehicles when it is convenient for them to do so.
The Yukon business community and the public are also utilizing the new on-line personal property security registry to search liens on real estate, motor vehicles and other property. This much welcomed service was launched in June of last year. Client use of this service has grown substantially since then.
BizPaL is another state-of-the-art e-government service that has proven to be extremely valuable to the business community, investors and, more recently, the natural resource sector, which is accessing the service to undertake planning for project development in a number of resource development areas.
Last July, the BizPaL team was awarded the federal government's Public Service Award of Excellence for their leadership in the development and implementation of BizPaL. Last fall, the same team received the Diamond Award of Excellence in the Canadian Information Productivity Awards. This organization of information technology leaders selected the BizPaL program to rank the highest from all the many emerging technology projects in 2006.
The awards and acknowledgements by the leaders in the national IT sector are very much appreciated, but another important acknowledgement is coming from the business community and our other partner, municipal governments, who are extremely pleased about how the service saves valuable time, energy and expense in gathering the required information on permits and licensing for their projects.
Previous capital investments in our administrative computer systems are delivering enhanced electronic services to Yukoners, which, by all accounts, they are very pleased with.
I would like to note that one of the greatest assets of Community Services has not been found in our budget, but rather in our people. Community Services is fortunate to have a staff of dedicated Yukoners who strive to make our territory a better place for everyone.
Each day they take on the roles that keep the territory operating effectively at a number of critical levels. They are focused on improving community health and safety for all of us by ensuring the infrastructure we rely on is safe and functioning as it should.
They are standing at the ready to respond to crisis situations that may appear at any time. They also provide the programs and services that add value to our lives in meaningful ways such as improving our library services so Yukoners can access Internet service, pursue their lifelong learning ambitions or simply read a new best seller.
Our staff in consumer and safety services branch is available to assist people with questions relating to consumer issues and to encourage a fair, efficient and informed marketplace for business and consumers.
Community Services staff fill a number of important roles as they deliver the programs and services to the Yukon public, local governments, First Nation governments and our visitors. They perform their jobs with pride and dedication as they work to improve the quality of life for all of us.
In closing, I would be pleased to expand further on these and other positive investments the Department of Community Services will be making from this budget and answer any questions the members opposite may have.
Mr. McRobb: I thank the minister for finally gracing us with his opening remarks after the hiccup the other day.
Mr. Chair, I would like to first say that I am filling in for the usual critic, who was called away on some work-related business. I hope I am able to not let the minister off too easily this afternoon. I am aware of a few of the issues about which we would like to ask. Hopefully we can have some constructive dialogue.
In the past, I have always enjoyed dealing with this particular minister, because I really believe he does give effort to providing some constructive information.
First of all, I would like to ask him about the municipal block funding issue. He made a statement on May 7 in this House to the effect that municipalities haven't received an increase in their base pay for some years. Then he went on to say that his party has provided the largest increase to municipalities for their grant funding. That would appear to be a contradiction. I would like to give him an opportunity to clarify that remark.
Hon. Mr. Hart: If memory serves -- and I stand to be corrected -- it was stated on that day that there had been no increase in the comprehensive municipal grants since 1992. In fact, there were a number of small increases in the grant during that time. There were small increases in 1998 and 2001. In 2005 and 2006, we put in our balances, which was a ninepercent increase to the community base grant. That is why. It was not across the board; it was to four specific communities.
Mr. McRobb: All right, Mr. Chair. I would assume that Faro was not one of the four communities.
The minister has had a couple of hours now to try to do something about the Faro pool situation so before moving off this issue, I'd like to hear if he has been able to do anything about the problem there with the pending pool closure?
Hon. Mr. Hart: As I indicated during today's session, we will be in discussions with the town on the issue. Once we get a clear understanding of the situation and what is required, we will look at dealing with it. But right now, the municipal pool is the responsibility of the Town of Faro. In essence, however, we can look at providing some expertise, whether it's in engineering and/or advice on how to attack the problem.
Mr. McRobb: All right. I would ask the minister if he would perhaps oblige us by letting us know when he has come up with a solution to the problem. That would certainly help us.
I noted in his opening remarks, Mr. Chair, that he pointed to the importance of providing recreational facilities to communities and related that to the health of our children and the public in general. Of course, facilities such as the swimming pool in Faro provide an important part of the facilities needed in order to serve the public in that regard.
I would like to ask him now a few questions about residential land development. I see there is a small increase for residential lands of three percent, and the total amount is $14.5 million. Can he indicate for us where that is located?
Hon. Mr. Hart: Unfortunately my alternate, Minister Lang, is not available right now. I would ask him if he could refer those specific land issues to Minister Lang. I had arranged at the time to have Mr. Lang available but right now there is a situation that makes him unavailable to respond to land questions. I would ask that those land questions be set aside and then my people could answer that question with Minister Lang.
Mr. McRobb: All right. Could the minister clarify: is he not the minister responsible for land development for Community Services? Has that been designated to the other minister or does he still retain that responsibility?
Hon. Mr. Hart: The responsibility for Community Services is still within the branch but the Minister of Energy, Mines and Resources will handle the land issues until the conflict has been resolved.
Mr. McRobb: I see. I recall more about this matter now.
My next question was also dealing with land, and so was the one after. What about land use planning? Is that something the minister can talk about?
Some Hon. Member: (Inaudible) Mr. McRobb: It's still land, so he can't? All right.
There is an issue I have in the back of my mind here that I will raise now. I will look at these notes and try to get to another subject while the minister is responding. My issue has to
do with vehicle registration. I was prompted by the minister's opening remarks about how improvements have been made to the system, particularly with on-line availability of registration and so on. Could the minister just give me a nod if he has an official beside him who is familiar with the vehicle registration matters?
Just a nod will do. Okay, he does, Mr. Chair. That's fine. So I'll proceed with this.
I had a recent experience that was fortified by a couple of Yukoners I spoke to and it deals with purchasing a vehicle outside of the country and the timeline that is stipulated in the regulations that is a short window in which the new vehicle owner must register the vehicle in the Yukon. I believe that timeline is only two weeks. So, before we go much further, I would like the minister to confirm that it's only a two-week window, and we can go from there.
Hon. Mr. Hart: For the member opposite, unfortunately I can't respond as to what the two-week period is or isn't, but there are methods where you can register your vehicle remotely via fax and/or at any weigh station and get a temporary permit to bring it up here. Specifically, I can't respond to the two-week period because I don't have anybody here who can verify that.
Mr. McRobb: That's what I tried to ascertain from my first question. I won't go much further into this, but I'll just try to be concise in the point that I think the minister could acknowledge to investigate, and that is the scenario where someone purchases a vehicle in the United States with the intent of importing it into Canada. That person, due to travel plans, doesn't plan to be back within two weeks. It might be more like three weeks, four weeks or so on. There are a few requirements, such as getting a vehicle inspection. It was brought to my attention that there are only two companies in the Yukon that are recognized by the branch to do vehicle inspections -- at least I believe that to be the case.
I'm not so sure that a company in the United States doing an inspection would be recognized in that regard. So I'm wondering what the necessity is to have only a two-week window. Couldn't we extend this a little bit to allow for cases where Yukoners want to spend more time outside the country before re-entering and having to go through the inspections with the Yukon motor vehicle branch?
There is a whole separate issue pertaining to Canada Customs, but that's separate. We're really talking about transferring the registration to another vehicle because, in most cases, it could be presumed that Yukoners would take a plate from an existing vehicle with them and simply put it on the vehicle, which I believe is only good for two weeks, and hence the problem. I understand the minister has stated he doesn't have the information at his fingertips, but what I'm looking for is a commitment that he would look into it and perhaps change it to allow Yukoners more time, if that is satisfactory.
Hon. Mr. Hart: For the member opposite, I believe that there are, as he indicated, certain national standards that we are going to have to deal with, with regard to the time limit that we have to consider as part of the Yukon or any other jurisdiction. But I will undertake to get back to the member opposite in written correspondence to provide him the information with regard to what the limitations are and what the possibilities are that could assist him in his problem.
Mr. McRobb: All right. That would be much appreciated. But for the record, it's not my problem, Mr. Chair. It's a problem facing any Yukoner in the future who might be doing this. It would just seem like an unnecessary bureaucratic hurdle or a regulatory hurdle, if that's really all it is. It would cause a lot of inconvenience for a Yukoner in this scenario I have described already.
Let's look at recreation facilities. I have already mentioned the Faro pool and the recent inspection that was done. Most facilities were found to be in generally good-to-excellent condition with a few significant deficiencies noted. In some cases, repair requirements of a periodic but not fully predictable nature were noted, such as pool liner replacements and new roofs. Some facilities are of an advanced age, although they are in generally good condition for their age. Some facilities are not being actively used for reasons apparently not related to condition. Some facilities are receiving better local care than other facilities of a similar type and age in other communities.
Facilities were given a visual inspection only. Comments from recreational staff were accepted and incorporated into the report. Can the minister give us more information about this, and specifically about the pools that were shut down during the inspections?
Hon. Mr. Hart: If he could be more specific or clarify what it is he is looking for, we can try to respond here or get back to him.
Mr. McRobb: I have no further specific information, but certainly I will entertain a response back from the minister. He might do that for the remaining two questions I have in this area as well. I am fine with that.
Can he also provide us with some information about recreational facilities that are in schools or are privately owned?
Hon. Mr. Hart: The recreation facilities in the schools belong to the Minister of Education. The public sector is not under my purview. That is the private sector's responsibility. They are the ones responsible for the upkeep and maintenance. They don't come talking to us about whether we get it; we just ensure that the appropriate licensing and permits are in place for them to operate.
Mr. McRobb: As I said, I am only filling in. I didn't write these questions. Does the government have plans to assess recreational needs of Yukon communities and how well the recreational facilities are meeting those needs? Can he give us an update on any work that has been done?
Hon. Mr. Hart: We have sport and recreation coordinators throughout the Yukon with whom we keep in touch, and they advise us on the facilities that are available in the communities and the requirements thereof.
We also deal with issues on a come-forth basis that are put forth in our budget. For example, we did put a recreational facility in at Marsh Lake and in Mayo because those were high priorities of those communities. For example, Mayo hasn't had a new facility in many, many years and it was well overdue.
Mr. McRobb: All right. I note there are a few questions here pertaining to Old Crow. The community hall was found to be aging but in good condition for its age. The roof collapsed on the arena in 2004-05 but it has since been repaired; it has a coarse gravel floor that makes it difficult to establish and maintain an ice surface, and an engineering assessment concluded that a concrete or wooden floor would be inappropriate for this site?
Hon. Mr. Hart: Those facilities are owned by the First Nation in question. Funding was provided to upgrade both the community hall and deal with the situation.
I understand we just received a report from the First Nation with regard to the recreation facilities and we are reviewing them.
Mr. McRobb: I note that my colleague, the MLA for Vuntut Gwitchin, is more familiar with the updated information with respect to facilities in his community and I'll simply provide him with the opportunity to follow up.
I would like to ask the minister about his plans for new waste-disposal facilities, especially in rural Yukon. One example I am familiar with is the dump in the community of Champagne. I'm still receiving quite a few complaints about the state of the dump. Now that Champagne has been sidelined from the main highway because of road improvements, it's sort of out of the way for people in the region who use this facility.
For instance, people in the Takhini River subdivision must drive about 30 miles to get to this dump, and it's not in the direction they usually travel. The main traffic flow from the communities is toward Whitehorse, so they have to go the other way. Mendenhall is in the same situation.
Anyone who lives along the highway is faced with the same thing -- having to drive in the opposite direction to the way in which they usually go in order to go to the dump.
As a consequence, the Champagne dump receives a lot of materials that really shouldn't be deposited there, such as old tires. We know that there is a surcharge placed on tires for proper disposal, yet in these remote locations people -- they could be visitors to the territory and not necessarily Yukoners - are depositing these items in the dump.
There is another concern, which is that perhaps the department has revisited the location of the garbage dump to serve that particular region and has identified a new site for development. This is a matter I raised with the minister probably four years ago, to start with. I would like to give him an opportunity to provide us with an update on this.
Hon. Mr. Hart: I do remember him bringing up the issue some time ago with regard to this particular dump. Community Services staff are working with the people in Champagne to explore options of what we can do with that facility. We have also explored planning for a burning vessel for the facility.
With regard to tires, because the tire fee is applied when one buys the new tires, there is no dumping fee any longer for tires at the Whitehorse dump. We have difficulties with tires at all our waste facilities, whether from visitors or not. In any case, we endeavour at Community Services to go through our facilities to try to clean up the waste facilities we are responsi- ble for, on a rotational basis. Whether it's metal or otherwise, we run it through.
As with any new location, it requires a substantial amount of time to go through the environmental process to find a location. As the member knows, to get a location -- nobody wants a garbage dump close to them -- is a very difficult task. But it's not just as easy as finding a location. We also have the responsibility of water testing, as well as environmental aspects of each and every dump for which we have to provide that service, and we have to monitor it on a regular basis and ensure that the dump is not leeching into the water table and things like that. We also have to maintain a water facility in case of fire at the facility. So there is a lot of work involved in finding a new location and a lot of work involved in getting the consultation as to where it's going to be. It's not as easy as just picking this spot on the map as the positive spot. It does require a lot of consultation. Like I said, the environmental aspects behind each and every possible location have to be looked into and addressed.
Mr. McRobb: All right, Mr. Chair. Typically in the process of environmental screening for a new location for a waste facility, the department would have to identify a location first. That really was my question.
I'm also aware that, if the location is moved closer to Whitehorse in order to meet the traffic flow, there are also some other issues. The fire report done recently in the Ibex region, for instance, pointed out the extreme hazard that would be presented with a forest fire, should it ever occur in that region. So we know fires are definitely an issue. The minister might recall the 1999 Burwash Landing fire that was started in the nearby landfill. The community was very fortunate, due to some circumstances, that it was largely spared from the fire. We certainly don't want to see a situation such as that recur in our territory.
I understand there are a number of issues. There's the NIMBY factor as the minister pointed out, but I think we also have to look to the convenience factor and the other environmental factors and so on and try to find a better solution than is provided by the current location.
So, if he could keep me posted on any developments in that regard, we certainly would appreciate it, Mr. Chair.
I don't have too many more questions in front of me. I'm just looking through the budget and trying to get prompted in
asking another question.
I notice that fire management is located within this department. I would ask him just to elaborate on more of an update -- what he is doing in the coming year with respect to fire management in the territory.
Hon. Mr. Hart: With regard to fire management, we have now had approximately three good years of working under our new system with our local volunteer fire departments and our wildland fire management staff and working with our contract employees through the First Nations. That's current. Now we are putting on training courses for the First Nation crews. This is near its final stages. We are in the process of dealing with wildland fire and we've addressed it.
Right now our critical areas, as the member opposite indicated, are in the Haines Junction area, but the other high-risk area right now is the Dawson City area, where it is traditionally very dry and we basically have a constant demand because of fires on a regular basis.
We have two contract air tanker groups that will be arriving later at the end of this month. Seasonal fire staff, as I said, are in training. It's difficult to forecast what our fire season is going to be but, given the fact that we haven't had any rain in the last three weeks, another week of this dry weather is going to make it critical. We are looking at it. Snow packs are a little higher than normal but the temperature is fairly dry. It's still fairly dry in the bush and it's not going to take much to get things started.
In 2006, the season was considered average. We had approximately 80 fires; 55 we fought and 24 we just observed because they were in areas where they weren't putting anything at risk. As I indicated earlier, last year for example, we had a very substantial fire in the Beaver Creek area -- an area that has always been classified as low risk for fire. But last year, fortunately for us, the wind changed at the right time and we avoided basically a critical situation happening in the town of Beaver Creek.
In essence, we are aware of the situation in the Haines Junction area because of the beetle-kill. For example, in 2004, we had extra crew on staff for that particular area just because of the high risk.
Mr. McRobb: Okay, I thank the minister for that update. I also note that his responsibilities include consumer services. There was an article in last night's paper about the payday loans issue, and so on. If that is related to the minister's area of responsibility, could he indicate if he is planning on bringing forward any legislation to deal with this, as some other jurisdictions in Canada have already done?
Hon. Mr. Hart: The Yukon government is interested in developing payday loan regulations to ensure that Yukon consumers have the same kind of protection as Canadians in other jurisdictions. To accomplish this, the Yukon government will work with provincial and territorial counterparts to develop and harmonize a framework for regulations on payday loan industries across Canada.
I personally have had some direct conversations with Minister Salinger from Manitoba on this issue. It is an area in which Mr. Salinger operated in the private sector prior to becoming the Minister of Finance in Manitoba for many years. I explored this situation with him on an in-depth basis. We are looking at the legislation there. This is all fairly recent legislation with regard to payday loan places. It is basically to ensure that the consumer is not being gouged by commission on the payment of cash or in the provision of temporary loans.
Mr. McRobb: I thank the minister for that.
I have another question about motor vehicles. It pertains to the driver's licence. I understand that there is some level of review currently going on about drivers' licences and the acknowledged inadequacy of the Yukon driver's licence itself. I can relate personally to this. On my recent trip through the United States, it was brought to my attention that our drivers'
licences don't even say on them that it is a driver's licence. After it was brought to my attention by a Customs official, I reexamined it and found he was correct. There were problems crossing borders with our driver's licence and problems in banks with regard to identification.
We know that the passport is the ultimate device required for international travel; however, we still have about 13 months before passports are required. In my case, I didn't have my passport yet. I was very fortunate to clear all the hurdles with only a driver's licence -- that was deemed only half adequate -and the original copy of my birth certificate.
I think a lot of Yukoners are wondering when our drivers' licences will finally get up to speed in terms of international recognition for adequacy. Can the minister update us on his timeline for that?
Hon. Mr. Hart: The Yukon government believes the recent initiatives of the United States Congress to improve border security by the requirement of passport and passport cards will be detrimental to Canada in both social and economic aspects. We believe the introduction of a secure driver's licence and identification card in Yukon could meet the requirements for security demanded by the U.S. Congress. I would state that the Department of Homeland Security right now has indicated that the only thing they will accept is a passport at the border when the time comes. So we have been negotiating with Homeland Security on a national basis -- as well as just our jurisdiction of the Yukon in Washington earlier this year. They gave us an indication that they might accept a driver's licence, but the problem was what kind of driver's licence. There were all kinds of formats put together. The issue was whether or not it could be duplicated and everything else.
To give an example for the member opposite, New York City spent something like $54 million on a new driver's licence and it's not acceptable to Homeland Security.
It is a big issue for us. We have had several complaints from individuals going outside the Yukon and trying to use their driver's licence to rent cars and/or to use it as identification at the border. That has been a difficulty.
In essence, we are actively working with the Department of Homeland Security as well as other jurisdictions in trying to see if a driver's licence will be applicable. If we can get that passed, then there is not much use in us going to a new driver's licence if, for example, it is not going to be up to any standard that is passed.
What we are doing is waiting and consulting with other jurisdictions and the U.S. on this issue. Once we have exhausted all those parameters then, in essence, we will either be told we have to go to a passport and, if we are doing that, we will look at upgrading our driver's licence to at least something similar to what is being done in Alaska. We are expecting something within the next year.
Mr. McRobb: I thank the minister for that.
I note that Emergency Measures is part of the department. I'm aware of one matter and that is some sort of remuneration for volunteer ambulance workers who remain on call.
Can the minister give us an update on that?
Hon. Mr. Hart: EMS is part of the Department of Health and Social Services.
Mr. McRobb: All right, I'll accept that and follow up with it in the other department.
I see the alternate minister for lands is available for a few of the questions I had earlier so I would like to ask him about the $14.5 million that is budgeted for residential land development.
Can he give us a breakdown on that expense and identify which areas it pertains to?
Hon. Mr. Lang: I am sorry I wasn't keeping up with the conversation. The figures that the member was after were related to some industrial lots. In Dawson, there is $250,000; in Hillcrest and Granger there is $1 million; in Haines Junction for commercial -- that was $47,000 for an older project. We have half a million dollars budgeted for recreation cottage lots. For the Whitehorse periphery and the Hot Springs Road, we have $250,000 to complete that. For Grizzly Valley, we have $5 million; for Mount Lorne, we have $1.7 million; for mobile home residential at Arkell, we have $250,000. That gives a total of $7,250,000. For Whitehorse south residential, Mount Sima Road, $1 million. Moving along here, we have planning money in Porter Creek residential, Whitehorse land development, $6.2 million. That would be the total, Mr. Chair.
Mr. McRobb: All right. I also read the story in yesterday's Yukon News about the drastic shortage of building lots within the City of Whitehorse. I would like to ask the alternate minister for land: are there any lots in any areas that would be possible to fast-track in order to open them up and help avoid this problem? Specifically, has the minister consulted with the Kwanlin Dun First Nation, which owns a considerable amount of land in Whitehorse? Is there any interest on the part of that First Nation to participate in land development within the City of Whitehorse?
Hon. Mr. Lang: The Kwanlin Dun do have a planning process in place. They have been talking to the city, but we understand that Kwanlin Dun is one of the last First Nations to sign their final agreement, so there's work to be done internally in the First Nation so they can move ahead with their land planning process. We have a protocol with the City of Whitehorse and, as we all know, the referendum is going out. We will work with the city as quickly as we can as soon as that protocol is over. We understand the concern of the general population about the lack of land inside Whitehorse and we certainly are recommending and working with the city to get as much land out as possible to meet those demands.
Mr. McRobb: The Kwanlin Dun First Nation does own land outside the City of Whitehorse as well. I would like to hear more about that. When was the last time the minister spoke to the chief or one of his delegates about opening up land within its jurisdiction?
Hon. Mr. Lang: I certainly have not, as minister, had meetings with Kwanlin Dun. Kwanlin Dun does own the land. I recommend and work with the land department -- to work with Kwanlin Dun. But they do own the land and we have to work with them to see what policies or plans they are going to put forward as a government on how that land will be managed by the First Nation and certainly look forward to working with Kwanlin Dun in the future to address those issues.
We all understand that Kwanlin Dun is one of the largest land holders, not only in the City of Whitehorse, but surrounding Whitehorse. They have a great responsibility to their constituents in their First Nation and they're doing the work that has to be done in their government to put policy in place so that they can address that issue.
Mr. McRobb: I did find that answer a bit startling, considering the need for government-to-government consultations on this matter and also understanding that it requires the political levels to also engage.
I would like to ask him now about the Porter Creek community consultations. I understand the government has the results of those consultations but they haven't yet been released. Can he give us a reason for that and when we might expect him to release the information?
Hon. Mr. Lang: In addressing the consultation on the Porter Creek land situation, there was an extensive consultation period over the last, I would say, 18 months. We are consolidating all that information and getting that report put in place. It will come out in due time.
Mr. McRobb: If the consultations are completed, we would expect the minister to be a bit more precise that the open-ended statement he just made -- "in due time". Can he be a bit more specific about a date when we might expect the information to be available?
Hon. Mr. Lang: As the member opposite must be aware, we have finalized our consultation. It doesn't minimize what the city has to do. The city is also going through consultation from their end. We will be consolidating all the information and it will be available as soon as we can put it all together. We look forward to the city getting their consultation done so that they can move ahead with getting land into the hands of Yukoners.
Mr. McRobb: Well, I'm not so sure about that response, but I'll leave it for now. Can the alternate minister indicate what the plans are for developing recreational lots and what areas are being examined?
Hon. Mr. Lang: In addressing the members opposite, we understand the concern out there for recreational land. We're working in partnership with the Teslin Tlingit on a proposed project on Little Teslin Lake that's moving ahead very well. Then, of course, we're looking at other pockets of opportunity in the area near Whitehorse to address some other issues in recreational land opportunities. So we are working on it. The Teslin Tlingit partnership is very positive, and those lots will be on the market in the very near future.
Mr. McRobb: So can he identify which areas the government is plotting to develop?
Hon. Mr. Lang: The government doesn't plot to do anything. The government follows a process. We're in the process of following the process. We have checks and balances in place so that we don't plot to do land dispositions.
This government will be very open and transparent about our process, and as soon as the lots are identified, there will be an open and transparent process on how people will have access to the land. So in answering the member opposite, it's work in progress. We are certainly very excited about the prospects of a partnership with the Teslin Tlingit, and it gives the opportunity in that area for some rural residential lots. It also gives the government and First Nation governments an opportunity and a template of how we could move forward in managing public as well as First Nation lands for the betterment of both governments and communities.
Mr. McRobb: It is almost amusing that the minister says he doesn't believe in land plots. Obviously that speaks to the relative urgency as demonstrated in yesterday's Yukon News article. That is why Whitehorse contractors are faced with the current conundrum: there is a lack of land plots available. I guess we just heard it straight from the horse's mouth, so to speak. Am I allowed to use that term? Yes, I am? Thank you, Mr. Chair.
I think I'm going to give our leader an opportunity to ask questions. I know some other members do as well.
Mr. Mitchell: I would like to start off by thanking all the officials in the Department of Community Services for all their good work. It is a very important department that impacts on every Yukoner. We do appreciate the work that is done by the officials.
I have a couple of questions for the minister. It is just so that I can properly answer questions when I am asked by my constituents.
Regarding the Hamilton Boulevard extension under the MRIF program for which we have $5 million budgeted this year, I am wondering if the minister can provide some details as to what aspects of the roadwork are anticipated being undertaken and completed this year. I'm going to roll these together because I know the minister is usually very precise in his answers.
What aspects are expected to be undertaken this year? Is there now a known end-date for when the actual road will be completed? Will it be in two years or three years when someone will be able to drive from one end to another and rejoin at the Alaska Highway?
Hon. Mr. Hart: We are in the YESAA process right now with regard to Hamilton Boulevard. We will see what comes out of that. We intend to get the clearing and grubbing done for this year. Potentially, if it comes through in time, we might be able to get the predesign work underway. We are hoping to get it done in the two-year time limit, but it may take up to three years.
Mr. Mitchell: Perhaps the minister has the same comments to make about the next question. Having attended the public information sessions about this road, there were some questions that were left open about that earlier this winter regarding alignments and options; specifically the possible use of a traffic circle or roundabout, in terms of where the road will hook up with the existing McLean Lake road and down to the Alaska Highway. I am wondering if those decisions are still pending completion of the work that still has to be done by the YESA Board. Have those design decisions been made with the City of Whitehorse in any way?
Hon. Mr. Hart: This is a combined project between this government and the City of Whitehorse. The roundabout is in design under YESAA, but it is up to the city to make that decision, because they have to maintain it when it is turned over to them. So, yes, the roundabout is in the YESAA application, but it's a decision that has to be made by the City of Whitehorse.
Mr. Mitchell: I thank the minister for that. Perhaps he could check with officials as well about the other interconnection in my riding, which was never actually shown in the public meetings. How would the extension connect at the current oneway left turn at Falcon Road and where Hamilton Boulevard currently terminates? Is that anticipated to be a three-way intersection that might be controlled by either stop signs or a light, or would it be another traffic circle of some sort that would at least facilitate the traffic in two directions?
Hon. Mr. Hart: The design for that particular thing is on the Web site -- for Falcon Drive. We don't anticipate right now that there is going to be a traffic light or a roundabout there. There will be a stop sign, just like there is at the other area.
Chair: Order please. Committee of the Whole will recess for 15 minutes.
Recess
Chair: Committee of the Whole will now come to order. We will continue with general debate on Vote 51.
Mr. Mitchell: Again, on Hamilton Boulevard, recognizing that this is a shared program with two other levels of government, with federal funding for $5 million this year, I presume that means this project would be exempt from the agreements with Kwanlin Dun First Nation to look at employment opportunities to a certain level on any projects over $3 million in their traditional lands?
Hon. Mr. Hart: Yes, that is correct. It is not subject to that.
Mr. Mitchell: Recognizing that it's not legally subject to that agreement, does the department have any plans to try and see that they maximize employment opportunities for Kwanlin Dun First Nation members?
Hon. Mr. Hart: We will entertain as much as we can within the contract restrictions that have to be applied under CSIF, the Canada strategic infrastructure fund.
Mr. Mitchell: I just want to thank the minister for his direct answers today. Also, as the need for this road is a traffic and safety issue that I raised numerous times in this House, I want to thank the minister for finally bringing this issue forward with a successful application with his partners for MRIF, the municipal rural infrastructure fund
Mr. Elias: First, I would like to thank the Community Services senior staff for providing a budget briefing on April 25, 2007. The question-and-answer period with Community Services senior staff was useful. We covered topics within my riding with regard to the dump or the landfill, road maintenance, the mountain road widening, the MRIF, and riverbank stabilization, and there was some discussion on recreational
facilities. I also requested a community budget breakdown but I haven't received that yet. I thank the Community Services senior staff for that.
I do have a couple of additional questions with regard to my riding. They are fairly specific. The Community Services water well in Old Crow that provides drinking water to the community is scheduled to be upgraded. Last year, I believe $25,000 was associated with the testing and planning for the upgrade, and that has been revoted. It is my understanding that the upgrading of the water well in Old Crow was budgeted for, in part, because of the levels of magnesium and arsenic in the well water.
It is a community concern. One of the questions is: when will the community of Old Crow see the drinking-water well brought up to standard?
Hon. Mr. Hart: We have a contractor on base now and we anticipate going forth and working on this problem this summer to reduce the magnesium in the water to the standard level.
Mr. Elias: Another question is with regard to the landfill cleanup and the annual bear-fence repair around the landfill. When is that scheduled to be done? The question is basically about the dump cleanup so there is no leaching of dump waste or substances into the river.
Hon. Mr. Hart: The burning vessel was erected in June of last year in Old Crow and a full-perimeter electric fence was provided around the entire facility.
In regard to leaching, as I indicated earlier to the Member for Kluane, we monitor all our waste facilities for environmental issues because we have to -- with regard to water and leaching. It is something that is done on a regular basis.
When we go up there this summer, we will investigate the fence to see if it needs some repair and ascertain where to go from there.
Mr. Elias:
The youth of my community have asked me to ask this question. It is with regard to fixing the ball field.
The ball field is in bad repair. The First Nation government has decided to help to fix the dugouts and all that other stuff. One of the issues is that the equipment up there, which doesn't belong to Community Services, is very heavy. It sinks into the ball field. They want to spread gravel around the inside of the ball field and possibly use the Community Services packer to help with that and to pull out some posts and so on. I believe that there is a packer up there.
Anyway, the question is if the Community Services equipment could be made available to help the youth fix up the ball field. That is the question.
Hon. Mr. Hart: Community Services doesn't maintain any equipment, but if he could be specific and send us a letter, we can work with our partners in Highways and Public Works and see if equipment can be provided to assist them in fixing up the ball field.
Mr. Elias: I have a couple more questions. One is with regard to the community alarm system. It was brought to my attention that it might be a concern. I don't know if the minister is responsible for this. In the main area around Old Crow and in the subdivision, there is an alarm system. If there is an emer- gency or a fire, they are able to pull this system. It is not accessed, however, in the ski lodge, but by phone or by some other mechanism. They can't pull the alarm in case there is a fire at the ski lodge area of the community.
My last question -- and the minister will have to forgive me if I don't get the pronunciation right -- has to do with the assessment of the needs of elders in the community. It is a needs assessment. I am not sure of the exact wording, but is it going to be done this year?
Hon. Mr. Hart: With respect to the alarm system, we are currently reviewing the system to ascertain just what's required to keep it active and operative, so that it's available when it's required.
On the issue of the elder needs, I'm not quite sure -- I know we're looking at the elder needs as they relate to recreation, but I'm not quite sure what the member opposite is driving at specifically. If it has to do with recreation, we just received the report and are dealing with it, but if it's to do with their facilities, then that's not my department.
Mr. Elias: Just for clarity, I think it was called "In Association with the Infrastructure" -- like an elder's home or an elders facility or something like that. It was a client services assessment that needs to be done in the community -- addressing the needs, seeing how many elders are there, and what level of care is required.
I'm not sure if that is part of the minister's responsibility. Again, that's all the questions I have.
I thank the staff, again, and also the minister for his answers.
Mr. Cardiff: I recognize that a lot of questions have been covered already today. I'll do my best not to be repetitive.
I'd like to ask the minister -- I guess in his capacity as the minister basically responsible not just for fire management, but for volunteer fire departments and emergency measures. I wrote to the Minister of Highways and Public Works earlier this year. I don't know if the Minister of Community Services was aware of this or not. The issue was around the plowing of windrows -- basically on private driveways is what it boils down to.
When the Department of Highways and Public Works goes out and clears roads -- not just highways, but even when they're clearing secondary roads -- sometimes they leave fairly large windrows.
It poses a problem for the residents who want to get in and out of their driveways, number one, but more importantly it poses a concern for the people who live on those properties about access for emergency services, whether it is a volunteer fire department or ambulance. There needs to be some sort of coordinated effort, cooperation or education for the general public about how important it is to keep those accesses clear -not just in the winter, but in the summertime as well. There needs to be a public education effort to ensure that the public understands how important it is to have their accesses kept clear for things like volunteer fire departments, in case of wildland fire, or if an ambulance has to attend to an emergency. I'm just wondering if the minister -- in his capacity regarding community services -- because this just won't affect residents in my
riding, which is where it came up, but it will affect every community in the Yukon. I think it's important.
So I'm wondering whether the minister has given any consideration to that fact and what could possibly be done.
Hon. Mr. Hart: I think that access to anybody's property in the rural areas, especially in the country residential areas, is very important, in addition to numbering. I'm sure the member opposite knows that, given that where he's living now is a kind of unusual place and it's difficult to find if you are not familiar with the area.
Marsh Lake, for example is even worse. It's pretty bad when a fire is called, the fire truck goes there and it doesn't know where it is. I think access to the property is very important. The last time I checked, though, the fire season doesn't come in the wintertime so the windrow really isn't going to be a difficulty for that particular aspect.
I'll take the member's situation under consideration. I think it is probably something that we probably could do -- providing some education for some people. We do, for example, under FireSmart, provide several private home inspections for dealing with FireSmart. I think that might be something we could look at as part of an education process for our rural constituents.
Mr. Cardiff: I wasn't just referring to wildland fire; I was also referring to volunteer fire departments. If the minister is not aware, the incidence of chimney fires in the Yukon in the wintertime is probably far greater than it is with the weather we are having here today, actually.
The minister brought up another good point in his response -- something that has been brought to my attention by my constituents and members of the volunteer fire department. It is numbering. It's about identification of residences. When volunteer emergency responders -- whether they're dealing with a medical emergency, a fire, or some other type of emergency -get a call and they go out, especially in rural areas, finding that spot where the call came from is really important.
One of the things I found out was that the lot numbering -I can't remember exactly how it works. When the person explained this to me, it made a lot of sense. The numbering in the Robinson subdivision doesn't make any sense. The numbers go around the subdivision on the outside. Then they pick up and come back around the other way or something. It's not like the odd numbers are on one side of the street and the even numbers are on the other side of the street, like it would be in downtown Whitehorse on the main streets.
As well, on the highway -- whether it's the Alaska Highway, the Klondike Highway, or any other highway -- where there are residences -- it could be on the Tagish Road or the Atlin Road -- there needs to be some means of identification. I just saw an article in an on-line newspaper from, I believe, Powell River, B.C. They came up with signs for numbering so that emergency responders can know where they are and it identifies the lots.
I know that this is an issue for emergency responders at the Golden Horn fire hall and at the Robinson fire hall. I'm sure it is at other volunteer fire halls in rural areas.
Is there an initiative -- something -- that the Department of Community Services is looking at to improve that situation?
Are they looking at something that will make these residences more identifiable so that emergency responders can find these properties more easily?
Hon. Mr. Hart: I think access, whether it is emergency, fire or whatever, and the point he brings up is a very important issue, especially in our rural areas. But I think first and foremost it is a responsibility of the individuals to ensure that their lot number is out there.
I think it is important that they get together and submit something, make a request, for example, to come to the department and request a street name and/or number.
When it comes to numbering, we use Canada Post's system for numbering. When it comes to a lot number, that is the legal description. As the member stated, there is no rhyme or reason to it because you can be at Lot 17 and the one next to you is Lot 45 if it had an enlargement. When they do the enlargement, that is the new lot number now. So, what used to be Lot 15 is now Lot 55.
I would remind the member opposite that it is not quite as easy as he is making it sound. The member from the beautiful Southern Lakes found out that it wasn't quite that easy when we went out there either. It took a long time to get everybody together to agree on just what type of numbering system and what type of street, but we finally did get it done.
It is the responsibility of the residents to get together to come to an agreement and make a request to Community Services to come to the site. We will assist them with the process, but it is up to them to move things ahead and it is up to them to put the signs up on their lots. We'll help with the street signs and that, but they still have to put up the lot signs. That is the important part. When we are doing that, I think that is the important part -- the education on the process with regard to access to their land and why they should put numbers up. I think that is also a great opportunity for the volunteer fire department to be there and to explain why it is so necessary to be there.
In Mount Lorne, for example, I think they have a fairly good sophisticated computer system set up there to help out in their housing area. Every volunteer fire department has a certain way of doing things in their particular area. Marsh Lake has a fairly good system, as does Tagish now. They have a full crew there and can cover the area quite well.
With regard to access, it is up to the residents in the area or community to get together and decide that's what they want to do. They need to indicate to the department what they would like to do. They make a request. It doesn't happen overnight. It takes some time to go through that process. We have that service available to us and we can do it. We have done it in Marsh Lake and Ross River.
Mr. Cardiff: Maybe the minister could clarify which body makes the request. Is it the community association, the hamlet council or the volunteer fire department that makes the request? Where exactly does that request go? Do they send it to the minister or the deputy minister? Where do they send it?
Hon. Mr. Hart: That was three or four questions all at once. In essence, it's the LAC that makes the request and the letter is addressed to Community Services and directed to the attention of the director of corporate services.
Mr. Cardiff: I will take that back to the people who raised the concern so they can raise it with the local area council.
I have another question. It is really good to finally see money in the budget -- I believe I saw money in the budget for the Golden Horn fire hall. Can the minister confirm this?
Some Hon. Member: (Inaudible)
Mr. Cardiff: Yes, okay, there is.
During the briefing that we received from the minister's officials -- and I thank the minister for the briefing, which was pretty thorough -- mention was made that in order for it to proceed, the Golden Horn fire hall needed to go through the YESAA process. Can the minister tell us whether or not an application to the YESA Board has been filed yet? If not, how soon will that be done?
Hon. Mr. Hart: We are currently working on that application to be submitted under YESAA. Yes, we were advised that we had to do that because we're looking at tearing down the old facility and building a new one because we have a very small lot there.
Mr. Cardiff: I guess my question for the minister is this: is this going to be a winter works project? How soon do they plan to commence construction?
Hon. Mr. Hart: I'm hoping construction can start in early September.
Mr. Cardiff: The minister mentioned that they would be tearing down the existing facility and building the new facility. Is a place going to be provided to store the equipment in the interim?
Hon. Mr. Hart: Could the member just repeat that again, please?
Mr. Cardiff: The minister said that in order to build the new fire hall, they had to tear down the old one. Unless they build the new one really fast, equipment will be parked outside while they're building the new one, unless the minister is mistaken, and they're going to build something and then tear it down.
Hon. Mr. Hart: Yes, actually, we will be building fairly close to the existing fire hall. But when the new fire hall is done, the old fire hall will be taken down, because we don't have the room to take out the equipment and everything else.
Mr. Cardiff: I thank the minister for clarifying that. This project has been a long time coming. I know it was something I raised with him a number of years ago and he actually did have it in the budget but I think that was the year we had extraordinary wildfire expenses. The minister was actually really busy that year too.
I would like to touch on a few other things as well. The minister, as minister responsible for Community Services, is also responsible for labour services. Can the minister tell me whether or not there was any investigation done by labour services branch into the issues that I raised about the Carmacks school?
Hon. Mr. Hart: Yes, as I indicated to the member opposite previously, we did investigate the area in question with Dowland regarding the Carmacks school.
Mr. Cardiff: Can the minister tell me whether or not it was confirmed that these threatening notices were in fact posted? Can he tell me whether or not there was any action taken?
Hon. Mr. Hart: With regard to the actual posting of the item, there was nothing seen up there that could indicate that. When we discussed it with the contractor in question, there were appropriate steps taken. They were unaware of the poster being posted. As such, no action was taken with regard to the posting itself.
Mr. Cardiff: I find that hard to believe. It was posted right on their work station. I don't know how a contractor could have missed that, to be honest with you.
We'll move on to another area that the minister has responsibility for. I've written to the minister -- and it has been raised several times -- the issue around the Animal Protection Act. It's my understanding that the minister has hired someone to review existing animal protection legislation in the territory and in other jurisdictions to come up with something that will be more modern, provide for more enforcement, and provide for the protection of animals and prevention of cruelty to animals and mistreatment of animals.
Where are we at with that now? When does the minister expect that new legislation will be drafted and brought before the House?
Hon. Mr. Hart: I stated that a working group has been formed and we've contracted a veterinarian to examine legislation and methods of other jurisdictions to address animal protection. We have recently received the draft report from the consultant, which is being reviewed now. We anticipate this report will be finalized in the near future and we will share it with all the stakeholders. The findings will be used to focus on the discussions with key Yukon stakeholders. They include the Humane Society, municipalities, RCMP and the requirements and methods needed to address domestic animal protection.
The Yukon government continues to support the good work of the humane societies and we believe that all animals deserve to be treated humanely and that the appropriate consequences should be in place for those who abuse the privilege of keeping domestic animals.
We have indicated we will be accepting the recommendations, looking at what the doctor provides, and he is going to address things that should be looked at. We will then consult on those issues with all of the stakeholders. Then we will come back and make the legislative changes, if they are required.
Mr. Cardiff: I like the way the minister qualified that with "if they are required". I am sure you know first-hand, Mr. Chair, as to whether or not they are required, coming from your community.
The minister did not answer the question. I asked when they anticipate bringing the legislation forward. I would appreciate it if, once that draft report is made available, the minister would provide it to members on this side of the House. I find it hard to believe that the minister would actually qualify this whole exercise -- legislative changes -- as "if they are required." There is no doubt in my mind, given the petition that
we received and which I tabled in this House, and given the media coverage, that improvements are needed.
Hon. Mr. Hart: I think that we all understand the situation that happened there. We have federal law and we have Yukon law. The federal law situation is in place. As I indicated, there may be changes required and there probably will be some required in some portions of the law, but not all. We won't know until this consultant gives us the report about what is required to achieve the process by which other jurisdictions are handling it.
It would be folly for me to give the member opposite a date until we go out for the consultation, find out what the results are and come back and write the legislation. The consultation may require lots of legislation or the consultation may require a minimal amount. Of course, until that is complete, I can't guarantee the member opposite when the new legislation will be done. Once the consultation is complete, we still have to go through the legislative review and the changes to the appropriate acts that are required to ensure the safety of all domestic animals.
Mr. Cardiff: I have a few more questions for the minister here. This is another issue that I have raised with the minister for the last three or four years -- the well program and its availability to municipalities.
Has the minister resolved the municipalities' concerns that it would be identified as part of their debt if they were to participate in the well program -- with regard to the borrowing limits that they would have? It would affect the borrowing limits of the municipalities and they wanted that resolved. Has that been resolved?
Hon. Mr. Hart: I have stated this previously here as well as to the Association of Yukon Communities. It is really a non-issue in all municipalities except for one. The amount, for example, under the well program that the government has in place is just a little over $1.2 million. That covers all the Yukon. It is not a really large amount of money.
We've been in it now for almost five years and I don't believe it is going to be a big issue. Like I said, for only one municipality is it a real issue because all the municipalities have a surplus and are not anywhere near their debt load.
Mr. Cardiff: It's going to be interesting to send some of these responses out to my constituents and some of the people who have raised these concerns.
Is the government currently working with the City of Whitehorse to make this program available, or is this issue now dead? The minister can't continue to point the finger at the city, and the city can't continue to point the finger at the minister. The reality is that there is a list of people who are interested in the well program and live within Whitehorse city limits, but they haven't been able to access it. This was raised when we first dealt with the whole idea of a well program.
I raised this concern, other people raised the concern, the Member for Lake Laberge -- the Government House Leader -raised it with the minister. He didn't raise it in the Legislature, but it was a concern to him. Have we made any progress on this? Are there any negotiations taking place? Is there some- thing being tried so that it serves the needs of those who wish to partake in the program?
Hon. Mr. Hart: We have done everything we can to assist the City of Whitehorse with this program. Unfortunately, the program requires that the security is applied to the taxes, and the City of Whitehorse is in control of the land taxes. They have the authority. As I mentioned earlier, the City of Whitehorse is certainly in no jeopardy with respect to their amounts of lending, and they can do it. But it's a question of administration for them, and it's also a question of going to the land tax.
I have been advised that initially there were lots of requests within the city when the program first came out -- when we announced it -- but there has been a limited demand, according to them, for people who want the program within the City of Whitehorse.
Mr. Cardiff: I thank the minister for that. That's what happens when you grind them down. You just keep telling them no, telling them no, telling them no, and eventually they will go away. I guess that is the success of that well program, in my mind anyway.
I have a question about the municipal rural infrastructure fund. The way it has been explained to me -- I know there are some variations on this and the minister's officials explained this to me during the briefing with regard to one of the projects. Typically the federal government kicks in a third, the territorial government kicks in a third, and the proponent of the project -usually a municipality -- would kick in the other third of the project. In some instances, the federal government will kick in half of the proponent's third because they may not have the financial resources to do that.
This is maybe somewhat hypothetical -- I don't have the criteria in front of me for it, but my recollection is that nonprofits, community associations, theoretically LACs, could apply for MRIF funding. The minister is shaking his head. Can community associations apply for MRIF funding? You don't have to be a government to apply for MRIF funding.
If a non-profit society applies to MRIF funding for a project that meets the criteria and demonstrates that it meets the objectives of the program, or if it is a community that says that they want a project in their community, but the local area council can't apply for the funding -- we're not sure if the community association can; they may be able to -- we know what kind of funding LACs get and what they are allowed and not allowed to do with it. We know what kind of funding is available to community associations. This would be an infrastructure project. If it meets the criteria, it sounds like the federal government is willing to basically fund the one-third, plus another one-sixth. In an instance like this, if there is no funding, I have two questions. Is sweat equity an option? Secondly, would the Government of Yukon consider funding the remaining onesixth?
Hon. Mr. Hart: First of all, they don't qualify. They can't apply; sweat equity doesn't apply; they have to be a government to get an application under MRIF. Someone has to operate the infrastructure when it's built. If it's built, someone has to deal with it. If it's going to be something in a rural unincorporated area, it would probably be covered under our services as unincorporated, if we deem it a priority for that particular area.
Mr. Cardiff: So, if it is in an unincorporated area, such as Mount Lorne, it would be a Yukon government project? Maybe what I need to do is sit down with the minister and his officials and lay this one out.
I thought I would explore it here just to find out. Maybe the minister can tell me this: if the community came forward with a project they wanted completed -- obviously they don't have a budget, they don't have a tax base, they don't have revenue, and it would be a project that the government would assume ownership of -- where does the other third come from? Is the government prepared to fund that?
Hon. Mr. Hart: I think if he had gotten to this stage a long time ago, we could have answered it. It is 50/50. If it's unincorporated and it's our priority, we pay 50 percent and the federal government pays 50 percent, and it's our priority. The Marsh Lake Community Centre is a perfect example, and we do that.
But, in essence, whatever that facility is, as I stated, it has to operate. It's infrastructure. Somebody has to pay for that. That has to be calculated in the costs in dealing with all that.
If the member opposite wishes further information, he is more than welcome to discuss it with my officials and we carry forth.
Mr. Cardiff: I will be taking the minister up on his offer later on for sure.
That brings me to one other question. I asked the minister a question the other day about this and I would just like to know whether or not there has been any consideration given in the intervening days to the proposal that has been made in Dawson City with regard to the Tr'ondek Hwech'in making land available for the Dawson City sewage treatment facility. Are there any discussions going on or is that something the Tr'ondek Hwech'in would have to take on on their own? Or is the government currently talking with them about the possibility of locating the sewage lagoon on that site?
Hon. Mr. Hart: As I stated in the House, we have a court-ordered obligation to show progress. We have submitted an application under YESAA for the current site of 1059 and that process. The First Nation indicated to us previously that the site they had was not available to us because they had a resolution. Coming to us less than two months before going to court just doesn't give us sufficient time. Basically, it's too little, too late.
In essence, the First Nation does have the ability under YESAA to bring forth their issue, just as the government has the same ability to defend its current position of where it is going to be. We have a court order. At the end of June we have to show progress. We submitted our application to show progress on that current site, because that's the site we've done our current work on.
We have done a substantive amount of work on that particular site. The work has not been completed on the First Nation site.
Mr. Cardiff: I would like the minister to clarify this. He is saying the First Nation can bring forward their issue un- der YESAA. So is he saying they can bring forward their concerns about the 1059 site -- the site that is kind of under the Dome, below the road that goes up the Dome? They can bring forward their concerns during that YESAA hearing? Or is he suggesting that they file a YESAA application for their site? It's not a Tr'ondek Hwech'in proposal. This is a government project. The government is paying for it; it's in their budget.
Hon. Mr. Hart: They can bring forth their concerns under YESAA with regard to 1059.
Mr. Cardiff: So there are no discussions going on. The minister has basically slammed the door to that possibility. I don't think I have any more questions.
Chair: Is there any further general debate?
Hearing none, we will proceed line by line.
Mr. Cardiff: I would request the unanimous consent of the Committee to deem all operation and maintenance lines in Vote 51, Department of Community Services, cleared or carried, as required. We'd like to go through the lines.
Unanimous consent re deeming all operation and maintenance lines in Vote 51, Department of Community Services, cleared or carried
Chair: Mr. Cardiff has requested the unanimous consent of the Committee to deem all operation and maintenance lines in Vote 51, Department of Community Services, cleared or carried, as required. Are you agreed?
All Hon. Members: Agreed.
Chair: Unanimous consent has been granted.
On Operation and Maintenance Expenditures
Total Operation and Maintenance Expenditures in the amount of $51,434,000 agreed to
On Capital Expenditures
On Corporate Services
On Office Furniture, Equipment, Systems and Space
Office Furniture, Equipment, Systems and Space in the amount of $1,141,000 agreed to
Corporate Services in the amount of $1,141,000 agreed to On Protective Services
On Fire Suppression
On FireSmart
FireSmart in the amount of $1,000,000 agreed to
On Emergency Measures
Emergency Measures in the amount of $168,000 agreed to
On Fire Marshal
On Major Facility Maintenance
Major Facility Maintenance in the amount of $51,000 agreed to
On Major Facility Maintenance -- Golden Horn Fire Hall Major Facility Maintenance -- Golden Horn Fire Hall in the amount of $1,055,000 agreed to
On Fire Protection
Fire Protection in the amount of $547,000 agreed to
On Fire Management
Fire Management in the amount of $370,000 agreed to
Protective Services in the amount of $3,191,000 agreed to
On Community Development
On Sport and Recreation
On Specialty Games
Mr. Cardiff: Could the minister provide a breakdown and an explanation for this line item?
Hon. Mr. Hart: The $686,000 consists of two projects. There is $666,000 for the final year of our three-year agreement to contribute to the construction of the multiplex for Whitehorse and $20,000 for the Canada Winter Games research proposal for the community capacity building.
Specialty Games in the amount of $686,000 agreed to
On Recreation/Community Centres - Various
Recreation/Community Centres - Various in the amount of $75,000 agreed to
On Prior Years' Projects
Prior Years' Projects in the amount of nil agreed to
On Property Assessment and Taxation
On Rural Electrification and Telephone
Rural Electrification and Telephone in the amount of $500,000 agreed to
On Domestic Well Program
Domestic Well Program in the amount of $700,000 agreed
On Community Infrastructure
On Community Planning
Community Planning in the amount of $325,000 agreed to On Planning and Pre-Engineering
Planning and Pre-Engineering in the amount of $90,000 agreed to
On Project Management
Mr. Cardiff: Could the minister provide an explanation and a breakdown for this line item?
Hon. Mr. Hart: This is to cover the salaries and benefits of staff engaged in management, administration and technical support for the community infrastructure projects.
Project Management in the amount of $915,000 agreed to On Water Supply, Treatment and Storage
On Water Supply, Treatment and Storage -- Army Beach Community Well
Water Supply, Treatment and Storage -- Army Beach Community Well in the amount of $900,000 agreed to
On Water Supply, Treatment and Storage -- Prior Year's Projects
Water Supply, Treatment and Storage -- Prior Year's Projects in the amount of nil agreed to
On Water and Sewer Mains
Water and Sewer Mains in the amount of $200,000 agreed to
On Sewage Treatment and Disposal
Sewage Treatment and Disposal in the amount of $200,000 agreed to
On Sewage Treatment and Disposal -- Burwash Sewage Lagoon
Sewage Treatment and Disposal -- Burwash Sewage Lagoon in the amount of $75,000 agreed to
On Solid Waste
Mr. Cardiff: Could the minister provide an explanation and a breakdown on this as well, please?
Hon. Mr. Hart: There are two projects. Facility improvements for regulatory compliance is $150,000, which in- to
cludes electrical fencing and signage, trenching and site expansion of the territorial solid-waste facilities and facility land tenure. There is also $20,000 to complete the inventory of land tenure for all community development branch facilities and apply for land transfers for those sites on federal land reserves and perform legal surveys as required.
Mr. Cardiff: This was something that came up at the Association of Yukon Communities conference, I believe. There were some questions about municipalities having to do their re-applications -- I don't know if it's for property tenure, but for their waste-management sites. When the government does these projects, do they have to go through YESAA as well? That was one of the issues, I think, that the minister agreed was problematic. I am just wondering whether it is.
I didn't catch it -- the minister said there were two projects. Where are those projects?
Hon. Mr. Hart: I'll read for the member again. The $170,000 consists of two projects: facility improvements for regulatory compliance at $150,000, which includes electrical fencing, signage, trenching, site expansion, territorial solidwaste facilities and facility land tenure, and a $20,000 project to complete inventory of land tenure for all community development branch facilities, to apply for a land transfer for those sites on federal land reserves and to perform legal surveys as required.
We do have to apply through the YESAA process for all of our land sites.
Mr. Cardiff: The minister still didn't give me a location. Where are these projects located? Are they in Whitehorse? Are they in Teslin? Are they in Carcross? Where are they?
Hon. Mr. Hart: They are territory-wide. The project is $150,000 to deal with fencing and all these projects year-round and it's the same with the other issue. They are two separate projects but they are territory-wide.
Mr. Cardiff: Maybe this is why we need more information up front and then we wouldn't be asking these questions now. The minister is talking about electric fences. The electric fences have to be going somewhere and he is saying that it is territory-wide. All I am asking is: where are the projects? He is saying they are territory-wide. Surely, they must have an idea where these projects will be taking place?
Hon. Mr. Hart: We do an assessment each year on what items have to be done and we go through them. If the member opposite wants to get site-specific, we did fencing, collection of waste metal removal at Mount Lorne, a composting program to begin in the summer of 2007 to further reduce the amount of waste transferred to the city from Mount Lorne.
Old Crow -- a burning vessel; Beaver Creek -- a burning vessel. We're also looking at picking up the metal waste this summer.
Canyon and Champagne -- we're exploring the burning facility waste at these places. We're also looking at cleaning up the facility at Champagne.
Marsh Lake -- begin operating the transfer station. We're also working with the Marsh Lake Solid Waste Management Society to provide staffing in restricted hours of operation. The hazardous waste shed has been upgraded.
Destruction Bay -- a burning vessel.
Deep Creek -- the facility has been operated as a transfer station. All waste metal has been removed from the site since last year.
Keno City -- a burning vessel. Keno City -- electric fence. Stewart Crossing -- a burning vessel.
Upper Liard -- a burning vessel that was installed in 2006. The community is not using the vessel efficiently and continues to dump waste in front of it, rather than use the vessel. But, anyway, we still have it there.
Silver City -- burning vessel is done.
Forestview -- we're looking at a perimeter electric fence.
Tagish -- facility continues to operate the trench and burn, and all waste has been removed.
Carcross -- facility continues to operate as a trench and burn and metal waste has been removed.
Ross River -- burning vessel was installed and waste has been removed.
Pelly Crossing -- burning vessels have been explored for the site, with a possible invitation in 2007.
Mr. Cardiff: This is something that I know in several communities -- and it does raise a concern, with me anyhow, and I'm sure the member for the beautiful Southern Lakes will concur with this. The practice of burning refuse at solid waste management sites is not something we should be doing any more.
I know that it reduces the volume, allows it to be compacted and is economically efficient, but in this era of climate change -- and the Premier is all over this and how we have little or no impact -- I find it hard to believe that we can be burning household refuse that contains lord only knows what. It probably includes aerosol cans. I can't see where this is good for the environment. I can't see where it is good for climate change. I can't see where it's good for communities. I know we shouldn't be telling communities what is best for them, but the reality is that we are in more modern times.
The member for the beautiful Southern Lakes is holding his head. I think he has a headache. He knows full well the experience they have had at the waste facility in Marsh Lake and how successful that has been with the waste transfer facility.
There's a good example in my riding of Mount Lorne where they are transferring waste. These are two projects that are successful.
Is the minister giving any consideration to proposing waste transfer sites in any other communities in the Yukon and finding a central location for some communities so they won't have to burn their waste?
Hon. Mr. Hart: We are working toward eliminating our burning stations wherever we can. We have built two transfer stations since last year. We are dealing with it, but again we have to be able to go somewhere. We've done it at Lake Laberge and we've done it at Marsh Lake. We're also trying to recycle wherever we can -- both metal and plastic and bottles. I think that part of the issue is educating people to recycle and to reduce the garbage as well as the cans that are going into the fire process that the member opposite talks about.
We are working toward reducing and recycling wherever we can, as well as looking at a transfer station where it is feasible and economically viable for the community.
Mr. Cardiff: Well, I'm glad that we're moving forward on some fronts. But I was just a little alarmed and concerned that when the minister read out the breakdown and explained exactly what the projects entailed, it seemed to be -- it seemed to me, anyway -- that there were a lot of burning vessels being mentioned, a lot more than there were transfer stations or any other projects like that.
Mr. Chair, seeing the time, I move that we report progress.
Chair: Mr. Cardiff has moved that we report progress. Motion agreed to
Hon. Mr. Cathers: I move that the Speaker do now resume the Chair.
Chair: It has been moved by Mr. Cathers that the Speaker do now resume the Chair.
Motion agreed to
Speaker resumes the Chair
Speaker: I will now call the House to order.
May the House have a report from the Chair of Committee of the Whole?
Chair's report
Mr. Nordick: Committee of the Whole has considered Bill No. 6, First Appropriation Act, 2007-08, and directed me to report progress on it.
Speaker: You have heard the report of the Chair of Committee of the Whole. Are you agreed?
Some Hon. Members: Agreed.
Speaker: I declare the report carried.
The time being 5:30 p.m., the House now stands adjourned until 1:00 p.m. Monday.
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HONGOEKA SYNDICATE NEWSLETTER - TERM 3, 2019
Thursday 25th July 2019
Kia ora e te whānau,
Welcome back to Term 3. We hope you and your family had a great holiday break, and are looking forward to Term 3! Below is an outline of what we will be focusing on this term.
"Quakes, Plates, and Shakes"
This term, the children will be Investigating the composition of planet Earth and will gain an understanding of the processes which shape it. They will explore the geology and history of planet Earth and understand that our planet has a long past and has undergone many changes. We will be looking at the formation of volcanoes, as well as the activity of earthquakes and tsunamis caused by the movement of the tectonic plates.
From weeks 6 -10, the students will be using their new knowledge about the formation of planet Earth to develop their own inquiry around a particular aspect of their learning, where they will do further investigation, and present their findings through an interesting medium.
The learning around earthquakes will be science-focused, but If your child has experienced any trauma or anxiety relating to earthquakes, please email their teacher so that they are aware.
Our Writing, Reading, and Maths will be integrated within 'Quakes, Plates, and Shakes'.
The focus of these key learning in these areas will be:
❖ Writing: Explanation writing - writing scientific explanations about new learning that has taken place. We will also be completing sentence workshops involving simple, compound and complex sentences.
❖ Reading: Reading a range of different science-focused texts. Students will be focusing on finding, selecting and retrieving information from various sources, summarising information, inferring from the text, and building knowledge of scientific vocabulary.
❖ Maths: Algebra patterns and relationships, fractional thinking, place value of whole number and decimal numbers, algebraic expressions, and mapping
If you would like any further information about the learning this term or feel that you might be able to offer assistance in these areas, please let your child's classroom teacher know.
Multiplication and Division Facts:
We are continuing to focus on developing your child's knowledge multiplication and division facts. Students need a good knowledge of their multiplication tables in order to access other mathematical areas and feel confident when solving problems. We will be focusing on strategies and activities that can help students to feel confident with their multiplication tables.
We would ask that you also support your child at home and spend some time with them learning their multiplication and division facts. Below is a list of useful websites which you could use to support them with their learning.
Suggested Multiplication and Division Fact websites:
www.timestables.co.nz www.teachingtables.co.uk
There are also plenty of YouTube videos that have songs to help them learn their multiplication and division facts, for example, Mr DeMaio raps the times tables.
Mana Island:
We are in the process of organising a trip to Mana Island. A date is yet to be confirmed, but we are hoping to have this late in Term 3. More information will be shared with you shortly
Athletics:
In the second half of the term, we will be completing athletics rotations on the field. This is in preparation for our Athletics Day and Parumoana Athletics in Term 4.
Stationery:
It is important for students to have the correct tools for learning, and we have noticed that some students do not have what they need. Please check with your child that they have a blue or black pen, a red pen, a ruler and a pencil. These items need to be named as we often find them lying around and it helps get them back to the right person.
Toys at school:
Last term we noticed that some children were bringing toys to school. We ask that students do not bring toys to school as it can cause problems with other students. If your child has a puzzle or game which they would like to play, this is fine but it is to be used during break times only and at their own risk.
Cell Phone Use:
If your child has a cellphone that they need to bring to school it should stay in their bag. Cellphones are not to be used during class time.
Communicating with Parents:
We want you to be kept well informed about what is happening in your child's class and the syndicate. Please don't hesitate to contact your child's teacher at any stage if you have questions. Mrs Brown, the Hongoeka syndicate leader, is also available to be contacted should you need to. Our emails are below:
email@example.com firstname.lastname@example.org
email@example.com firstname.lastname@example.org
email@example.com
Once again, if you have any issues or questions, please do not hesitate to contact us.
Regards,
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Glencoe Algebra 2 Chapter 3 Resource Masters
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Glencoe Algebra 2 Chapter 3
Chapter 3 Resource Masters - Commack School District
Chapter 3 1 Glencoe Algebra 1 This is an alphabetical list of the key vocabulary terms you will learn in Chapter 3 As you study the chapter, complete each term's definition or description
NAME DATE PERIOD Chapter 3 Test, Form 2C SCORE
Chapter 3 55 Glencoe Algebra 1 3 SCORE 1 Tickets for a spaghetti dinner cost $4 for children and $6 for adults The equation 4x + 6y = 36 represents the number of children x and adults y who can eat at the dinner for $36 If no children are eating at the dinner,
Chapter 3: Equations - Glencoe
Chapter 3 Equations 97 Make this Foldable to help you organize information about expressions and equations Begin with four sheets of 81 2" 11" paper 7 Fo r m u l a s 6 W r it n g E q u a t i o n s 5 Tw o - S t e p E q u a t i o n Glencoe/McGraw-Hill Pre-Algebra
NAME DATE PERIOD 3-2 Practice - ahodginscc
Oct 03, 2016 · Lesson 3-2 NAME DATE PERIOD PDF Pass Chapter 3 15 Glencoe Algebra 2 3-2 Practice Solving Systems of Inequalities by Graphing Solve each system of inequalities by graphing 1 y + 1 < -x 2 x > -2 3 y ≤ 2x - 3
Graphing Linear Equations
Chapter 3 23 Glencoe Algebra 1 3-3 Enrichment Treasure Hunt with Slopes Using the definition of slope, draw segments with the slopes listed below in order A correct solution will trace the route to the treasure 1 3 2 1 4 3 - 2 5 4 0 5 1 6 - 1 7 no slope 8 2 7 9 3 2 10 1 11 3 - 3 4 12 3 Start Here Treasure
3' A (0,6) B (0,-6) C (6,0) D (-6,0) 1. D 2. F 6 G 10 H 13 ...
Chapter 3 52 B: 11:08 AM Glencoe Algebra 1 NAME DATE PERIOD Chapter 3 Test, Form 2C SCORE 1 Tickets for a spaghetti dinner cost $4 for cliildren and $6 for adults The equation 4x + 6y =^ 36 represents the number of children x and adults y who can eat at the dinner for $36 If no children are eating at the dinner,
NAME DATE PERIOD 6-3 Practice
NAME DATE PERIOD PDF Pass Chapter 6 22 Glencoe Algebra 2 Graph each function State the domain and range 1 y = √5x √ 2 y = √- x - 1 3 y = 2 x + 2 4 y = √3x - 4 5 y = √x + 7 - 4 6 y = 1 - √2x + 3 Graph each inequality 7 y ≥ - √6x √ 8 y ≤ x - 5 + 3 9 y > -2 √3x + 2 10
Answers (Lesson 3-1)
After you complete Chapter 3 • Reread each statement and complete the last column by entering an A or a D • Did any of your opinions about the statements change from the first column? • Did any of your opinions about the statements change from the first column?
Answers (Anticipation Guide and Lesson 3-1)
Chapter Resources Chapter 3 3 Glencoe Algebra 1 Before you begin Chapter 3 • Read each statement • Decide whether you Agree (A) or Disagree (D) with the statement • Write A or D in the first column OR if you are not sure whether you agree or disagree, write NS (Not Sure) STEP 1 A, D, or NS Statement STEP 2 A or D 1 The equation 6 x
NAME DATE PERIOD 6-3 Skills Practice
Chapter 6 20 Glencoe Algebra 1 Skills Practice Elimination Using Addition and Subtraction Use elimination to solve each system of equations 1 x-y = 1 2 -x + y = 1 x + y = 3 (2, 1) x + y = 11 (5, 6) 3 x + 4y = 11 4 -x + 3y = 6 x - 6y = 11 (11, 0) x + 3y = 18 (6, 4) 5 3x + 4y = 19 6 x + 4y = -8
Answers (Lesson 2-1) 7 Glencoe Algebra 1
12 Glencoe Algebra 1 Solve Equations Using Multiplication and Division If each side of an equation is multiplied by the same number, the resulting equation is equivalent to the given one
10 Measures of Variation - Glencoe
glencoecom Math Online 6SP3, 6SP5c Lesson 10 Measures of Variation 39 Measures of Variation SURVEYS Jamie asked her classmates how many 0 123 45 Glasses of Water Consumed × × × × × × × × × × × × × × × × glasses of water they drink on a typical day 1 What is the median of the data set? 2 Organize the data into two groups
Solving Quadratic Equations by Graphing
Chapter 9 12 Glencoe Algebra 1 9-2 Estimate Solutions The roots of a quadratic equation may not be integers If exact roots cannot be found, they can be estimated by finding the consecutive integers between which the roots lie Solve x2 + 6x + 6 = 0 by graphing If integral roots cannot be found,
Study Guide and Intervention and Practice Workbook
notes, the completed Study Guide and Intervention and Practice Workbookcan help you review for quizzes and tests To the TeacherThese worksheets are the same as those found in the Chapter Resource Masters for Glencoe Math Connects, Course 2The answers to these worksheets are
Chapter 5 Resource Masters - KTL MATH CLASSES
©Glencoe/McGraw-Hill iv Glencoe Algebra 2 Teacher's Guide to Using the Chapter 5 Resource Masters The Fast FileChapter Resource system allows you to conveniently file the resources you use most often The Chapter 5 Resource Mastersincludes the core materials needed for Chapter 5 These materials include worksheets, extensions, and assessment options
Chapter 4 Resource Masters - KTL MATH CLASSES
©Glencoe/McGraw-Hill iv Glencoe Algebra 2 Teacher's Guide to Using the Chapter 4 Resource Masters The Fast FileChapter Resource system allows you to conveniently file the resources you use most often The Chapter 4 Resource Mastersincludes the core materials needed for Chapter 4 These materials include worksheets, extensions, and assessment options
NAME DATE PERIOD 7-2 Skills Practice
Lesson 7-2 Chapter 7 13 Glencoe Algebra 1 Skills Practice Division Properties of Exponents Simplify each expression Assume that no denominator equals zero 1 1−6 5 4 6 4 6 or 6 2 −9 12 9 8 9 or 6561 3 2−x 4 3 x 2 3 x 4
Chapter 11 Resource Masters - Commack Schools
Chapter 11 3 Glencoe Algebra 1 Anticipation Guide Rational Expressions and Equations Before you begin Chapter 11 • Read each statement • Decide whether you Agree (A) or Disagree (D) with the statement • Write A or D in the first column OR if you are not sure whether you agree or
Answers (Anticipation Guide and Lesson 4-1)
Chapter 4 3 Glencoe Algebra 1 Anticipation Guide Analyzing Linear Equations Before you begin Chapter 4 • Read each statement • Decide whether you Agree (A) or Disagree (D) with the statement • Write A or D in the first column OR if you are not sure whether you … | <urn:uuid:af85974d-2cf0-497a-8805-bcf5ff7f53cf> | CC-MAIN-2020-16 | http://901fernie.com/Glencoe_Algebra_2_Chapter_3_Resource_Masters.pdf | 2020-03-28T14:51:01+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370491998.11/warc/CC-MAIN-20200328134227-20200328164227-00294.warc.gz | 4,575,908 | 1,932 | eng_Latn | eng_Latn | 0.911502 | eng_Latn | 0.939666 | [
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2.8 STORM SURGE / SEICHE / COASTAL FLOODING
When a storm system moves across a lake, typically the temperature drops and the wind changes direction. This disturbs the water in the lake and causes it to move in the same direction the storm is moving. The magnitude of storm surge events is dependent on a number of factors. Wind velocity and barometric pressure are the most obvious contributors to the size of an event. The orientation of the lake with respect to the direction the storm is moving is critical to the wind fetch distance over the lake, which in turn increases wave heights and storm surges. Lake Erie is oriented southwest to northeast, and the lake is shallowest near Toledo. Therefore, storms moving northeast to southwest have the potential to produce higher storm surges.
Seiche can be defined as a standing wave in an enclosed or partially enclosed body of water, which can result in coastal flooding. The most common cause of seiches in Ohio is a strong, constant wind blowing over the surface of the water forcing it to accumulate at the down-wind shore. When the wind diminishes, the water level will begin to return to its original equilibrium though a series of broad oscillations across the entire body. Often referred to as the bathtub effect, seiches cause the water levels to rise and fall along the shorelines repeatedly until equilibrium is restored. Other causes of seiches include earthquakes, changes in barometric pressure or any of a variety of atmospheric changes.
The United States Army Corps of Engineers office in Detroit, Michigan developed a profile of seiche as part of a larger work analyzing water levels for the Great Lakes. Figure 2.8.a displays the static impact storm surge has on a body of water with water levels rising on the downwind shore and falling along the upwind shore.
Figure 2.8.b provides a depiction of the combined effect of wind and wave actions. The base water level for the lake is marked as the SWL, or still water level. The position marked R is for run-up, the elevation a wave rises to as it spills on the shore or a structure. When winds are generated by severe storms the potential for wave action increases greatly.
RISK ASSESSMENT
LOCATION
Lake Erie is the most notable water body impacted by storm surge and seiches in Ohio. Although Lake Erie has 9,940 square miles of surface area implying a large body of water, it is relatively shallow with an average depth of 62 feet. Broken into what is generally referred to as the eastern, central and western basins, Lake Erie's susceptibility to storm surge and seiches varies greatly. The central basin, encompassing the area from Ohio's eastern border to Lorain, ranges from 45 to 65 feet deep with a shoreline that is mostly developed and armored. The western basin is much shallower with a depth averaging about 24 feet. The shorelines in the western basin are former coastal wetlands, many of which have been armored. One of the un-protected areas are the islands off of Ottawa County.
The seiche / coastal flooding hazard exposure is limited to counties adjacent to the south shore of Lake Erie. Region 1 counties impacted by seiche include: Lucas, Ottawa, Sandusky and Erie. Region 2 counties impacted by seiche include: Lorain, Cuyahoga, and Lake. Ashtabula is the only county impacted in Region 3.
PAST OCCURRENCES
The NCDC history of hazardous weather events currently lists only one seiche event, which occurred on November 10, 1998, impacting Erie, Lorain, Lucas and Ottawa counties. The event consisted of southwest storm force winds gusting to 69 miles per hour that pushed water away from the western end of Lake Erie towards the state of New York and Ontario Canada. As the water level fell to four feet below normal, boats and ferries were left stranded in the mud in marinas from the Maumee River east to the lagoons in Vermilion, while freighters were forced to drop anchor outside Sandusky Bay near Port Clinton. There were no estimates provided for property or other economic losses. Prolonged SW storm events create navigational hazards in the western basin due to the low water level. Put-In-Bay harbor has been near-emptied in this type of event, exposing rock and making the harbor non-navigable.
The earliest recorded seiche wave in Ohio history occurred on the morning of June 23, 1882 when an eight-foot wall of water suddenly crashed into the 9 th Street Pier in Cleveland. This wave damaged or destroyed several boats and created a novel fishing experience as it propelled hundreds of fish farther inland from the docks. One fatality resulted from this event as a homeless person was sleeping near the shore and drowned. Other events occurred in May 1942, 1944 and 1948 with waves being recorded anywhere from six to 20 feet high. Seiche waves continued to oscillate from several hours to days.
The NCDC database also contains six days with events described as storm surge. The six descriptions cover a period of nearly record high water level. Lake water level is the most important factor in producing storm surges that cause wave damage and coastal flooding. The NE storms happen every year, but flooding and damage occur when there is high water.
March 13, 1997 Storm Surge - Gale force east winds to 35 knots caused the water level at the west end of Lake Erie to rise to 79 inches above low water datum, around 35 inches above the recent average lake level. Flooding and considerable beach erosion occurred along the lakeshores of Lucas, Ottawa, Sandusky and Erie Counties. In Toledo (Lucas County), roads and a parking lot were inundated, including Monroe and Second Streets, and at Point Place on Maumee Bay. Water also overtopped a road in Jerusalem Township. In Ottawa County, roads were flooded in Port Clinton and sandbagging was performed at some local businesses. Also, on Catawba Island, waves were recorded as overtopping at least one road. At Bayview (Sandusky County), County Road 259 was flooded. Losses approached $50,000 from this coastal event.
June 1, 1997 Storm Surge - Businesses and homes were flooded when strong northeasterly winds and near record high lake levels produced waves of six to eight feet, aggravating shoreline erosion and slowing discharge of stream outflow into Lake Erie. In Erie County, 75 – 100 families evacuated near the Vermilion and Huron Rivers, while those on Mudbrook Road moved to their second floors to escape the floodw a t e r s . Also in Erie County, Riverside Avenue residents were evacuated as well as those in Franklin Flats, Rye Beach and White's Landing. Roads along the shoreline were flooded and covered with so much sand and debris that they had to be cleared with snowplows in Port Clinton and Marblehead. On Catawba Island, rising water flooded buildings and cars were submerged. Charter services cancelled trips and hundreds of travelers were stranded on South Bass Island when most ferry trips were also cancelled. In Erie County, the north end of Jackson Pier collapsed. As the water receded, a large number of fish were left behind in people's yards. Losses were estimated at $525,000 from the event, w h i c h encompassed Erie, Lorain, Lucas, Ottawa and Sandusky Counties.
February 4, 1998 Storm Surge - Northeast winds up to 35 miles per hour caused flooding of the immediate lakeshore and beach erosion in Lucas, Erie, and Ottawa Counties. Losses were estimated at $75,000 from the event.
February 17, 1998 Storm Surge - Northeast winds up to 40 miles per hour increased the water level at the Toledo Coast Guard Station (Lucas County) to around seven feet above low water datum. Waves of seven to ten feet caused major flooding and beach erosion along the western shoreline of Lake Erie, particularly at Crystal Rock and Whites Landing (Erie County), where homes and yards were flooded. Losses were estimated at $700,000 from the event, which impacted Erie, Lucas and Ottawa Counties.
March 20, 1998 Storm Surge - North to northeast gales of 35 knots, with higher gusts, produced 11 to 14 foot waves on Lake Erie. Also, the water level at Toledo (Lucas County) was seven feet above low water datum. This combination resulted in major flooding and beach erosion. Many streets were flooded around Sandusky Bay (Ottawa, Sandusky, and Erie Counties) and Maumee Bay (Lucas County) and flooding had progressed further inland in some areas. In Sandusky and Huron (Erie County), several streets were flooded. At Beachwood Cove in Huron, the 30-foot high breakwall was destroyed and just a few feet of land separated the homes from the lake. Losses were estimated at $400,000 from the event, w h i c h impacted Sandusky, Lorain, Ottawa, Erie and Lucas counties.
April 9, 1998 Storm Surge - Northeast gales of 35 knots and water levels that peaked just below 100 inches above low water datum produced 10 to 14 foot waves, which caused major damage along the lakeshore. Many lakeshore roads were not only flooded, but also covered with rocks and other debris that, in some places, had to be removed by bulldozers. In Ottawa County, ten houses were destroyed and over 200 others were damaged, streets in downtown Port Clinton were flooded and the dike system and gravel roads in the Ottawa National Wildlife Refuge were badly damaged. Some evacuations took place at Whites Landing in Erie and Sandusky Counties and also at Wightmans Grove and Memory Marina in Sandusky County. A State of Emergency was declared and standing floodw a t e r persisted for several days in some areas. Losses were estimated at $3,700,000 from the event, which impacted Erie, Ottawa, Lucas and Sandusky Counties.
October 17 to 21, 2011 Seiche Event - The graph below traces a recent Lake Erie seiche. From October 17 to 21, 2011, the wind shifted widely, from out of the west to out of the northeast, and to eventually out of the west again. The lines on the graph show the response of the water levels at Buffalo (red) and Toledo (blue) to these shifts. The greatest difference in water level was about 7 feet, and as the up-and-down swings of the lines show, the lake never settled to an equilibrium state over these several days.
Source: Ohio Dept. of Natural Resources, Division of Geological Survey
April 15, 2018 Storm Surge – High water, strong NE winds and rain combine to cause storm surge and flooding in Lucas, Ottawa, Erie and Sandusky Counties. Water levels within 6 inches of 1985's all-time record high, hours of 40-plus knot gale force winds from the east and 1 ½ inches of rain combined resulting in 13-15 foot waves. The municipalities of Marblehead, Port Clinton, Oak Harbor, Bayshore, Woodville, Toledo, Curtice, Point Place and Luna Pier (MI) were issued flood warnings. Damage was reported to structures in Port Clinton. Flooding inundated many farms, roads, businesses and homes on the west end of Lake Erie. State Route 2 was closed between S.R. 590 and Camp Perry, along with many other state routes along the north shore. The high water and waves caused $10-11 Million in damages to outer dikes protecting several of Lake Erie's marshes at Ottawa National Wildlife Refuge, Magee Wildlife Area, and Metzger's Marsh. There was also damage to docks and fishing piers in the area.
PROBABILITY OF FUTURE EVENTS
It is clear storm surge, coastal flooding, and seiche waves have a significant impact in Ohio. Based on the event profiles, it is possible for these events to occur between two and five times in a given year. Based on twelve events over 136 years, there is an 8.82% chance of a storm surge event significant enough to cause coastal flooding happening on any given year. The only seasonal limitation to events on Lake Erie would be during the height of winter when portions of the water surface can be covered by ice. It should be noted that ice coverage on Lake Erie varies from year to year, making it impossible to indicate any definitive time period when events cannot occur.
LHMP DATA
Cuyahoga County – Seiche. The Countywide All Natural Hazards Mitigation Plan states their northern coastline has a high frequency of seiche with a moderate vulnerability. The roads and highways along the coast can become flooded due to seiche waves. Most damage caused by seiche involves boat docks, low-lying areas along the lake shore, and river inlets to Lake Erie. The most severe seiche that hit the Cleveland area was an eight-foot seiche in the early 1990s.
Section 2.8: Storm Surge/Seiche/Coastal Flooding 2-135 Lucas County – Coastal Flooding. The Plan states that lake surges (also referred to as storm surges) are associated with extreme weather events and are responsible for coastal flooding and erosion (along
Lake Erie within Lucas County). The storms that generate large waves and lake surges can develop year-round, however within Lucas County, these events have typically occurred in the early spring and late fall months. Storm surges inundate coastal floodplains by dune over wash, the rise in water levels in inland bays and harbors, and backwater flooding through river mouths. Storm systems also generate large waves that run up and flood coastal beaches. The problem of lake surges and associated inland flooding is compounded by adjacent low-lying floodplains. The plan's history provides information that lake surges cause coastal flooding in the cities of Toledo, Oregon, the Village of Harbor View and the unincorporated Jerusalem Township. The total damages attributed to lake surges are $665,981.92, which equates to approximately $110,996.99 per event. There are limited data to calculate the probability of occurrence; however, records indicate multiple occurrences during the early spring and late fall months. It is fair to assume that future events would likely result in localized property damage to only specific areas within Lucas County, and that there is only a small potential for future events to result in injuries or deaths.
SHARPP. See section 4.3 for an analysis of SHARPP data in Ohio's coastal counties.
VULNERABILITY ANALYSIS & LOSS ESTIMATION METHODOLOGY
Loss estimates for Ohio's coastal flooding hazard were developed using FEMA's hazard analysis and loss estimation software HAZUS-MH MR3 coastal flooding application within the flood module. This application was updated in HAZUS-MH MR3 to reflect the unique issues associated with the Great Lakes. Still water lake elevations for each county were taken from the US Army Corps of Engineers report Revised Report on Great Lakes Open-Coast Flood Levels published April 1988.
HAZUS-MH MR3 analysis was run for each county bordering Lake Erie based on a 100-year return event. Each run was specifically adjusted to take into consideration the type of shoreline associated with each county. Sandusky County could not be analyzed due to the software failing to recognize any coastal exposure. Upon closer review, the exposure, which does exist within the county, was assessed as part of the two neighboring county evaluations.
RESULTS
Region 1 exposure to coastal flooding is limited to the coastal counties of Erie, Lucas, Ottawa and Sandusky. The total building exposure is estimated at $8,743,489,700. The numbers of impacted structures by percent of the structure damaged are estimated to be: 1 to 10 percent damaged at 455, 11 to 20 percent damaged at 2,184, 21 to 30 percent damaged at 1,476, 31 to 40 percent damaged at 1,059, 41 to 50 percent damaged at 309 and substantially damaged at 914. There are an estimated four essential facilities, which will experience at least moderate damage. According to Table 2.8.a, estimates for business interruption and building losses are $8,560,000 and $974,880,000, respectively.
Table 2.8.a
| | | | 1-10% | 11-20 % | 21-30% | 31-40% | 41-50% | Substantial | Essential | Estimate |
|---|---|---|---|---|---|---|---|---|---|---|
| | | Building Exposure | Damage | Damage | Damage | Damage | Damage | Damage | Facilities | Business |
| County | Population | | | | | | | | | |
| | | Value | Count | Count | Count | Count | Count | Count | Count | Interrupt |
| Erie | 79,321 | $4,150,287,000 | 159 | 372 | 175 | 28 | 5 | 40 | 1 | $2,070,000 |
| Lucas | 454,029 | $2,545,448,000 | 113 | 395 | 840 | 932 | 227 | 189 | 3 | $3,260,000 |
| Ottawa | 41,036 | $2,047,754,700 | 183 | 1,417 | 461 | 99 | 77 | 685 | 0 | $3,230,000 |
| TOTAL | 574,386 | $8,743,489,700 | 455 | 2,184 | 1,476 | 1,059 | 309 | 914 | 4 | $8,560,000 |
The majority of building loss is associated with Lucas County as a result of inland backup flooding of the Maumee River. HAZUS-MH MR3 profiles for the remaining counties do not indicate riverine backup flooding to a significant extent.
Region 2 exposure to coastal flooding is limited to the coastal counties of Cuyahoga, Lake and Lorain. The total building exposure is estimated at $2,396,004,000. The numbers of impacted structures by percent of the structure damaged are estimated to be: 1 to 10 percent damaged at 82, 11 to 20 percent damaged at 260, 21 to 30 percent damaged at 278, 31 to 40 percent damaged at 91, and 41 to 50 percent damaged at 20 and substantially damaged at 12. There are no essential facilities estimated as impacted. Estimates for business interruption and building loss are $500,000 and $82,690,000 respectively (see Table 2.8.b).
| | | Building Exposure | 1-10% | 11-20 % | 21-30% | 31-40% | 41-50% | Substantial | Essential | Estimated |
|---|---|---|---|---|---|---|---|---|---|---|
| County | Population | | Dam age | Dam age | Dam age | Dam age | Dam age | Dam age | Facilities | Business |
| | | Value | | | | | | | | |
| | | | Count | Count | Count | Count | Count | Count | Count | Interrupt |
| Cuyahoga | 1,384,252 | $1,033,868,000 | 2 | 19 | 16 | 0 | 2 | 0 | 0 | $110,000 |
| Lake | 227,324 | $671,888,000 | 55 | 159 | 206 | 89 | 12 | 12 | 0 | $240,000 |
| Lorain | 285,798 | $450,219,000 | 25 | 82 | 56 | 2 | 6 | 0 | 0 | $150,000 |
| TOTAL | 1,897,374 | $2,396,004,000 | 82 | 260 | 278 | 91 | 20 | 12 | 0 | $500,000 |
Region 3 exposure to coastal flooding is limited to the coastal county of Ashtabula. The total building exposure is estimated at $240,290. The numbers of impacted structures by percent of the structure damaged are estimated to be: 1 to 10 percent damaged at 3, 11 to 20 percent damaged at 12, 21 to 30 percent damaged at 8, 31 to 40 percent damaged at 1, and 41 to 50 percent damaged at 0 and substantially damaged at 1. There are no essential facilities estimated as impacted. Estimates for business interruption and building loss are $80,000 and $5,280,000 respectively (see Table 2.8.c).
| | | Building Exposure | 1-10% | 11-20 % | 21-30% | 31-40% | 41-50% | Substantial | Essential | Estimated |
|---|---|---|---|---|---|---|---|---|---|---|
| County | Population | | Dam age | Dam age | Dam age | Dam age | Dam age | Dam age | Facilities | Business |
| | | Value | | | | | | | | |
| | | | Count | Count | Count | Count | Count | Count | Count | Interrupt |
| Ashtabula | 102,729 | $240,029,000 | 3 | 12 | 8 | 1 | 0 | 1 | 0 | $80,000 |
GREAT LAKES COASTAL FLOOD STUDY
The FEMA has initiated a coastal analysis and mapping study to produce updated Digital Flood Insurance Rate Maps (DFIRMs) for coastal counties around the Great Lakes. This storm surge study is one of the most extensive coastal storm surge analyses to date, encompassing coastal floodplains in eight states. Ultimately, the study will update the coastal storm surge elevations for all of the U.S. shoreline of the Great Lakes. This new coastal flood hazard analyses will utilize updated 1-percent-annual chance stillwater elevations obtained from a comprehensive storm surge study conducted by the U.S. Army Corps of Engineers.
The effort to produce these maps for all the Great Lakes states began in 2012 and is expected to be completed in Ohio in 2020. The resulting DFIRMs will introduce VE Zones to Ohio and the Great Lakes Region. A VE Zone is used on a DFIRM to differentiate coastal high hazard areas from the rest of the 1%annual-chance flood hazard area (100-year floodplain). The Zone VE designation indicates that during the 1%-chance-annual flood, wave hazards are expected to be particularly strong and have the potential to cause structural damage.
Zone VE is mapped for areas that meet one of more of the following criteria:
1. Wave runup depth exceeds 3 feet relative to the ground,
2. Wave overtopping rate exceeds 1cfs/ft.,
3. Wave heights exceed 3 feet in areas of overland wave propagation, or
4. The primary frontal dune.
Figure 2.8c illustrates wave runup and overtopping as well as overland wave propagation.
Table 2.8c summarizes building exposure based on analysis performed by the ODNR Office of Coastal Management using Preliminary DFIRM data and county auditor data. The results of this analysis will change as the Preliminary DFIRMs are reviewed and undergo the appeals period.
Table 2.8.c
* Sandusky County does not have identified V Zones
| County | Total Coastal Parcels | Parcels in V-Zone |
|---|---|---|
| Lucas | 590 | 333 |
| Ottawa | 2,511 | 1,675 |
| Erie | 1,982 | 1,212 |
| Lorain | 962 | 1,019 |
| Cuyahoga | 899 | 875 |
| Lake | 1,111 | 1,070 |
| Ashtabula | 792 | 818 |
| Total | 8847 | 7002 |
STATE-OWNED AND STATE-LEASED CRITICAL FACILITIES VULNERABILITY ANALYSIS & LOSS ESTIMATION
Using HAZUS-MH MR3 results and the FIRMs for the coastal counties, state- owned and stateleased facilities were evaluated for their involvement with seiche/coastal hazards. While all eight coastal counties were evaluated, only three of those contained facilities that could be at risk of flooding via seiche or coastal flooding, and all three are in Region 1. Table 2.8.d lists the results of this analysis.
One state-owned critical facility was located in the hazard area in Lucas County, which represents $153,000 at risk. While this facility is operated by the ODNR, it is a watercraft office that would be crucial to immediate response and rescue necessities. In terms of non-critical facilities, over 90 percent of those identified are located in Lucas County, and the majority of those involve state park facilities. Only one state-leased non-critical facility was noted to be at risk, and it is located in the City of Sandusky, Erie County, representing over $80,000 in annual rent at risk. It should be noted that no state-leased critical facilities were determined to be at risk to this hazard.
Table 2.8.d
| | State-Owned | State-Owned | State-Owned | State-Owned | State-Leased |
|---|---|---|---|---|---|
| County | | | | | |
| | Critical | Critical | Non-Critical | Non-Critical | Non-Critical |
| | Facility Count | Facility Value | Facility Count | Facility Value | Facility Count |
| Erie | 0 | $0 | 5 | $674,495 | 1 |
| Lucas | 1 | $153,000 | 33 | $24,256,560 | 0 |
| Ottawa | 0 | $0 | 0 | $0 | 0 |
| Sandusky | 0 | $0 | 6 | $799,680 | 0 |
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Causes of Soil Degradation and Methods for Soil Conservation
Even though our country is blessed with wide varieties of soils with high fertility, it is being degraded day by day by various natural and human activities. Farmers in India are complaining about low productivity because of various reasons and soil degradation is one of them. Loss of soil fertility results in low productivity. It also results in high cost-ofproduction, low income, food scarcity, loss of biodiversity etc. As food security is a major concern, India has to overcome the challenge of low productivity due to soil degradation. Conservation of soil is the only way to override this problem.
Major causes of soil degradation
1. Soil erosion
2. Decline of soil fertility
3. Water logging
4. Salinity
5. Shifting cultivation
Soil erosion:
Among the agents, water is considered as the main cause of soil erosion.
Main agents of soil erosion are (1) Water, (2) Wind, (3) Waves and (4) Glaciers
Removal of the top layer of soil by various means, which include both natural events and human activities, is called as soil erosion. Water-caused soil erosion can be
classified as below:
1. Sheet Erosion: Uniform removal of the top soil just like a sheet.
2. Rill Erosion: Heavy water flow cause rill in Land.
3. Gully Erosion: Rill will enlarge as Gullies and land will be disordered. ( eg: Chambal Valley)
Note: Wind erosion also causes sheet and rill erosions.
Note: The largest area affected by soil erosion in India is the State of Rajasthan followed Madhya Pradesh.
Consequences of soil erosion
Fertility of top soil will be lost.
Nutrients content will decline as they are washed away by erosion.
Underground water level will be reduced.
Loss of vegetation and habitat.
Drought and flood become frequent.
Rivers get dried off. Adversely affect the economy and culture.
1/4
Natural hideouts are formed when gully erosion occurs (Ex: Chambal valley was famous for criminal's hideout).
Also read: Insolation and Heat Balance of the Earth
Decline of soil fertility
Soil fertility is mostly affected in the states of Punjab, Haryana, and U.P.
It is a condition when the soil is not giving enough production even though adequate irrigation and nutrients are supplied.
The major reasons for decline of soil fertility are:
1. Frequent cropping
2. Unscientific rotation of crops
3. Extensive and excessive use of chemical fertilizers
4. Too much use of chemical pesticides
Land should left uncultivated for a period of time and let to retain its fertility. Cropping after cropping will leave the land unfertile.
Leguminous plants can be cultivated in intervals which will increase the fertility of the soil.
Water logging
If there is no proper drainage system in the land, the land will become waterlogged.
This results in the saturation of crops.
The normal circulation of air will not be possible due to water logging and the amount of oxygen in the soil will decline.
Construction of proper drainage system to allow water flow away from the land is the best way to reduce water logging.
Salinity
Soil will become saline or alkaline in low rainfall areas. Rajasthan is an example.
When the sea water enters the land, the soil becomes saline.
The presence of calcium carbonate beneath (kankar) the soil will act as impermeable to water and water gets logged as happened in Indira Gandhi canal regions of Rajasthan. If the soil contains salt content, it will spread to the whole land due to this.
Shifting / jhum cultivation
It is a type of cultivation practiced mainly in North-Eastern states of India
It is a type of slash and burn method of cultivation.
After reaping the crops, the land (usually the forest) is slashed and burned. The next cultivation will be in another plot and the burned land will let uncultivated for a period.
In the early periods, the gap between two cultivations in a land was 10-20 years. Due to population increase and availability of land is reduced, the gap decreased to merely 2-3 years.
2/4
This causes major deforestation, environmental pollution, loss of habitat for wild animals etc.
The burning of forest results in soil erosion and gradual degradation of soil.
Also read: Volcanoes: Everything You Need To Know
Soil conservation methods
1. Afforestation.
2. Contour ploughing (cultivation against the direction of the wind).
3. Strip cultivation (cultivation in strips).
4. Flood control by government initiatives.
5. Reclamation of bad lands.
6. Wind breaks in land; like trees at borders.
7. Organic farming.
8. Control/restrict shifting cultivation.
9. Construction of proper drainage.
10. Leveling of gullies, ravines etc.
11. Control of chemical fertilizers and pesticides in the market.
12. Proper awareness about the need of conservation.
Model question based on soil conservation for UPSC Prelims
Qn 1: Among the statements given below, identify the correct statement(s):
1. Organic farming has a role to play in soil conservation.
2. Sheet erosion results in the formation of gullies resulting in loss of underground soil.
3. The largest area affected by soil erosion in India is the State of Rajasthan followed
a) 1 only
b) 2 only
c) 1 and 3 only
d) 1, 2 and 3
Right Answer: c) 1 and 3 only Explanation: In case of sheet erosion, there will be a uniform removal of the top soil just like a sheet.
www.arihantcareergroup.com
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Weekly OSHC blog 16/5/16-20/5/16
Monday 16/05/16 - PM
After a yummy afternoon tea of spaghetti and baked beans on toast, the children engaged in craft. The children created butterflies using bubble wrap and wooden pegs. They coloured in the wings and painted the body to decorate their butterflies and make them both vibrant and exciting!
After craft the children went outside to get some fresh air and play on the oval!
This morning the children enjoyed creating their own rings and bracelets using loom bands. This was a fun activity that allowed the children to engage their creativity by using any colour of their choice and designing different patterns.
Tuesday 17/5/16 – PM
This afternoon we continued with making more butterflies, the children loved it! Some of the kindergarten children practiced their home readers with Ash. They are really improving with their reading skills. Once craft was completed the children moved onto playing board games. We had two of the girls playing a game of toy story snakes and ladders while other groups played chess, bounce off and mastermind.
This morning we had children playing many different games including chess. The older boys who played were teaching the younger boys the right rules. Some of the girls also enjoyed using some of our colouring books.
This afternoon we had a big group of boys playing bull rush on the oval! This was great fun. Once we got inside we had some of the older children and younger children doing a group drawing together. Once they finished their pictures even more children added to it. This was a great group activity.
This morning a group of boys played with the lego while some of their friends played headbands. That was such an interesting game trying to figure out what objects or animals they were. We also continued on with our group drawing from yesterday afternoon. This was such a hit with the kids!
Thursday 19/5/16 – PM
This afternoon a group of girls and Lauryn D played many card games such as snap, go-fish and beat your neighbor. Our construction box was also a hit with the kids where they created many items such as space stations, houses and magic wands.
Friday 20/5/16 – AM
This morning the children participated in a variety of activities. Some children did a group colouring in while others were teaching younger students how to play chess. After breakfast a group of boys and the OSHC teachers played the card game 'beat your neighbor' while other students enjoyed playing with playdough.
The children enjoyed many indoor and outdoor activities this afternoon. On the oval all children participated in games such as parachute, coloured corners and bulrush. Following this we went inside where we did painting with foam packing and colouring in. A group of boys also decided to use our construction set and cars to make their own tracks. | <urn:uuid:b43406ee-bceb-48eb-91c4-801730aff08d> | CC-MAIN-2020-16 | http://www.melroseparkoshc.com.au/download/3007/ | 2020-03-28T14:10:21+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370491998.11/warc/CC-MAIN-20200328134227-20200328164227-00296.warc.gz | 266,439,910 | 580 | eng_Latn | eng_Latn | 0.998414 | eng_Latn | 0.998451 | [
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Art & Design Curriculum Statement
At Ernesettle Community School, we believe that the arts are vital in developing the child as a whole and supports the delivery of an inspiring environment that gives children the best early education possible. Art and design is an important part of children's education and has a significant and valuable role in the taught curriculum, as well as the enrichment opportunities we offer our pupils.
Intent
Through the teaching of Art we aim to develop the children's ability to learn with confidence in two and three dimensions and on a variety of sizes and scales. During Art sessions we concentrate on developing children's ability to create images, experiment with a wide range of different media to understand their potential and use art as a medium to give expression of their world. Our art curriculum will develop children's critical abilities and understanding of their own and others' cultural heritages through studying a diverse range of male and female artists.
The National Curriculum for art and design aims to ensure that all children:
* produce creative work, exploring their ideas and recording their experiences
* become proficient in drawing, painting, sculpture and other art, craft and design techniques
* evaluate and analyse creative works using the language of art, craft and design
* know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Implementation
Children will develop their understanding of the visual language of art with effective teaching and considered sequences of lessons and experiences. Understanding of the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) will be developed by providing a curriculum which will enable children to reach their full potential.
The Artsmark and Arts Award has now been fully embedded into the culture of both staff and children alike at Ernesettle Community School. A whole school approach has developed towards promoting the arts through our spiral curriculum and many positive experiences have taken place, such as; integrating Arts Award to develop well-planned arts activities, partnerships with Plymouth University, Plymouth College of Art, Delamore Arts, Theatre Royal Plymouth and trips and visitors including West End in Schools, Life Drawing, Bollywood Dancing Workshops, international visits and more. Pupils have achieved Art accreditations and the Arts Award will continue to be delivered throughout KS1 and KS2. We teach a skills-based art curriculum, which gives opportunities for children to express their creative imagination and use artwork to record ideas, observations and experiences. Through delivering a spiral curriculum, children are given the opportunity to practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture.
Sketchbooks are used effectively across KS1 and KS2 here at Ernesettle Community School and are invaluable when auditing current provision and can provide a record of the children's learning and progress of art in school. Although this is not an expectation for KS1, all children have somewhere to express their ideas and develop techniques learnt. Children will take their sketchbooks with them at the end of the year to their new class where they will continue to expand on techniques and their appreciation of artists' work.
Upon entry into the school, children's art can be seen on display, giving them ownership of their educational environment and celebrating their art achievements. All staff take responsibility for developing arts and culture within the school and are held accountable for this through regular audits and sketchbook scrutinies
Impact
Art contributes to children's personal development in creativity, independence, judgement and self-reflection. It encourages children to develop a sense of ownership over their work and reflect on their experiences through evaluating their progress and development. We share sketchbooks on open days and Parent/Carer evenings and children are excited to share their artwork with Parents/Carers. Children show willingness to participate in a range of artistic opportunities and respond well to this.
We ensure that art is included across each year group within every topic of learning, with a level of progression that supports and challenges our children so that they develop lively, creative, enquiring minds. We aim to provide our children with the skills and knowledge that will prepare them for successful, healthy lives in the ever changing world that we live in.
As a school we like to celebrate the children's successes both within and outside the curriculum. Annually, we hold 'Ernesettle's Got Talent', where the children are given the opportunity to perform and showcase their abilities in the arts. It is wonderful to see our pupils and their families have a sense of achievement and pride in what they are doing.
Art and Design in the Early Years:
From an early age, children are encouraged to represent their own ideas, thoughts and feelings through art. They will do this by safely using and exploring a range of materials, tools and techniques, experimenting with colour, design, texture, form and function. Encouraging attitudes of curiosity and questioning as well as skills and techniques is important when supporting the progression of the children's creativity and confidence in their ideas and skills.
The Curriculum Leader for Art & Design is: | <urn:uuid:8cd18712-9e20-4689-b571-d74c6bc1a93a> | CC-MAIN-2020-16 | https://www.ecs.plymouth.sch.uk/wp-content/uploads/2019/09/FINAL-Art-Design.pdf | 2020-03-28T14:54:29+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370491998.11/warc/CC-MAIN-20200328134227-20200328164227-00296.warc.gz | 919,909,589 | 1,008 | eng_Latn | eng_Latn | 0.997005 | eng_Latn | 0.996957 | [
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Earth: Our Creative Responsibility Group
Quaker Peace & Social Witness
Green Advices & queries for Quakers
We depend for our lives upon the sun, the rain, the wind and the diversity of living things around us. Notice the changing patterns of the day, from dawn to dusk, and the wonder of the night sky. Take heed of the changing seasons, from winter to spring, to summer and to autumn. Each has its particular beauty. Mountains, lakes, rivers and forests can all inspire us and provide places of peace and opportunities for worship. The natural world also presents us with challenges, to which we should be ready to respond. Take time to recognise, respect, appreciate and enjoy the whole miracle of the universe.
1. "If pressure is brought upon you to lower your standard of integrity, are you prepared to resist it? Our responsibilities to God and our neighbour may involve us in taking unpopular stands. Do not let the desire to be sociable, or the fear of seeming peculiar, determine your decisions." Advices & queries, 1994, No.38
2. We are subject to all the persuasive powers of commerce and are influenced by family, friends and neighbours. Take time to understand yourself, your real needs and your true potential. Try to bring all your actions in line with this understanding and your knowledge of the world around you.
3. "Try to live simply. A simple lifestyle freely chosen is a source of strength. Do not be persuaded into buying what you do not need or cannot afford. Do you keep yourself informed about the effects your style of living is having on the global economy and environment?" Advices & queries, 1994, No.41
4. Consuming more than we need may divert resources from the provision of essential services at home and abroad. Reusing, recycling and repairing will all reduce your footprint on the Earth. However refusing, and so doing without unnecessary goods, is the most powerful action.
5. "We do not own the world, and its riches are not ours to dispose of at will. Show a loving consideration for all creatures, and seek to maintain the beauty and variety of the world. Work to ensure that our increasing power over nature is used responsibly, with reverence for life. Rejoice in the splendour of God's continuing creation." Advices & queries, 1994, No.42
6. We share the DNA structure of all life on Earth. The atoms in our bodies have circulated throughout the network of living and non-living forms making up the universe. Much of what we do, directly or indirectly, leaves the natural world damaged. Do you accept your responsibility for minimising this damage?
7. The drive to market cheap food has resulted in pollution of air, soil and water, destruction of wildlife and waste of raw materials. Try to buy local, fair-traded and organically produced food and eat fresh food in season. Consider whether you could grow some of your own.
8. Intensive animal farming is often cruel to the animals and is an extravagant use of land, water and edible grains. Try to reduce your consumption of animal products.
9. Composting food and garden waste will enrich the soil and reduce the need for manufactured fertilisers and chemical controls. Healthy food and richer wildlife will be the reward.
10. Saving heat in the home can be done with improved insulation but reducing the temperature, area and time of heating is also important. Do you dress warmly enough and encourage others to do so too? Consider investigating renewable sources of energy for your home.
11. Cars and aeroplanes use irreplaceable fossil fuel, pollute the air and are major and increasing contributors to global warming. Could you reduce your use of these modes of transport? Consider this particularly when planning holidays or a change of home or occupation.
12. Waste disposal is a major problem causing soil, water and air pollution and taking up valuable land space. Do you make every effort to reduce the amount of rubbish you put out for collection and disposal?
13. "Remember your responsibilities as a citizen for the conduct of local, national, and international affairs. Do not shrink from the time and effort your involvement may demand." Advices & queries, 1994, No.34
Published by Earth: Our Creative Responsibility Group, a sub-group of Quaker Peace & Social Witness. 2002. Earth: Our Creative Responsibility group was laid down in 2003. QPSW's sustainability work is now undertaken by the Sustainability & Peace Programme.
For more information contact Sunniva Taylor, Sustainability & Peace programme manager, QPSW, Religious Society of Friends, Friends House, 173 Euston Road, London, NW1 2BJ.
Telephone: 020 7663 1046 or email: firstname.lastname@example.org
A large print version of this leaflet is also available: please contact the publications team on 020 7663 1162, or email email@example.com | <urn:uuid:8a8b796d-ab3c-4cae-bfac-346f52146ac7> | CC-MAIN-2020-16 | https://quaker-prod.s3-eu-west-1.amazonaws.com/store/ee5bc083da4937678a2a58801dc6f807e772919df31467718967cef209a1 | 2020-03-28T15:18:53+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370491998.11/warc/CC-MAIN-20200328134227-20200328164227-00297.warc.gz | 678,579,213 | 1,016 | eng_Latn | eng_Latn | 0.964137 | eng_Latn | 0.997749 | [
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The coronavirus has been declared a global health emergency by the World Health Organization.
THIS IS WHAT YOU NEED TO KNOW
There is no need to panic
Not everyone who gets the virus becomes very sick
Good personal hygiene can protect you and your family
WHAT IS IT?
The coronavirus is a virus, similar to the common cold or flu.
Symptoms can be very mild for some people, but can be far more deadly for others.
WHAT ARE THE SYMPTOMS?
Fever
Tiredness
Dry cough
Difficulty in breathing
Some people may also have aches and pains, a blocked or runny nose, a sore throat, or diarrhea.
IS IT DEADLY?
Not everyone who gets the virus becomes very sick.
Most people (about 80%) recover without needing special treatment.
Around 1 in every 6 people with the virus becomes seriously ill which could be fatal.
HOW DOES IT SPREAD?
The virus is infectious and spreads from people who are infected to others through:
The air by coughing and sneezing
Close personal contact, such as touching or shaking hands
Touching an object or surface with the virus on it, then touching your mouth, nose, or eyes without washing your hands
CAN I GET IT FROM TOUCHING THINGS?
Yes, sometimes a sick person's saliva can get onto objects like:
Their hands
Pens
Food and utensils
Doorknobs
Digital devices like
cellphones and laptops
Stair railings
Don't touch your face, mouth, nose or eyes without washing your hands.
WHAT SHOULD I DO IF I THINK I HAVE THE VIRUS?
If you have a fever, cough AND have difficulty breathing you should:
Speak to your
healthcare practitioner
Share your recent
travel history
Avoid travel
Avoid contact
with others
WHO IS AT RISK?
Anyone who comes into contact with the virus can get it, BUT older people and those with underlying medical problems like high blood pressure, heart problems, low immunity or diabetes are more likely to develop serious illness.
HOW CAN I PROTECT MYSELF AND OTHERS FROM GETTING SICK?
Wash your hands regularly and thoroughly for 20 seconds with soap and water or use an alcohol-based hand rub
Avoid close contact with anyone who has fever and cough. Avoid close contact with other people if you are coughing or have a fever
Only eat well-cooked food, especially meat and eggs
Cover your mouth and nose with your elbow or a tissue when you cough or sneeze
STAY HEALTHY: Get your flu vaccination
HOW CAN IT BE STOPPED?
There are steps that you can take to prevent getting the virus, and stopping its spread.
At the moment there is no medicine available to prevent or treat the virus.
Conventional medicines can treat the symptoms, helping to comfort those who are infected while their immune systems fight the virus.
The best option is to avoid getting sick in the first place by:
* Washing your hands
* Knowing your HIV status, and taking your HIV and TB medication
* Getting the flu injection
Wear a disposable face mask if you are ill with coronavirus or looking after someone who is ill.
WHO IS AT GREATEST RISK?
Older people, those with other health conditions and people with compromised immune systems are likely to be affected more harshly than others.
Protect yourself by:
Knowing your status
Washing your hands thoroughly and regularly and covering your mouth when you cough or sneeze
Taking your medication
WHAT CAN I DO TO AVOID GETTING THE VIRUS?
Don't touch your face, mouth, nose or eyes without washing your hands. | <urn:uuid:8017349d-e4c3-4027-8720-e5f674ebd385> | CC-MAIN-2020-16 | http://roshskor.com.na/wp-content/uploads/2020/03/491820-Vedanta-Coronavirus-posters-WS1-002.pdf | 2020-03-28T15:36:31+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370491998.11/warc/CC-MAIN-20200328134227-20200328164227-00299.warc.gz | 164,473,389 | 747 | eng_Latn | eng_Latn | 0.996349 | eng_Latn | 0.997929 | [
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Coimisiún na Scrúduithe Stáit State Examinations Commission
LEAVING CERTIFICATE EXAMINATION, 2003
PHYSICS – HIGHER LEVEL
MONDAY, 16 JUNE – MORNING 9.30 TO 12.30
Answer three questions from section A and five questions from section B.
SECTION A (120 marks)
Answer three questions from this section.
Each question carries 40 marks.
1. In an experiment to verify Boyle's law, a student measured the volume V of a gas at different values of the pressure p. The mass of the gas was not allowed to change and its temperature was kept constant.
The table shows the data recorded by the student.
Describe with the aid of a diagram how the student obtained this data.
(12)
Draw a suitable graph on graph paper to show the relationship between the pressure of the gas and its volume. (15)
Explain how your graph verifies Boyle's law.
Describe how the student ensured that the temperature of the gas was kept constant. (7)
2. In an experiment to measure the specific latent heat of vaporisation of water, cold water was placed in a copper calorimeter. Steam was passed into the cold water until a suitable rise in temperature was achieved. The following results were obtained.
Describe how the mass of the steam was found.
(9)
Using the data, calculate a value for the specific latent heat of vaporisation of water. The specific heat capacity of copper is 390 J kg –1 K –1 and the specific heat capacity of water is 4180 J kg –1 K –1 . (18)
Why is the rise in temperature the least accurate value? Give two ways of improving the accuracy of this value. (13)
3. The following is part of a student's report of an experiment to measure the focal length of a converging lens.
"I found the approximate focal length of the lens to be 15 cm. I then placed an object at different positions in front of the lens so that a real image was formed in each case."
The table shows the measurements recorded by the student for the object distance u and the image distance v.
How did the student find an approximate value for the focal length of the lens? (6)
Describe, with the aid of a labelled diagram, how the student found the position of the image.(10)
Using the data in the table, find an average value for the focal length of the lens. (15)
Give two sources of error in measuring the image distance and state how one of these errors can be reduced. (9)
4. In an experiment to verify Joule's law, a heating coil was placed in a fixed mass of water. The temperature rise ∆θ produced for different values of the current I passed through the coil was recorded. In each case the current was allowed to flow for a fixed length of time.
The table shows the recorded data.
Describe, with the aid of a labelled diagram, how the apparatus was arranged in this experiment. (12)
Using the given data, draw a suitable graph on graph paper and explain how your graph verifies Joule's law. (18)
Explain why the current was allowed to flow for a fixed length of time in each case. (5)
Apart from using insulation, give one other way of reducing heat losses in the experiment. (5)
SECTION B (280 marks)
Answer five questions from this section.
Each question carries 56 marks.
5. Answer any eight of the following parts (a), (b), (c), etc.
(a) State Hooke's law.
(7)
(b) What is the relationship between the acceleration due to gravity g and the distance from the centre of the earth? (7)
(c) The diagram shows forces of 5 N applied to a water tap. Calculate the moment of the couple (torque) on the tap. (7)
(d) Which wave phenomenon can be used to distinguish between transverse waves and longitudinal waves? (7)
(e) Sound intensity level can be measured in dB or dB(A). What is the difference between the two scales? (7)
(f) Calculate the critical angle for diamond. The refractive index of diamond is 2.4. (7)
(g) What is the purpose of a miniature circuit breaker (MCB) in an electric circuit? (7)
(h) What is the photoelectric effect? (7)
(i) What is meant by nuclear fusion?
(7)
(j) Give one contribution made to Physics by either Paul Dirac or Nicholas Callan. (7)
6. Give the difference between vector quantities and scalar quantities and give one example of each. (8)
Describe an experiment to find the resultant of two vectors. (18)
A cyclist travels from A to B along the arc of a circle of radius 25 m as shown. Calculate (i) the distance travelled, (ii) the displacement undergone, by the cyclist. (12)
A
A person in a wheelchair is moving up a ramp at a constant speed. Their total weight is 900 N. The ramp makes an angle of 10 o with the horizontal.
Calculate the force required to keep the wheelchair moving at a constant speed up the ramp. (9) (You may ignore the effects of friction.)
The ramp is 5 m long. Calculate the power exerted by the person in the wheelchair if it takes her 10 s to travel up the ramp. (9)
Describe an experiment to show that sound is a wave motion.
(12)
What is the Doppler effect? Explain, with the aid of labelled diagrams, how this phenomenon occurs. (14)
Bats use high frequency waves to detect obstacles. A bat emits a wave of frequency 68 kHz and wavelength 5.0 mm towards the wall of a cave. It detects the reflected wave 20 ms later. Calculate the speed of the wave and the distance of the bat from the wall. (12)
If the frequency of the reflected wave is 70 kHz, what is the speed of the bat towards the wall? (12)
Give two other applications of the Doppler effect.
(6)
7.
8. Define the unit of current, i.e. the ampere.
(9)
Describe an experiment to demonstrate the principle on which the definition of the ampere is based. (15)
Various materials conduct electricity. Draw a graph to show the relationship between current and voltage for each of the following conductors:
(i) a metal at constant temperature
(ii) an ionic solution with inactive electrodes
How would the graph for the metal differ if its temperature were increasing? (7)
How would the graph for the ionic solution differ if its concentration were reduced? (7)
Name the Irishman who gave the electron its name in the nineteenth century. (6)
Give an expression for the force acting on a charge q moving at a velocity v at right angles to a magnetic field of flux density B. (6)
An electron is emitted from the cathode and accelerated through a potential difference of 4 kV in a cathode ray tube (CRT) as shown in the diagram.
How much energy does the electron gain? What is the speed of the electron at the anode?
After leaving the anode, the electron travels at a constant speed and enters a magnetic field at right angles, where it is deflected. The flux density of the magnetic field is 5 × 10 –2 T.
Calculate (i) the force acting on the electron, (ii) the radius of the circular path followed by the electron, in the magnetic field. (15)
What happens to the energy of the electron when it hits the screen of the CRT? (5)
(mass of electron = 9.1×10
–31
kg; charge on electron = 1.6×10
–19
C)
10. Answer either part (a) or part (b).
(a) Leptons, baryons and mesons belong to the "particle zoo". Give (i) an example, (ii) a property, of each of these particles. (18)
The following reaction represents pair production.
γ → e
+
+ e
–
Calculate the minimum frequency of the γ-ray photon required for this reaction to occur. (15)
What is the effect on the products of the reaction if the frequency of the γ-ray photon exceeds the minimum value? (5)
The reverse of the above reaction is known as pair annihilation. Write a reaction that represents pair annihilation. (6)
Explain how the principle of conservation of charge and the principle of conservation of momentum apply in pair annihilation. (12)
(mass of electron = 9.1 × 10 –31 kg; speed of light, c = 3.0 × 10 8 m s –1 ; Planck constant, h = 6.6 × 10 –34 J s)
(b) Explain the difference between intrinsic and extrinsic conduction in semiconductors. (12)
Draw a labelled diagram of a p-n junction.
(9)
Explain how a p-n diode can be used to convert a.c. to d.c. (9)
Draw a diagram of a circuit used to get a smooth d.c. output from an a.c. source. (9)
Explain why a light-emitting diode (LED) emits light when a suitable forward bias is applied to it. (9)
Give two ways in which a photodiode differs from a LED and give a use for a photodiode. (8)
11. Read the following passage and answer the accompanying questions.
Irish Times: Monday, January 11,1999
Radioactive decay helps to determine exact dates.
Radioactive decay occurs with such precision that it is often used as a clock. Carbon dating has been invaluable to archaeologists, historians and anthropologists. The method is based on the measurement of 14 C, a radioactive isotope of carbon with a half-life of 5730 years. 14 C occurs to a small extent in the atmosphere together with the much more common 12 C. Living organisms constantly exchange carbon with the atmosphere and the ratio of 14 C to 12 C in living tissue is the same as it is in the atmosphere. This ratio is assumed to have remained the same since prehistoric times. When an organism dies, it stops exchanging carbon with the atmosphere, and its 14 C nuclei keep disintegrating while the 12 C in the dead tissue remains undisturbed.
(a) What is radioactive decay?
(7)
(b) What is an isotope? (7)
(c) Apart from "carbon dating", give two other uses of radioactive isotopes. (7)
(d) How many neutrons are in a 14 C nucleus?
(7)
(e) 14 C decays to 14 N. Write an equation to represent this nuclear reaction. (7)
(f) How much of a 14 C sample remains after 11 460 years? (7)
(g) Calculate the decay constant of 14 C. (7)
(h) Why does the 12 C in dead tissue remain "undisturbed"? (7)
(Refer to the Periodic Table of the Elements in the Mathematics Tables, p.44.)
12.
Answer any two
of the following parts(a), (b), (c), (d).
(a) State Newton's second law of motion. (6)
A skydiver falls from an aircraft that is flying horizontally. He reaches a constant speed of 50 m s –1 after falling through a height of 1500 m. Calculate the average vertical acceleration of the skydiver. If the mass of the skydiver is 90 kg, what is the magnitude and direction of the average resultant force acting on him? (10)
Use a diagram to show the forces acting on the skydiver and explain why he reaches a constant speed. (12)
(b) What is the difference between heat and temperature?
(6)
The emf of a thermocouple can be used as a thermometric property. Explain the underlined terms.
(10)
Name a thermometric property other than emf. Explain why it is necessary to have a standard thermometer. (12)
(c) State Coulomb's law of force between electric charges. (6)
Define electric field strength and give its unit.
(9)
How would you demonstrate an electric field pattern?
X
Y
Q
The diagram shows a negative charge – Q at a point X. Copy the diagram and show on it the direction of the electric field strength at Y. (4)
(9)
(d) State the laws of electromagnetic induction.
(12)
A small magnet is attached to a spring as shown in the diagram. The magnet is set oscillating up and down. Describe the current flowing in the circuit. (6)
If the switch at A is open, the magnet will take longer to come to rest. Explain why. (10)
Blank Page
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The Letter Alef Is The First Letter Of The Hebrew
[Books] The Letter Alef Is The First Letter Of The Hebrew
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The Letter Alef Is The
Alef - HebrewSyntax.Org
– The consonant Alef אאאאis a letter of the alphabet – The vowel Seghol ֶֶֶֶ is not a letter of the alphabet The OT was originally written without vowels – Vowels and accents were added in AD 500-1000 – ךךךךלמללממלמ ְְְ ֶל ֶלְ ֶל ֶמ ֶמ ֶמ ֶל ֶמ
unit I - student booklet
Alef booklet/ Unit I 2 Alef-Bet Chart This is the Hebrew alef-bet (alphabet) Each letter has a name and makes a sound – just like in English
Alef Booklet – Unit V
Alef booklet/ Unit V 2 Alef-Bet Chart This is the Hebrew alef-bet (alphabet) Each letter has a name and makes a sound – just like in English Kabbalah and Responsa: Glossary Inner Audio: Q & A The ...
Hebrew Letter Alef - The Mystical Significance of the Hebrew Letters - Kabbalah and Chassidut alef FORM A yud above and a yud below with a vav separating and uniting them simultaneously The secret of the image in which man was created
MINUTES-AT-A-TIME HEBREW LETTERS
The letter ("alef, alef, alef, pause, alef, alef") Pairs of students could come up with their own chant for a letter ii The shape of the letter ("line down, move to the right, line down, move to the left, line down" for a lamed) j Play a quick Kahoot game k
Chapter 1 – The Hebrew Alphabet (Alef-Bet) Names of the ...
HebrewSyntaxorg ©JCBeckman 3/29/2012 Copy freely CC BY-NC-SA Memorize the Alef-Bet Before Continuing Before going on to the next section, learn the name of each letter and their order
Hebrew Alphabet = Aleph-Bet - TorahOhr
Hebrew Alphabet = Aleph-Bet The Hebrew languages uses a different alphabet than English The picture below illustrates the Hebrew alphabet, in
Hebrew alphabetical order Note that Hebrew is written from right to left, rather than left to right as in English, so Alef is …
Hebrew Aleph-Bet and Letter as Numbers
Hebrew Aleph-Bet and Letter as Numbers Letter Name in Hebrew Keyboard Letter Number Value aleph or alef t 1 bet (& vet) c 2 gimel or gimmel d 3 dalet s 4 hey or heh v 5 vav u 6 zayin z 7 chet or khet j 8 tet y 9 yud or yod h 10 kaf f 20 lamed k 30 mem n 40 nun b 50 samech or samekh x 60 ayin g 70 pey or peh (& fey) p 80 tzadi or tsadi m 90 kuf
From the Aleph-Bet
The dagesh does NOT change the SOUND of a Hebrew letter EXCEPT for 3 Hebrew letters ( p 'f 'c) HEBREW VOWELS (Dots and Dashes) ah ("a" as in f ather) - kah matz (2 pah tach (1 HELPFUL HEBREW HINT Every Hebrew SYLLABLE must have ONE VOWEL Count the number of vowels in a Hebrew word to know how
The Hebrew Alphabet
Hebrew for Christians wwwhebrew4christianscom Learn the Language of the Kingdom The Hebrew Alphabet MARK NAME PRONOUNCED TRANSLITERATION a Aleph Silent letter ' (or none) b/B Bet / Vet b as in boy (no dot: v as in vine) b / v g/G Gimmel g as in girl g d/D Dalet d as in door d h Hey h as in hay h w Vav v as in vine; "consonantal vowel" v
Learning the Aleph-Bet (Hebrew Character Set)
each letter, and also checking your pronunciation against the name of the character transliterated-into-English in order to be certain that you are pronouncing its name correctly STEP 2: Next, read multiple times through the printed Aleph-Bet, this time without looking at the transliterated names of
To: Unicode Technical Committee From: Roozbeh Pournader ...
ARABIC LETTER ALEF WITH ATTACHED BOTTOM RIGHT KASRA AND LEFT RING These were originally proposed by Abudena in L2/15-329 with different names While most other orthographies use a attached or detached round dot to represent these, the Tripoli Qaloon uses an attached ring or sukun We use the name ring for consistency with existing character names
Twenty-Three Consonants - billmounce.com
Chapter 1a – Hebrew Alphabet Twenty-Three Consonants Letter Name Pronunciation Transliteration אAlef silent < בBet b as in boy b גGimel g as in God g דDalet d as in day d הHe h as in hay h וWaw w as in way w זZayin z as in Zion z חÓet ch as in Bach ˙ טTet t as in toy † יYod y as in yes y כKaf k as in king k לLamed l as in lion l מMem m as in mother m נNun n as
Alphabet Practice Pages - Hebrew for Christians
The letter Samekh represents the number _____ Ayin Write the letter Ayin (from right to left) in both manual print and script several times The letter Ayin represents the number _____ Pey/Fey Write the letter Pey (from right to left) in both manual print and script several times (remember the dagesh mark)
The Alef–Tav - Seed of Abraham
two letter word alef tav has more than one meaning The word alef–tav can represent the word 'with' and it can also mean 'a ploughshare' and it also can stand for the word 'you' (feminine, singular) It can also be used as the sign of the definite direct object 4 The …
ìàøùé õøà
Pele Yoetz The Letter Alef / 61 The primary purpose of going to Israel is for the perfection of the soul The spirit shall return to G-d who gave it as He
gave it, and the soul will praise G-d This is because the sanctity of the place and the respite from the hassles of life is a great help in this regard
HEBREW: HAND OF GOD (10) Letter 'Yod - Number Meanings
HEBREW: HAND OF GOD (10) – Letter 'Yod' YOD The tenth Hebrew letter ZYod is pictured at right: The rabbis picture Yod as a ZHand [ The letter Yod is the most common letter in the Hebrew Torah In fact the traditional teaching is Yod is a part of every letter, although for some letters this is a stretch to see
Hebrew Alphabet
The letter Alef, shown in red, is used to illustrate the position of the points relative to the consonents The letters shown in purple are technically consonents and would appear in unpointed texts, but they function as vowels in this context
The Power of The Hebrew Letters - KABBALAH CENTRE EUROPE
The Power of The Hebrew Letters CLASS SYNOPSIS: The letters of the Hebrew Alphabet are much more than ink on paper Kabbalah teaches that the Hebrew letters are sacred images, each of which has the power to connect us to the Upper Worlds This course based on the book, The Energy of the Hebrew Letters by Rav Berg, | <urn:uuid:3bd4979e-4138-436c-ad4d-bf53f4d9a940> | CC-MAIN-2020-16 | http://beritaproperti.com/The_Letter_Alef_Is_The_First_Letter_Of_The_Hebrew.pdf | 2020-03-28T13:53:14+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370491998.11/warc/CC-MAIN-20200328134227-20200328164227-00299.warc.gz | 25,329,756 | 1,830 | eng_Latn | eng_Latn | 0.959131 | eng_Latn | 0.964628 | [
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be a part of parsons
Students of all ages and from around the world join the Parsons community every summer to take part in renowned programs in New York and abroad. They explore art and design, build skills in their fields or prepare to work in new ones, and earn college credit. They leave with new skills and confidence to create expressive work that matters—and with a new community of like-minded peers.
course listings and registration information
In this booklet are course descriptions and details for classes available to students of Parsons' summer programs, organized by program: Parsons' Summer Intensive Studies programs, Summer Studies in Constructed Environments, Pre-College Academy, graduate programs for arts educators, students of decorative arts and design as well as those interested in teaching art and design at the college level.
Registration forms are in the center of this booklet. You can also register online at www.newschool.edu/parsons-summer.
summer intensive studies new york
Students select one level-appro priate course. Upon successful completion of these fourweek courses, students earn four college credits.
2D animation
college/adult Session II (July 1–26)
PNNY 0301 Section B
pre-college (July 1–26)
PNNY 0201 Section C
Animators bring graphic stories and char acters to life in games, on television, and in films. This course begins with the founda tions of animation, teaching students to use traditional hand-drawn techniques and com puter animation skills using Adobe Flash to bring projects to completion. Throughout this course, students learn about animation history, storytelling, character design and development, storyboarding, basic sound design, and special effects. A variety of tech niques are explored in order to find what best suits students' talents and interests.
architectural design
college/adult Session I (May 28–June 21) PNNY 0317 Section A
pre-college (July 1–26)
PNNY 0217 Section C
A studio project for a public building on a site in New York City provides a comprehensive introduction to the field of architecture. Students address complex urban and architectural spatial problems through field observation, architectural drawing, and model making. They build technical skills and develop the understanding of scale, form, and spatial relationships needed to interpret the built environment. Students divide their time between designing in the studio, developing skills in the representation and analysis of space, and gaining on-site experience in New York City through field trips to architecturally significant sites.
design and management
college/adult Session I (May 28–June 21) PNNY 0260 Section A
college/adult session II (July 1–26) PNNY 0260 Section B
pre-college (July 1–26)
PNNY 0160 Section C
Students who wish to pursue careers in creative industries work with faculty to develop concepts that combine design innovation and business know-how. Group projects that require research, prototyping, experimentation, self-reflection, collabora tion, decision-making, and best practices enable students to develop problemsolving skills and strategies that relate to a broad range of creative enterprises. Innovative New York entrepreneurs and design experts detail the interrelation of design and management. The course does not focus on fashion marketing or merchandising. Instead, students address design thinking and business strategies that apply to a broad range of design enterprises.
design portfolio
pre-college (July 1–26) PNNY 0170 Section C
Explore the connections between fashion, graphic, and product design through inno vative approaches to concept development and studio practice in this portfolio-build ing course. Students are introduced to the fundamentals of drawing and are guided to research and prototype ideas by experi menting with sketching and illustration techniques, using digital tools like Adobe Creative Suite and digital photography, and working with 3D materials. Projects are completed on campus and within a diverse array of New York City cultural institutions and neighborhoods. A weekly lecture series gives students' work a real-world context and features prominent designers and recent graduates who share their stories, professional strategies, and creative inspirations.
drawing and painting
college/adult Session I (May 28–June 21) PNNY 0202 Section A
college/adult Session II (July 1–26)
PNNY 0202 Section B
pre-college (July 1–26)
PNNY 0102 Section C
In this course, students express their personal vision through the traditional skills of drawing and painting and explore the formal and thematic issues that provide a framework for developing ideas and creative strategies. Three broad themes are explored: Objects, Identity and Place. Students learn to approach drawing and painting as a multistage process of researching, experimenting, brainstorming, and sketching in preparation for making images. Coursework involves visual and written research as well as collecting and assembling images and objects to generate ideas. Museum visits and field trips provide historical background as well as inspiration and research for drawing and painting projects. Critiques and discussion are integral to the class by helping students develop the analytic and evaluative skills needed to study drawing and painting.
environmental studies: new york city ecosystems
pre-college (July 1–26)
PNNY 0120 Section C
Students learn about a New York City ecosystem through extensive fieldwork. The course identifies the interrelated elements of one local aquatic or terrestrial ecological system and how urban architecture connects with the natural systems that exist all around it. Students collect and analyze environmental data and propose design interventions that would make the ecosystem they study more sustainable.
fashion design
college/adult Session I (May 28–June 21) PNNY 0212 Section A
college/adult Session II (July 1–26) PNNY 0212 Section B
pre-college (July 1–26)
PNNY 0108 Section C
This course offers students interested in exploring a range of fashion concepts an immersive experience. It is designed to expose students to modes of thinking and making that contribute to an understanding of the fashion design process. The curriculum covers conceptual thinking, drawing, and observation skills; methods of design research and development processes; and the process of translating 2D design ideas into 3D designs, including the use of digital processes. Discussions of fashion history and visits by guest speakers and field trips to exhibitions supplement the studio experience.
fine arts: visual narratives
pre-college (July 1–26)
PNNY 0103 Section C
From cave painting to comics and anime, visual storytelling is one of the world's most enduring and popular art forms. In this class, students investigate linear and nonlinear narratives; the role of time, space, and composition; archetypal images and characters; and the history of tales. Integrating contemporary human experience with character, plot, conflict, and the dramatic arc, students invent their own visual mythology. They create narratives in a variety of media, including drawing, painting, collage, animation, and video recordings. Coursework is supplemented by lectures, screenings, and discussions.
game design
pre-college (July 1–26)
PNNY 0140 Section C
This course provides a broad overview of game design and interactive systems. Students learn how games are planned and produced, how game components are constructed, and how games are tested. Through game playing, readings, lectures, and structured exercises, students explore the history, landscape, and production of both digital and analog games. This class emphasizes project-based learning, as students work independently and in teams to produce unique games.
graphic design I
college/adult Session I (May 28–June 21) PNNY 0209 Section A
college/adult Session II (July 1–26) PNNY 0209 Section B
pre-college (July 1–26) PNNY 0111 Section C
Graphic design is the visual language of everyday life, present in everything from magazine ads to film titles to the packaging of products. Students develop an understanding of the concepts and techniques of great design and the fundamentals of typography as they create pieces for their portfolios. New York City is a resource for site-specific projects and some work is team-based. Basic training is provided in Adobe InDesign, Adobe Photoshop, and Adobe Illustrator. Students take two classes a day, one in a traditional studio, and one in the digital lab.
graphic design II
college/adult Session II (July 1–26) PNNY 0309 Section B
Students build on their previous graphic design experience through immersive explorations of specialty tracks of communication design including but not limited to printing, letterpress, book arts, interactive media, branding, and Web development. Prerequisite: Graphic Design or the equivalent and experience with Adobe Creative Suite.
illustration
college/adult Session I (May 28–June 21) PNNY 0250 Section A
college/adult Session II (July 1–26)
PNNY 0250 Section B
pre-college (July 1–26)
PNNY 0150 Section C
Illustration is the art of using images to communicate ideas. Illustrators express opinions in political cartoons and editorial illustrations. They create fantasies in comics, graphic novels, and children's books. They create financial reports, provide travel information in maps and signage, and present data in graphics. Illustration is also the backbone of animation, skateboard art, toys, and many Web designs and products. Students formulate ideas, develop their rendering skills, and use problem-solving to convey their vision. Students are introduced to compelling work by contemporary illustrators and develop basic skills in preparation for careers or further study.
integrated design: learning from fieldwork
pre-college and college/adult
PNNY 0214 Section B
Session II (July 1–26)
Students use basic principles of design and representation in combination with on-site investigations of a New York City neighborhood undergoing rapid changes in demographics and economic and urban development. Working in groups, students examine the interplay of ecology, economy, and community and create maps to record and represent their observations. There will be one class field trip and several group trips to the site. After identifying a topic to explore, students evaluate their audience, local resources, and identify opportunities for intervention. They then design products, create systems, or plan events to enhance residents' quality of life.
interior design
college/adult Session I (May 28–June 21) PNNY 0208 Section A
college/adult Session II (July 1–26) PNNY 0208 Section B
pre-college (July 1–26)
PNNY 0130 Section C
A studio project for a public interior in a New York City building provides a comprehensive introduction to the field of interior design. Students address complex interior spatial problems through field observation, measuring, drawing, and model making, relating the interior to the culture of the city. They build technical skills and develop the understanding of scale, form, and spatial relationships needed to interpret the interior environment. Students divide their time between designing in the studio, developing skills in the representation and analysis of space, and gaining on-site experience in New York City through field trips to significant interiors relevant to their design investigation. (Note: This is not an interior decoration course. Although decorative components are considered, the primary focus is on the design process and the analysis and proposition of interior spatial environments. Students primarily interested in studying interior decoration should review Continuing Education course offerings.)
photography: analog and digital
college/adult Session I (May 28–June 21) PNNY 0206 Section A
college/adult Session II (July 1–26)
PNNY 0206 Section B
pre-college (July 1–26)
PNNY 0106 Section C
New York's urban landscapes and street scenes offer inspiration as students develop their skills in fine art and docu mentary photography. Beginners master basic skills in analog and digital photog raphy, while experienced students learn to convey concepts and explore themes in their work. The class is devoted to on-site shoots, lab work, critiques, and lectures. All work is done in black and white. Students must have a 35mm camera with manual settings and a digital camera.
photography: digital and video
college/adult Session I (May 28–June 21) PNNY 0205 Section A
pre-college (July 1–26) PNNY 0105 Section C
New York City provides the visual inspiration for students exploring digital video and photography. Students learn to structure and narrate themes on video and in photographs as they collaborate to create short digital films. Professionals visit the class to discuss their craft and share work. This course is recommended for students with some photography experience. Beginners should take Photography: Analog and Digital (see listing above).
08
product design
college/adult Session I (May 28–June 21) PNNY 0210 Section A
college/adult Session II (July 1–26) PNNY 0210 Section B
pre-college (July 1–26)
PNNY 0110 Section C
Students research utilitarian products, examine their uses, study the marketplace, and explore the three-dimensional design process. Working in groups as well as individually, students study the human body and its proportions, draw on research and technical drawings, and tap into their imaginations to create models, present each stage of their design process, and construct functioning design objects.
sound and vision
college/adult Session II (July 1–26) PNNY 0213 Section B
pre-college (July 1–26) PNNY 0180 Section C
Explore time-based media in this intensive studio production course. Projects may range from traditional storyboarding and digital video production to multitrack sound mixing and experimental anima tions. This course focuses on the concep tual development of creative projects, an awareness of the ideas and techniques of the medium, and critical analysis during class discussions and critiques. Much of the course is spent out of the classroom in activities such as field recording, visiting museums, and documenting the urban landscape of New York City. Technical video and audio production skills are emphasized: editing using Final Cut Pro, manipulating photos with Adobe Photo shop, and Web editing and social network ing. Students are expected to archive their work on a personal website for final presentation.
textile lab
college/adult Session I (May 28–June 21) PNNY 0230 Section A
Textile Lab is a technique-focused design course that explores the relationship between textile production and local farm ing economies. Students create design proposals for projects that rely on regional production and manufacturing and involve natural dyeing and textile construction methods. Community-based systems of exchange and production are consid ered for design implementation, such as handcrafting, textile recycling, and local fiber, flower, and vegetable farming. Students in this course investigate the socioeconomic role of the community marketplace and its history, culture, and relationship to global manufacturing and commerce. Textile productionis examined within this context as a world wide cultural phenomenon having common traditions that are integral to human experience. The course explores the origin and environmental impact of textiles and production methods and focuses on handcrafting techniques such as natural dyeing, textile structure (knit, felt, woven), printing with natural dyes, and sewn surface design. Handcraft ing methods are incorporated into design proposals, products, and systems that benefit the local community.
registration instructions
Registration begins November 27, 2012. Class registration requests are filled in the order in which they are received. Space in classes is limited, so students are encouraged to register early.
Students who attempt to register for a course that has reached enrollment capacity will be notified and given the opportunity to add their name to an online waitlist.
Please read the Withdrawal and Refund policies on page 12 before registering. Parsons reserves the right to cancel courses. If a course is canceled, you will be notified and asked if you wish to transfer to a different course or receive a full refund of tuition and housing fees.
Registration can be completed online, by mail, or in person. Matriculated New School and Parsons degree candidates must register through their advisors.
register online
www.newschool.edu/parsons-summer
register by mail or in person
Complete the registration form and mail or bring with full payment for tuition and fees to:
Registrar's Office
79 Fifth Avenue, fifth floor
The New School
New York, NY 10003
Make check or money order payable to The New School. Checks must be drawn on a U.S. bank with routing number and payment in U.S. dollars. International money orders in U.S. dollars are acceptable. Please do not send cash. You may also authorize The New School to charge your Visa, MasterCard, Discover, or American Express credit card.
registration confirmation
Upon receipt of registration and payment, a registration confirmation will be mailed. Additional program information regarding supply lists, housing, and meal services will arrive periodically prior to the program start date.
housing registration
Students in Summer Intensive Studies New York, Summer Studies in Constructed Environments, and Summer Intensive Studies Paris should register for housing online by visiting www.newschool.edu/studentservices/housing/summer-housing.
Contact the Student Housing Office with questions: 212.229.5459 firstname.lastname@example.org
| Program | Course Number Select one course and section number. Example: PNNY 0102 Section A | Course Title Select one course title | Level Select appropriate level |
|---|---|---|---|
| Summer Intensive Studies New York | | | Pre-College College/Adult |
| Summer Intensive Studies Paris | | | Pre-College College/Adult |
| Parsons Pre-College Academy | | | Grades 3–5 Grades 6–12 Grs. 9–12 Cert. |
| Summer Studies in Constructed Environments | PNNY 0300 Section A | Summer Studies in Constructed Environments | |
| Graduate Decorative Arts Seminar | PGDE 5450 Section A | Seventeenth and Eighteenth Century France: Chateaux, Historic Gardens, and Food Culture | |
| Registration Use Only | Registered $ | Date | |
| | Personal data entered | Date | |
| Bursar Use Only | T# | Date | |
Date of Birth Permanent Home Address Home Telephone Program Summer Intensive Studies New York Summer Intensive Studies Paris Parsons Pre-College Academy Summer Studies in Constructed Environments Graduate Decorative Arts Seminar Registration Use Only Bursar Use Only Half-day class 2 Payment Note: Check enclosed parsons summer programs 2013
withdrawal and refund policy
All withdrawals must be made in writing. If a course is cancelled because of low enrollment, a full refund of tuition and housing fees will be issued.
Send course withdrawal requests to:
Parsons SPACE 66 Fifth Avenue, room 200 New York, NY 10011 email email@example.com
Send housing withdrawals to:
Office of Student Housing The New School 79 Fifth Avenue, fifth floor New York, NY 10003 email firstname.lastname@example.org
Refund processing takes approximately four weeks. Refunds are prorated based on the following schedules and are calculated from the date and time the written notice is received in the Parsons SPACE office and the Office of Student Housing.
Summer Intensive Studies New York Session I Decorative Arts Graduate Seminar
–Before April 1: full refund of tuition; refund of housing fees minus $250
–Before May 1: refund of tuition minus 20 percent; refund of housing fees minus $250
–After May 1: no tuition or housing refunds.
Summer Intensive Studies New York Session II Summer Studies in Constructed Environments Summer Intensive Studies Paris
–Before May 1: full refund of tuition; refund of housing fees minus $250
–Before June 1: refund of tuition minus 20 percent; refund of housing fees minus $250
–After June 1: no tuition or housing refunds.
Pre-College Academy
–Before June 1: full refund of tuition
–Before July 1: refund of tuition minus 20 percent
–After July 1: no tuition refund.
summer studies in constructed enviroments
summer studies in constructed environments
college/adult (June 24–July 26) PNNY 0300 Section A
College and post-college students explore their interest in architecture and interior design and prepare for advanced study in these fields.
Students create rigorously developed design schemes for complex sites in New York City. They hone their skills of measur ing, drawing, model making, and working with digital representation and spatial design to prepare a graduate-caliber port folio project to apply to the MArch, MFA Interior Design, MFA Lighting Design, or other MFA programs at Parsons or other competitive graduate schools.
Students work in teams with the faculty. Using New York City as the context for understanding how built environments relate to nature and culture, faculty orga nize walking tours and visits to institutions like the Architecture Center, Museum of Modern Art, PS1, Storefront for Art and Architecture, galleries, and design firms. Demonstrations are given in various digital and analog tools, including tech niques of daylighting, to be used in the studio project.
(Note: In addition to registering for this course, students must simultaneously submit a résumé and a 500-word letter describing their interest and intent. Design samples are not required. Submit by email to email@example.com.)
summer intensive studies paris
Students select one levelappropriate course. Upon successful completion of these three-week courses, students earn three college credits.
explorations in drawing
pre-college (July 8–26)
PNPA 1800 Section C
This course introduces students to the practice of drawing and its use in the design process and as a fundamental practice integral to media arts of all kinds. Traditional and nontraditional methods, media, and theories of drawing are explored. Students approach drawing as a way of thinking, a critical tool, and a means for observation, storytelling, and representation. This course is recommended for students who are building an art and design portfolio for college admission and for those interested in strengthening their drawing skills.
fashion culture
pre-college and college/adult (July 8–26) PNPA 2050 Section B
In Fashion Culture, students explore their own creative and aesthetic vision through the lens of past and present-day Paris. Readings and group discussions focus on sociocultural views of dress and the body that have evolved throughout the 20th century. Historical narrative is reinforced by visits to museums, costume archives, and lectures by guests from the Paris design community. On completing this course, students have a deeper understanding of the dynamic relationship between dress, body, and form.
14
fashion design process
pre-college (July 8–26)
PNPA 2002 Section C
How can the Parisian backdrop inspire your design process? In this course, students are introduced to 2D and 3D techniques that they can apply to the process of creating their own unique fashion collection. Students explore the basics of branding and merchandising to identify and develop work for targeted markets and consumers. Individual and collaborative projects allow them to explore fashion concepts, fabrication methods, and the distinct resources that make Paris a vital center of the fashion industry. Each student's final collection can be integrated into a portfolio for college admission. This course emphasizes general design processes and visual skills; it does not include exercises in garment construction.
graphic design: type and image
pre-college (July 8–26) PNPA 1070 Section C
This intensive course introduces students to the fundamentals of communication design: the history, form, and use of typography and the materials and methods used in graphic design industries. Through a variety of projects, students explore the relationship between ideas, language, form and investigate communication design's processes, from conceptualization to execution. Students will complete the course with portfolio projects that demonstrate compositional skills employing text and image.
introduction to design and management
college/adult (July 8–26)
PNPA 1100 Section A
Students learn to approach management as a strategic process that combines design innovation and business acumen. Collaborative projects develop problemsolving skills and design strategies through the application of research methods, prototyping, and quantitative analysis. Emphasis is given to a European perspective and how entrepreneurs, business innovators, and designers operate at the intersection of design and management. Students engage in design thinking and business strategy to apply these insights to a broad range of enterprises and real-world business contexts.
paris trend spotting
college/adult (July 8–26)
PNPA 1182 Section A
What is the latest fashion news in Paris? Like fashion, all forms of cultural expression—art, music, and film, for example—are shaped by the current social, cultural, and political climate. Fashion designers must be able to track the zeitgeist in order to add their own commentary about contemporary style. Students in this course examine fundamental concepts of fashion trends by analyzing commercial goods in the marketplace and evaluating marketing strategies. Through observation, analysis, and applied design thinking, students identify and develop a trend concept. They can focus on high fashion, collections, or contemporary consumer lifestyle trends.
photography: storytelling
pre-college and college/adult (July 8–26) PNPA 1525 Section B
Can a picture tell a story? What is the relationship of photography to cinema? This intensive course gives students an opportunity to create narrative-based photographs that are influenced by a variety of cinematic styles developed throughout the 20th-century. Students combine visual concepts with technical skills to create a final body of work that is stylistically informed by the cinematic languages and narrative strategies examined in the course.
visual narrative: comics
pre-college and college/adult (July 8–26) PNPA 2540 Section B
This course guides students through the process of understanding comic strips and rethinking their structure and operational mechanisms. Studio exercises challenge students to discover the visual world within their own writing, find literary inspiration through drawing, and develop a voice for their word-and-image creations. The curriculum covers the European precursors of the American comic strip and the work of contemporary alternative comic strip artists, focusing on placing the student's work within a larger literary and artistic context. The course includes field trips to exhibitions in Paris and guest lectures by French cartoonists.
pre-college academy
Students select one grade-levelappropriate course. Drawing is either integrated into the course work or is given as a separate studio component.
All classes run August 5–16, 2013.
big beat: brazilian drumming
grades 3–5 (1:00 p.m.–4:00 p.m.)
PCAC 0050 Section A
In this high-energy course offered by The New School for Jazz and Contemporary Music, you explore the rhythms, songs, and dance of Brazil. Learn to play the alfaia (bass drum), caixa (snare drum), abê (shaker), and gonguê (bell) and sing traditional Brazilian songs. The class focuses on the parallels between 400-year-old Maracatu rhythms and New Orleans grooves that helped shape jazz, funk, and R&B. At the semester's end, students perform with musicians from Nation Beat, an international recording group. Instruments are provided. (Students in grades 3–5 who would like to take a morning class may register for Cartooning or Foundation Studio.)
cartooning
grades 3–5 (9:00 a.m.–12:00 p.m.)
PCAC 0015 Section A
Develop basic skills for rendering charac ters and narrative sketches. Learn to use marks to change facial expressions or create a sense of motion in your drawings. Create storyboards that lay the ground work for animation design. (Students in grades 3–5 who wish to take an afternoon class must enroll in Big Beat: Brazilian Drumming.)
foundation studio
grades 3–5
PCAC 0012 Section A
(9:00 a.m.–12:00 p.m.)
Learn about observational drawing and the design process by working on twoand three-dimensional projects in which you examine and interpret everyday objects and places in new ways. Profes sionals visit your class, and you take field trips for research, inspiration, and discovery. (Students in grades 3–5 who wish to take an afternoon class must enroll in Big Beat: Brazilian Drumming.)
3D design and drawing studio
grades 6–8
PCAC 0109 Section A
(9:00 a.m.–4:00 p.m.)
Explore the interdisciplinary nature of the design process using professional techniques. Learn about architecture and product design and build three-dimensional prototypes. Like most professionals, students work independently and in teams to find creative solutions to threedimensional design problems. Students attend a daily drawing class.
2D animation
grades 6–8 (9:00 a.m.–4:00 p.m.) PCAC 0103 Section A grades 9–12 (9:00 a.m.–4:00 p.m.) PCAC 0645 Section A
In this class, a professional animator works with you to develop your drawing, character design, and visual storytelling skills. Learn traditional drawing and animation techniques and how to apply them to digital formats using Adobe Flash. Students learn how to incorporate basic special effects and sound into their animations. Instruction about animation history and careers in animation are integral to the course.
architecture
grades 9–12
PCAC 0625 Section A
(9:00 a.m.–4:00 p.m.)
Learn the fundamentals of threedimensional and architectural design. Develop professional skills in field research, schematic drawing, and model making as you complete studio projects that involve conceptual and concrete architectural problems. Heighten your awareness of scale, form, and spatial relationships, essential for interpreting the built environment. Trips to design firms and architecturally significant buildings help you understand what it means to be an architect. Drawing is incorporated into the projects of this daylong studio.
design and wear
grades 6–8
PCAC 0112 Section A
(9:00 a.m.–4:00 p.m.)
With street fashion as inspiration, students design and make garments and accesso ries by deconstructing t-shirts and altering found items. Explore design through inven tive exercises and repurpose everyday items and materials for your projects.
digital video & photography
grades 6–8
PCAC 0105 Section A
(9:00 a.m.–4:00 p.m.)
grades 9–12
PCAC 0605 Section A
(9:00 a.m.–4:00 p.m.)
New York City provides the visual inspiration for students as they explore themes and develop narratives using still photography and collaborate with classmates to create short films. Students view current exhibits and are visited by professionals working in the field.
experimental typography
grades 9–12
PCAC 0710 Section A
(9:00 a.m.–4:00 p.m.)
In this course, students investigate how typography in the urban landscape influ ences the course of political and social institutions and how our experiences with typography in everyday life elevate those encounters to a meaningful art form. Students are encouraged to first explore and then experiment with different media in both traditional and nontraditional methods, placing emphasis on the role of type in the urban environment.
fashion accessory design
grades 9–12
PCAC 0630 Section A
(July 30–August 10, 9:00 a.m.–4:00 p.m.)
Work with a professional to design and develop a collection of handbags, belts, wallets, and shoes through sketching. Also design and make a handbag. Field trips and guest speakers enhance your understanding of the fashion and accessory world. Develop portfolio pieces in a daily drawing class.
fashion design I
grades 6–8
PCAC 0107 Section A
(9:00 a.m.–4:00 p.m.)
grades 9–12
PCAC 0607 Section A
(9:00 a.m.–4:00 p.m.)
A professional designer helps you visualize and render fashion ideas from research and concept development to the creation of final illustrations. Class discussions focus on the fashion industry, enabling you to recognize the qualities of well-designed garments. Field trips and visits by industry professionals inform you about processes, trends, and careers in fashion.
fashion design II
grades 9–12
PCAC 0655 Section A
(9:00 a.m.–4:00 p.m.)
Explore fashion's role in society and the positive impact that fashion designers are able to make in the world. In addition to developing their skills in fashion drawing and garment construction, students hear guest speakers and take field trips to learn how design can be socially and environmentally responsible.
fine arts portfolio
grade 12 only
PCAC 0660 Section A
(9:00 a.m.–4:00 p.m.)
This course is designed for students interested in enhancing their college admission portfolio. Through skill-building exercises, experimentation, and researchbased projects, students cultivate their personal vision. Formal and thematic approaches to drawing and painting are investigated through three broad themes: Objects, Identity, and Place. Digital workshops inform students about the best practices for documenting and presenting finished projects. Prerequisite: art and design experience.
game design
grades 6–8
PCAC 0120 Section A
(9:00 a.m.–4:00 p.m.)
grades 9–12
PCAC 0620 Section A
(9:00 a.m.–4:00 p.m.)
Creativity is key as you plan, produce, and test digital and analog games. Students in this course conduct game experiments that explore game design and interactive systems while they learn about the processes used to create their favorite games. The develop skills in teamwork and systems thinking that are relevant to all types of creative projects.
graphic design
grades 9–12 (9:00 a.m.–4:00 p.m.)
PCAC 0604 Section A
Graphic design is everywhere around you—on subway posters, websites, T-shirts, and candy wrappers. It is the medium in which words and images merge to com municate potentially powerful messages. This hands-on course will be held in a traditional studio, where students will focus on learning creative problem-solving techniques and the basics of form and expressive typography.
illustration
grades 9–12 (9:00 a.m.–4:00 p.m.)
PCAC 0615 Section A
Illustrators are visual thinkers who create comics, computer and film animation, video games, children's books, graphics for skateboards, images for magazines and newspapers, and many other kinds of visuals. This course introduces students to the kinds of projects contemporary illustrators work on and helps them develop their skills and style.
interior design
grades 9–12 (9:00 a.m.–4:00 p.m.)
PCAC 0609 Section A
Work with a professional designer to develop a complete interior design project from initial concept to final presenta tion. Students develop skills in free-hand sketching, manual drafting, collage, and model building to represent and test spatial and material ideas. An investiga tion of habitation and aesthetics in this daylong, intensive studio course enables students to determine an interior's func tion and appropriate finishes. Coursework focuses on spatial design applications and concepts, not on interior decorating.
painting and drawing
grades 9–12
PCAC 0635 Section A
(9:00 a.m.–4:00 p.m.)
grades 6–8
PCAC 0110 Section A
(9:00 a.m.–4:00 p.m.)
Strengthen your technical and visual problem-solving skills using drawing and painting. Structured projects enable you to investigate form, color, and composition. Research, field trips, and visits from work ing artists heighten your understanding of how contemporary and historical painters solve problems. Drawing is incorporated into this daylong course.
printmaking
grades 9–12
PCAC 0650 Section A
(9:00 a.m.–4:00 p.m.)
Students explore printmaking media in this introductory course that includes drypoint, etching, and monotype. This course encourages them to develop their own personal vision while offering instruction in conventional techniques and introducing new ways of working.
product design
grades 9–12 (9:00 a.m.–4:00 p.m.)
PCAC 0610 Section A
Investigate the interdisciplinary nature of design and explore the product design process. Like most professionals, students work independently and in groups to develop solutions to three-dimensional design problems. A daily drawing studio enables students to use drawing as part of the design research process.
art and design education
web 2.0 teaching tools
graduate (June 3–August 2 online) PCSP 5000 Section A
This course provides a theoretical foundation for creative professionals who teach—or would like to teach—art and design at the university level. The course examines the historical, cultural, and theoretical underpinnings of an innovative pedagogy that emphasizes learning in contexts facilitated by digital and social media. The contexts might be conventional online shells, social networking sites and experiences, modalities like podcasts and streaming video, and currently fashionable phenomena such as ChatRoulette. Students learn to use a variety of software tools and digital modes so that they will be prepared to use them effectively to deliver art and design education to college students. Each student completes a final project consisting of a project brief or lesson plan along with the design of accompanying digital and social media components. Note: Registration will open online on April 12, 2013.
decorative arts seminar in france
seventeenth and eighteenth century france: châteaux, historic gardens, and food culture graduate (June 17–28) PGDE 5450 Section A
Susan Taylor Leduc, assistant professor, design history and design studies, School of Art and Design History and Theory at Parsons The New School for Design
This course offers an introduction to the history of châteaux in 17th- and 18thcentury France, beginning with a survey of the château as an architectural type. Most of the class meeting time is devoted to on-site visits to Ecouen, Chantilly, Vaux le Vicomte, and Versailles. Visits offer students the opportunity to explore decorative interiors from the Renaissance to the Rococo period. Special attention is paid to specific examples of furniture and textiles, enabling students to develop their visual skills and appreciation of craftsmanship. The course's second theme connects the history of the chateaux and garden to the history of gastronomy. Students research 17th-century fêtes and the presentation of food through an examination of contemporary porcelain and silverware. One site visit is dedicated to the reconstruction and sampling of a historic meal. | <urn:uuid:8b74d644-f9a2-4d47-85cf-bad1567acab7> | CC-MAIN-2014-15 | http://www.newschool.edu/WorkArea/DownloadAsset.aspx?id=87663 | 2014-04-21T14:50:53Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00099-ip-10-147-4-33.ec2.internal.warc.gz | 574,331,616 | 8,131 | eng_Latn | eng_Latn | 0.959456 | eng_Latn | 0.995704 | [
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EdRugby Online Educational Resource
LESSON: Views of Rugby 2
THEME: Rugby media
LEVEL
Upper primary Lower secondary
DESCRIPTION:
Students further explore a range of photographs depicting Rugby matches. They deconstruct the images and explore their form and function.
An ideal preparation for this lesson is Views of Rugby 1.
OUTCOMES
This lesson contributes to the achievement of the following unit outcomes:
English
With teacher guidance, identifi es and discusses how features work to shape readers' and viewers' understanding of visual texts.
Identifi es and discusses some of the relationships between ideas, information and events in visual texts designed for general viewing.
The Arts
Responds to key visual features of art works.
Discusses visual art works from several cultures.
Identifi es distinguishing features of visual art works that locate them in a particular time, place or culture.
Shows an understanding of the ways visual art works are made within particular cultural and historical contexts.
SUGGESTED TIME:
50 minutes
WHAT YOU NEED:
− class copies of student handouts (at the end of this lesson plan)
− drawing pens or pencils
PART 1: REVISION
a. Revise framing and function from previous lesson. Distribute the student handout: Photographs 1 and 2. Question students about the terms close-up, mid or medium-shot, long-shot and extreme long-shot. How is each used to describe how large the subject of a shot appears within its frame in relation to its surroundings? These terms help us to describe a photograph and make us aware of how framing infl uences the way an image interacts with us.
b. Ask students how they would describe Photograph 1 of Nick Stiles and Tai McIsaac of Queensland, packing down for a scrum. Inform students that the photograph is a medium close-up, the subject being larger in the frame than a medium-shot but not as large as a close up.
Ask students to describe the framing of the second photograph on the handout which shows the members of the England Women's Rugby team.
c. Question the students about the photographs. Some suggested questions include:
Would changing the framing affect the photographs?
Would it make them less or more dramatic?
Would it make them less or more personal?
d. Direct students' attention to the difference in the eye contact between the two photographs.
− Photograph 1: the subject is concentrating hard on the game, with eyes only for the other players and the ball.
− Photograph 2: the players engage with the viewer by looking straight at the camera.
e. Question students about the photographic images and how they are affected by their function. Some suggested questions include:
What is the function of this photo?
What is the purpose of this photograph?
Where was it taken? What is its context?
How and why was this image produced?
What is its style? (is the photograph like an advertisement, a formal family portrait or an action news photograph?)
What issues affect it (is it serious or a send-up or does it make a comment)?
Lesson: Views of Rugby 2
f. Question students about the purpose and context of both photographs. Students comment on the difference between the photograph taken during a Rugby game and the offi cial team photograph.
g. Question students as to what other factors they feel may infl uence their responses to a photograph, for instance the photograph's subject, its structure (ie how the image is organised or the main parts which make up the image), and the expression of the subject/s of the image, (ie how any fi gures look).
PART 2: STRUCTURE
a. Discuss the main elements which determine a photograph's structure. Use selected information from the image decoder below. You may choose to discuss some of the points in another lesson, due to time restrictions.
Image decoder
1 Structure
Main elements include:
* component parts: what is the image composed of?
* tone/lighting: how much light and dark? Is the lighting natural (sun) light, artifi cial light? Is it side-lit or evenly lit?
* angle and movement: what direction is it taken from? In a fi lm, is the camera tracking (moving forward), panning (moving sideways) or zooming?
* balance: what is the weight of visual placement of objects?
* border: is there a boundary shown around the image or does it bleed (go to the edge)?
* texture: how do the surfaces look, smooth or rough?
* contrast or harmony: is difference or sameness of the visual elements emphasised?
* rhythm: is there any pattern in the visual elements, such as repetition?
* symbols or writing: are any present?
Lesson: Views of Rugby 2
2 The subject
Identifying characteristics of people or animals in the image include:
* pose: how is the body held?
* hand or arm gestures: where are the hands placed and are they moving or still?
* facial expression: what expressions or looks are on people's faces?
* costume: what are people wearing?
* props: what objects are in the image?
* surroundings: where is the subject located?
3 Interaction with viewer
Positioning devices include:
* framing: is it a long-shot, mediumshot or close-up? What is the viewing angle, for instance is the viewer looking up at or down on the subject?
* orientation: is the subject face on, side on, or facing away from the viewer?
* eye contact: does the viewer have direct, indirect or no eye contact with the subject?
4 The function of the image
Features include:
* purpose and context: what was its purpose and its context? How and why was the image produced?
* composer's style: what is it similar to? For instance, is a photo like an advertisement, a family portrait or a news photo? Does it remind you of anything? Does it tell the viewer a story? Is it serious or a send-up?
* issues: is the composer making a point? For example, does the photograph comment on power, prestige, wealth, fame, revenge or approval?
* omissions: has the composer deliberately left anything out of the image, for instance, are the people in the image representative of society?
b. Ask students to examine the structure of photograph 1. They may fi nd it helpful to hold the photograph at arm's length and half close their eyes as they examine it. This action should allow them to see the main parts of the image. They notice that the image is dominated by the front player, Nick Stiles. His fi gure is reinforced by the player next to him. The arm of another team member appears to balance the shot.
Discuss the following with the students:
– tone/lighting: teachers question students and point out that the lighting appears natural, as if it were afternoon light. Students notice the sun's direction and the shadows cast. This gives the image a realistic and physical feel.
− angle and movement: the photograph is taken from the side of the scrum using a zoom. This allows the photographer to take a shot from a distance that appears as if the camera were right next to the players. Though both players appear still, the direction of their bodies and eyes makes them appear as if they are about to move forward.
− balance: teachers question students and point out that Nick Stiles' image is reinforced by that of Tai McIsaac, the player next to him. The arm of another team member appears to hold the two in place and gives the image balance. Nick Stiles' sweatband seems to frame his face and balances the line from his chin to chest.
− border: teachers question students and point out that the photograph has no border but goes to the edge, increasing the realism of the image.
− texture: teachers question students and point out that the faces and clothes of the players appear smooth but the two players' damp hair shows clearly and the muscles of their arms are defi ned. This emphasises the physicality of the men and the game.
− contrast or harmony: teachers question students and point out that the two players have a sameness in their orientation, reinforcing the feeling of their concentration. The contrast in the two players' skin colours and racial background further reinforces the shape, tone, movement and balance of the image.
− rhythm: teachers question students and point out that the two heads and bodies give a sense of repetition in the image. The profi les of their bodies are similar and they both appear on the verge of moving forward.
− symbols or writing: teachers question students and point out that Nick Stiles' football jumper has a sponsor's logo on it. The colour of the uniform is red, the state's and team's colours, and the colour red dominates the image.
PART 3: THE SUBJECT'S EXPRESSION
a. Ask students to examine the expression of the subject of photograph 1. Discuss the expression, referring to the image decoder (in Part 2) if you need to.
− Pose: ask students how the body is held. They should notice that Nick Stiles' body seems rigid and tense.
− Hand or arm gestures: teachers point out that Nick Stiles' left hand is half open. A half-open hand can also be seen on his back and the shadow of one on the left. Half-open hands signify a readiness to move and act. The arm over Nick Stiles' back seems to be supporting him, giving a sense of the team's unity of purpose.
− Facial expression: teachers question students about the direction of the two players gaze pointing out that both players are looking intently ahead. The lack of any emotions showing on their faces highlights their concentration on the ball and their readiness to move.
− Costume: teachers question students about the way the players are dressed, pointing out that the players are wearing the team uniform and colours, underlining the team feeling and unity of purpose in the photograph.
− Props: teachers question students and point out that the players are the only thing in the photograph so there is nothing to divert the viewer's attention from them.
− Surroundings: teachers question students and point out that the men appear to be part of a scrum during a game but no surroundings are present to divert the viewer's attention.
PART 4: PHOTOGRAPH 2
a. In groups, students examine photograph 2 and consider its structure and the expression of its subjects. Some groups may investigate the photograph's structure, others the expression of its subject. They may fi nd the image decoder helpful.
b. Student groups choose a spokesperson and report to the class on their fi ndings.
PART 5: REFLECTION
Refl ect on the role that sports photography has in conveying the joy, passion, elation and other emotions of Rugby. Discuss the elements of photography and how it can capture a subject's expression.
PART 6: EXTENSION
Students survey different types of magazines, such as sports, women's, teen and fashion magazines, and comment on the variety of images in the magazines. They may choose to comment on the function, framing, structure and expression of the various photographs.
How is photography used and perceived in other cultures? Use the Internet to fi nd out more.
Find a camera and take photographs which capture facial expressions. Create a class wall, complete with deconstructions.
STUDENT HANDOUT
PHOTOGRAPHS 1 AND 2
BRISBANE - JUNE 15: Nick Stiles and Tai McIsaac of Queensland pack down for a scrum during the Rugby Union match between the Queensland Reds and Samoa at Ballymore Stadium June 15, 2003 in Brisbane, Australia. (Photo by Jonathon Wood/Getty Images)
April 10, 2002: (Left to right) Members of the England Women's Rugby team Shirley Rae, Jenny Sutton, Paula George (Captain), Nicki Jupp and Sue Day at the England World Cup squad announcement at Twickenham. (Photo by Dave Rogers/Getty Images)
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Textbook Alignment to the Utah Earth Systems Science Core Curriculum Rubric
Title ______________________________________________________________ ISBN# _______________________________
Publisher: ________________________________________________________________________________________________
Name of Person(s) conducting alignment and evaluation: ___________________________________________________________
Overall percentage of coverage of the Utah State Core Curriculum: __________________%
Standard I: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.
Percentage of coverage for Standard I: %
Objectives
Indicators
If covered, appropriate page #'s
Comments on coverage
Objective 1.1: Describe the big bang theory and evidence supporting it.
a. Determine the motion of a star relative to Earth based on red or blue shift in the wavelength of light from the
star.
b. Explain how evidence of red and blue shifts is used to
determine whether the universe is expanding or
contracting.
c. Describe the big bang theory and the red shift evidence that supports this
1
| | theory. |
|---|---|
| | d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history. |
| | e. Provide an example of how technology has helped scientists investigate the universe. |
| Objective 1.2: Relate the structure and composition of the solar system to the processes that exist in the universe. | a. Compare the elements formed in the big bang (hydrogen, helium) with elements formed through nuclear fusion in stars. |
| | b. Relate the life cycle of stars in various masses to the relative mass of elements produced. |
| | c. Explain the origin of the heavy elements on Earth (i.e., heavy elements were formed by fusion in ancient stars). |
| | d. Present evidence that the process that formed Earth’s heavy elements continues in stars today. |
| | e. Compare the life cycle of the sun to the life cycle of other stars. |
| | f. Relate the structure of the solar system to the forces acting upon it. |
Standard II: Students will understand that the features of Earth's evolving environment affect living systems, and that life on
Earth is unique in the solar system.
Percentage of coverage for Standard II: %
| Objectives | Indicators | If covered, appropriate page #’s |
|---|---|---|
| Objective 2.1: Describe the unique physical features of Earth’s environment that make life on Earth possible. | a. Compare Earth’s atmosphere, solar energy, and water to those of other plants and moons in the solar system. | |
| | b. Compare the conditions that currently support life on Earth to the conditions that exist on other planets in the solar system. | |
| | c. Evaluate evidence for existence of life in other star systems, planets, or moons, either now or in the past. | |
| | a. Observe and list abiotic factors (e.g., temperature, water, nutrients, sunlight, pH, topography) in specific ecosystems. | |
| | b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic). | |
| d. Explain that energy enters the vast majority of Earth’s ecosystems through photosynthesis, and compare the path of energy through two different ecosystems. |
|---|
| e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH). |
| f. Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment. |
| a. Observe and chart the diversity in a specific area. |
| b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms. |
| c. Explain factors that contribute to the extinction of a species. |
| d. Compare the evidence supporting various theories that explain the cause of large-scale extinctions in the past with factors causing the loss of species today. |
esthetic, ethical, social, or economic arguments with regard to maintaining biodiversity.
Standard III: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.
Percentage of coverage for Standard III: %
| Objectives | Indicators | If covered, appropriate page #’s | Comments on coverage |
|---|---|---|---|
| Objective 3.1: Explain the evidence that supports the theory of plate tectonics. | a. Define and describe the location of the major plates and plate boundaries. | | |
| | b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries. | | |
| | c. Relate the location of earthquakes and volcanoes to plate boundaries. | | |
| | d. Explain Alfred Wegener’s continental drift hypothesis, his evidence, and why it was not accepted in his time. | | |
| | e. Evaluate the evidence for the current theory of plate tectonics. | | |
| | a. Identify the energy sources that cause material to move within Earth. | | |
| systems. | c. Model the movement of interaction of plates. |
|---|---|
| | d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes. |
| | e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents resulting in changes in biomass). |
Standard IV: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.
Percentage of coverage for Standard IV: %
Objectives
Indicators
Objective 4.1: Explain of its reservoirs, the
the water cycle in terms movement between
energy to move water.
reservoirs, and the
Evaluate the importance biosphere.
of freshwater to the a. Identify the reservoirs of
ocean, ice caps/glaciers,
Earth's water cycle (e.g., atmosphere, lakes, rivers,
locally and globally, and biosphere, groundwater)
graph or chart relative reservoirs.
amounts in global b. Illustrate the movement
If covered, appropriate page #'s
Comments on coverage
| of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun. |
|---|
| c. Relate the physical and chemical properties of water to a water pollution issue. |
| d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems. |
| e. Analyze how communities deal with water shortages, distribution, and quality in designing a long-term water use plan. |
| a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides). |
| b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature). |
| c. Model energy flow in ocean ecosystems. |
changes in ocean level to e. Describe how changing
changes in the water cycle.
sea levels could affect life
Standard V: Students will understand that Earth's atmosphere interacts with and is altered by lithosphere, hydrosphere, and biosphere.
on Earth.
Percentage of coverage for Standard V: %
| Objectives | Indicators | If covered, appropriate page #’s | Comments on coverage |
|---|---|---|---|
| Objective 5.1: Describe how matter in the atmosphere cycles through other Earth systems. | a. Trace movement of a carbon atom from the atmosphere through a planet, animal, and decomposer, and back into the atmosphere. | | |
| | b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion). | | |
| | c. Interpret evidence suggesting that humans are influencing the carbon cycle. | | |
| | d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in | | |
| | vegetation). |
|---|---|
| Objective 5.2: Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth’s history. | a. Define ozone and compare its effects in the lower and upper atmosphere. |
| | b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth. |
| | c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle. |
| | d. Analyze data relating to the concentration of atmospheric CO2 over the past 100 years. |
| | e. Research, evaluate, and report on international efforts to protect the atmosphere. |
Standard VI: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.
Percentage of coverage for Standard VI: %
Objectives
Indicators
Objective 6.1: Describe solar energy into heat
the transformation of and chemical energy on
Earth and eventually the a. Illustrate the distribution
sun that is reflected, of energy coming from the
changed into heat, or stored by plants.
If covered, appropriate page #'s
Comments on coverage
| | c. Investigate the conversion of light energy from the sun into heat energy by various Earth materials. |
|---|---|
| | d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space. |
| | e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect. |
| | f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations). |
| Objective 6.2: Relate energy sources and transformation to the effects on Earth systems. | a. Describe the difference between climate and weather, and how technology is used to monitor changes in each. |
| | b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity). |
| c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around the Earth. |
|---|
| d. Describe the Coriolis effect and its role in global wind and ocean current patterns. |
| e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography. |
General Rubric
| Review Category Curriculum Content Coverage | High Quality - 3 | 2 | 1 | 0 | NA |
|---|---|---|---|---|---|
| Content matches the standards and objectives of the Utah Core Curriculum. | 80% of the Utah Core and objectives are covered. Objectives are clearly stated with measurable outcomes. | 70% of the Utah Core and objectives are covered. Objectives are clearly stated with measurable outcomes. | 50% of the Utah Core and objectives are covered. | Less than 50% of the Utah Core and objectives are covered | |
| Content is delivered in an appropriate sequence. | 80% of the program content is covered in an appropriate sequence matching the Utah Core. | 70% of the program content is covered in an appropriate sequence matching the Utah Core. | 50% of the program content is covered in an appropriate sequence matching the Utah Core. | Less than 50% of the program content is covered in an appropriate sequence matching the Utah Core. | |
| Content is covered with | The program | The program | The program | The program lacks | |
appropriate depth.
provides 80% or provides 70% or
provides 50% or less the necessary depth
| Content endorses sound research-based practices. | The program utilizes 80% or more of current research-based practices. | The program utilizes 70% or less of current research- based practices. | The program utilizes 50% or less of current research- based practices. | The program does not utilize current research-based practices. |
|---|---|---|---|---|
| Content is presented accurately and in an age-appropriate manner. | Materials reflect current content knowledge without content bias. Materials utilize cross-curricular references and experiences. Materials are age appropriate. | Materials have some content inaccuracies, but do not show content bias. Materials utilize some cross- curricular references. Materials are 70% age appropriate | Materials show many content inaccuracies and some content bias. Materials have very limited cross curricular references. Materials are approximately 50% age appropriate. | Materials have major content inaccuracies. Materials have no cross curricular references. Materials are not age appropriate. |
| Content is engaging to the student. | 80% or more of the materials and activities are interesting and engaging to the student promoting purposeful learning. | Less than 80% of the materials and activities are interesting and engaging to the student promoting purposeful learning. | 50% or less of the materials and activities are interesting and engaging to the student promoting purposeful learning. | Very little, if any, of the materials and activities are interesting and engaging to the student promoting purposeful learning. |
| Content is differentiated to meet different abilities and needs. | There are appropriate accommodations for various developmental levels acknowledging | 70% of the program provides appropriate accommodations for various developmental levels acknowledging | 50% of the program provides appropriate accommodations for various developmental levels acknowledging prerequisite skills | There are few or no appropriate accommodations for various developmental levels with little acknowledgment of |
| Review Category Physical Qualitites | High Quality - 3 | 2 | 1 | 0 | NA |
|---|---|---|---|---|---|
| Student materials provide appropriate print, illustrations and text features. | Student materials provide appropriate use of font, illustrations and text features, (e.g., illustrations, graphs, tables). | 70% of the student material provides appropriate use of font, illustrations and text features, (e.g., illustrations, graphs, tables). | 50% of the student material provides appropriate use of font, illustrations and text features, (e.g., illustrations, graphs, tables). | The student materials lack appropriate use of font, illustrations, and text features, (e.g., illustrations, graphs, tables). | |
| Student materials provide table of contents, glossary, index, and etc. | Student materials provide necessary table of contents, indicies, glossaries, and other references to assist and guide students, parents, and teachers. | Student materials provide some table of contents, indicies, glossaries, and other references to assist and guide students, parents, and teachers. | Student materials provide a limited amount of table of contents, indicies, glossaries, and other references to assist and guide students, parents, and teachers. | Student materials provide very little, if any, table of contents, indicies, glossaries, and other references to assist and guide students, parents, and teachers. | |
| Student materials are durable. | Student materials are securely bound and reinforced. | Student materials are adequately hardbound. | Student materials have secure bindings. | Student materials have inferior bindings. | |
| Teacher materials are easy to use. | Teacher materials are well organized with easy to read font and good correlation with student materials. | Teacher materials are organized with easy to read font, and follow correlation with student materials. | Teacher materials are somewhat organized with hard to read font and layout. Materials provide difficult to follow correlation with student materials. | Materials are disorganized with hard to read font for teachers. Layout provides little or no correlation to student materials. | |
| Teacher material is durable. | Teacher materials are securely bound and reinforced | Teacher materials are adequately hardbound while | Teacher materials have secure bindings but do not open and | Teacher materials have inferior bindings but do lay | |
| Review Category Technology Qualities | High Quality - 3 | 2 | 1 | 0 | NA | Comments |
|---|---|---|---|---|---|---|
| Technology provided is user friendly. | Program provides menus that are easy to read and follow. Program is user- friendly to install and requires a minimal level of computer expertise. Manuals and directions are understandable. | Program provides menus that are generally easy to read and follow. Installation requires little computer expertise. Manuals and directions are simple to understand. | Program menus are easy to read. Manuals might have to be read in detail to understand operation of technology, (e.g., laser remote, software). Installation might require some knowledge or expertise. Manuals are included. | Menus are not descriptive and hard to follow. Installation requires expertise. No manuals or written instructional materials are provided. | | |
| Technology provided enhances the learning experience. | Technology provided is appropriate giving additional support for student learning. | Technology provided is appropriate giving some additional support for student learning. | Limited technology is provided giving little support for student learning. | No technology is provided. | | |
| Technology has quality audio/visual attributes. | Program provides high quality audio and visual effects. | Program provides good audio and visual effects. | Program audio and visual effects are of poor quality. | No technology is available. | | |
| Review Category Ancillary Materials | High Quality - 3 | 2 | 1 | 0 | NA | Comments |
| Student ancillary materials provide appropriate supplemental instruction. | Program provides high quality student ancillary materials that enhance and supplement the delivery of | Program provides adequate student ancillary materials to enhance and supplement the delivery of | Program provides some student ancillary materials that are of limited value to supplement and enhance the | The program provides no student ancillary materials or student ancillary materials are of such poor quality | | |
| | instruction. | instruction. | delivery of instruction. | and have little correlation to learning objectives that they are of no value. | |
|---|---|---|---|---|---|
| Student ancillary materials are easy to access and utilize. | Student ancillary materials are easy to access, are durable and easy to utilize. | Student ancillary materials are easy to access, are somewhat durable requiring some modification to utilize. | Student ancillary materials are difficult to access and require modification to utilize. | Student ancillary materials are of such poor quality or difficult to prepare or access that they are of little or no value. | |
| Parent ancillary materials are appropriate and support desired student learning | Parent ancillary materials are appropriate providing good support for desired student learning through home activities, homework, and practice opportunities. | Parent ancillary materials are appropriate providing adequate support for desired student learning through a variety of opportunities and activities. | Parent ancillary materials are not always appropriate nor do they provide adequate support through a variety of opportunities for student learning. | There are no parent ancillary materials available. | |
| Review Category Assessment Materials | High Quality - 3 | 2 | 1 | 0 | NA |
| A variety of assessment options are provided. | Program provides multiple assessment measures to monitor individual student progress at regular intervals. | Program provides some assessment measures to monitor individual student progress at regular intervals. | Program provides limited assessment measures to monitor individual student progress at regular intervals. | Program provides no assessment measures or measures are of such poor quality or correlation to student learning to be of any value. | |
I have reviewed the above program and recommend the following use: (Choose one category only.)
G (1) Instructional materials are in alignment with content philosophy and instructional strategies of the Utah Core. Materials provide comprehensive coverage of course content and support U-PASS. Materials may be used for primary course instruction.
G (2) Instructional materials provide limited alignment with the Utah Core or U-PASS or have a narrow or restricted scope and sequence. Use of these materials must be supplemented with necessary missing program elements for effective instruction. Materials may be used on a limited basis with accompanying plan for use with additional appropriate materials to assure coverage of core requirements.
G Materials could be used to support primary course instruction - Tier I of the Utah Model for Instruction and Intervention.
G Materials could be used to support intervention instruction - Tier II of the Utah Model for Instruction and Intervention.
G Materials could be used to support intervention instruction - Tier III of the Utah Model for instruction and Intervention .
(3) Materials are not for student instructional use, but may only be used only asteacher resource material.
G (4) Materials are aligned to the core, developmentally appropriate, may contain valuable content information, but are not intended to be used as the source for primary instruction, but only as student resource material.
Materials have been reviewed, but not adopted because of lack of alignment, inaccurate content, misleading connotations, undesirable presentation, or are in conflict with existing law and rules, or otherwise unsuitable for use by students. School districts are strongly cautioned against using these materials. Materials were included in the publisher bid, but not sampled to the USOE or Textbook commission.
G Materials were not reviewed, but may be purchased in accordance with the law and Rule 277-469-6: Advanced placement materials, International materials, concurrent enrollment materials, library or trade books, reference materials, teacher professional materials which are not components of an integrated instructional program. Galley proofs or unfinished copies are not reviewed.
Evaluator Signature: __________________________________
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English Language Arts: Grade 10
During the high school years, reading, writing, and speaking overlap as students deepen their study of language and literature and gain skills that help them in other subjects, such as science and history. Students intensify their study of vocabulary by interpreting what words imply and applying their knowledge of roots from Greek and Latin to draw inferences about meaning. Students analyze and evaluate a wide variety of American, English, and world nonfiction and literary texts. They study important works and authors of various historical periods. High school students become good researchers and write or deliver increasingly sophisticated research reports (1,100-1,500 words or more) and multimedia presentations. The ability to develop an idea and express it persuasively helps students create strong oral and written skills that they can use in college and the workplace.
By the end of grade 10, students are expected to be reading "At the Standard" (see the DoDEA ELA Addendum 1: Reading Performance Levels). The quality and complexity of materials read should reflect the grade level appropriate Lexile levels.
Component:
Component:
Standard:
Component:
10E1b.1:
10E1b.2:
10E1b.3:
10E1b.4:
10E1b.5:
English Language Arts: Grade 10
Structural Features of Informational and Technical Materials
Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.
Example: Analyze an advertisement that has been made to look like the informational newspaper or magazine content around it. Explain why the advertisement would be designed this way and evaluate its effectiveness.
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
Analyze, evaluate, and elaborate on ideas presented in primary or secondary sources.
Example: Read first-hand accounts and newspaper accounts of an historical event, such as the sinking of the Titanic, and compare them to more recent texts about the event.
Demonstrate use of sophisticated technology by following technical directions.
Examples:
1. Follow the directions to use a spreadsheet or database program on the computer.
2. Follow the directions to insert a spreadsheet or database into an informational text.
Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.
Expository (Informational) Critique
Evaluate an author's argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects the structure and tone of the text.
Examples:
1. Evaluate science articles by judging the references, the author's presentation of facts and opinions, and the date of publication.
2. Evaluate different arguments on a legal issue, such as the legal age for getting a driver's license.
10E1c Comprehension and Analysis of Literary Text
Students read and understand to a variety of grade-level-appropriate literature such as classical and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, drama, and other genres.
Structural Features of Literature
10E1c.1:
Identify different types (genres) of fiction and describe the major characteristics of each form.
Example: Describe the common characteristics of different types of fiction, such as folklore, mystery, science fiction, adventure, fantasy, or biography, and provide examples of each type from books read by students in the class. Use a graphic organizer to show comparisons.
10E1c.2: Analyze the purposes and the characteristics of different forms of dramatic literature to include comedy, tragedy, and dramatic monologue.
10E1c.5:
English Language Arts: Grade 10
Example: Analyze the features of plays, such as I Never Sang for My Father by Robert Anderson or Arsenic and Old Lace by Joseph Kesselring, or A Piano Lesson by August Wilson, or The Buck Private by Luis Valdez.
10E1c.3: Compare and contrast the presentation of a similar theme or topic to explain how genre shapes the theme or topic.
Example: Compare three different reactions to Lincoln's death: Walt Whitman's poem "O Captain! My Captain!" Frederick Douglass's eulogy and the report of Lincoln's death from the New York Times on April 12, 1865. Analyze the differences among the genres and how the form impacts the reader's perception of the event.
Analysis of Grade-Level-Appropriate Text
10E1c.4: Evaluate interactions among characters in a literary text and explain how
those interactions affect the plot.
Example: Compare the development of the characters as they are represented in To Kill a Mockingbird by Harper Lee, The Acts of King Arthur and His Noble Nights by John Steinbeck, Farewell to Manzanar by Geanne Wakatsuki Houston or Things Fall Apart by Chinua Achebe.
Analyze characters' traits by what the characters say about themselves in narration, dialogue, and soliloquy.
Example: Read works such as "I'm Nobody! Who Are You?" by Emily Dickinson or In Search of Our Mothers' Gardens by Alice Walker, and analyze the characters, citing specific examples from the text to develop this description.
10E1c.6: Compare works that express a universal theme and provide evidence to support the views expressed in each work.
Example: Analyze and compare selections that deal with the theme of independence developed in The House on Mango Street by Sandra Cisneros and The Childhood Story of Christy Brown (the film My Left Foot is based on this book) by Christy Brown.
10E1c.7:
Evaluate an author's development of time and sequence, including the use of literary devices such as foreshadowing or flashback.
Example: Discuss how the games boys play in school foreshadow the coming of the war in A Separate Peace by John Knowles.
10E1c.8: Evaluate. the significance of various literary devices (figurative language, imagery, allegory, and symbolism) and explain their appeal
Example: Evaluate the imagery in poetry such as "I Wandered Lonely as a Cloud" by William Wordsworth and "Shall I Compare Thee to a Summer's Day?" by William Shakespeare.
10E1c.9: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and inconsistencies in a text.
Example: Read selections from short stories by Franz Kafka and evaluate the manner in which ambiguity and allegory function.
10E1c.10 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.
Strand:
Standard:
Component:
Component:
10E1c.11
English Language Arts: Grade 10
Example: Read Darkness at Noon by Arthur Koestler and discuss the impact of the narration as the story unfolds.
Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage designs in dramatic literature.
Example: Evaluate the functions of different dramatic devices in Shakespeare's The Tragedy of Julius Caesar.
10E1c.12 Explain how voice, persona, and the choice of narrator affect the tone, plot, and credibility of text.
Literary Criticism
10E1c.13
Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.
Example: Read Jurassic Park by Michael Crichton or The Perfect Storm by Sebastian Junger and evaluate the way the author's style and descriptions help create a mood of tragedy and suspense.
10E1c.14 Analyze the way in which a work of literature is related to the themes and issues of its historical period.
Example: Read a book such as Hornblower During the Crisis by C.S. Forester and tell how the author uses the story to convey larger themes about a period of transition in British history.
10E2: Writing
10E2a: Processes and Features
Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and reasoned argument. Students progress through the stages of the writing process to include prewriting, writing, editing and revising.
Organization and Focus
10E2a.1:
Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
10E2a.2: Establish a coherent thesis that conveys a clear perspective on the subject and maintains a consistent tone and focus throughout the piece of writing.
10E2a.3:
Use precise language, action verbs, sensory details, and appropriate modifiers, and the active ("I will always remember my first trip to the city") rather than the passive voice ("My first trip to the city will always be remembered").
10E2a.4:
10E2a.5:
Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
Research Process and Technology
Use clear research questions and suitable research methods including the investigation of texts, electronic resources, and personal interviews to compile and present information from primary and secondary print or Internet sources.
Standard:
Component:
English Language Arts: Grade 10
10E2a.6:
Develop the main ideas within the body of the composition through supporting evidence in scenarios, commonly held beliefs, hypotheses, and definitions.
10E2a.7: Synthesize information from multiple sources; identify complexities and inconsistencies in the information and the different perspectives found in each medium to include almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
10E2a.8: Integrate quotations and citations into written text while maintaining the flow of ideas.
10E2a.9: Use appropriate conventions for documentation in text, notes, bibliographies, following the formats in specific style manuals.
10E2a.10 Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Evaluation and Revision
10E2a.11 Review, evaluate, revise, edit, and proofread writing using an editing checklist.
10E2a.12 Apply criteria developed by self and others to evaluate the mechanics and content of writing.
10E2a.13 Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; and edit and revise in response to peer reviews of own work.
10E2b Applications (Different Types of Writing and Their Characteristics)
Students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,100–1,500 words or more). Students compose business letters. Student writing demonstrates a command of Standard English and research, organizational, and drafting strategies. Writing demonstrates an awareness of the audience and purpose for writing.
Different Types of Writing and Their Characteristics
10E2b.1:
10E2b.2:
Write for different purposes and audience, adjusting tone, style, and voice as appropriate.
Example: Write a sentence for use in a formal letter of complaint (such as "The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund").
Write biographical or autobiographical narratives or short stories that:
a. Describe a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with exact details the sights, sounds, and smells of a scene and the specific actions, movements, gestures and feelings of the characters. In the case of short stories or autobiographical narratives, use interior monologue to show the character's feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
English Language Arts: Grade 10
Example: After reading an example of an autobiography, use the structure of the autobiography to compose your own autobiography.
10E2b.3: Write responses to literature that:
a. Demonstrate a comprehensive grasp of the significant ideas of literary works and support statements with evidence from the text.
b. Demonstrate an awareness of the author's style and an appreciation of the effects created.
c. Identify and assess the impact of ambiguities, nuances, and complexities within the text.
d. Extend writing by changing mood, plot, characterization, or voice. Example: After reading a short story, write responses that address each of the above sub-components.
10E2b.4: Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that:
a. Gather evidence in support of a thesis, including information on all relevant perspectives.
b. Communicate information and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas.
d. Use a variety of reference sources, including word, pictorial, audio, and Internet sources, to locate information in support of topic.
e. Include visual aids by using technology to organize, record, and display information on charts, data tables, maps, and graphs.
f. Use technical terms and notations correctly.
g. Anticipate and address readers' potential misunderstandings, biases, and expectations and use technical terms and notations accurately.
Example: On self-selected appropriate topics, keep an academic log that lists essential student-generated questions on the topic, information in response to each question from a variety of sources including word, pictorial, audio, and Internet resources complete with accurate citations. When each question has been researched, summarize in your own words how you would synthesize the information in order to arrive at an overall thesis on the topic. Write an essay on the thesis.
10E2b.5: Write persuasive compositions that:
a. Organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last.
b. Use specific rhetorical devices to support assertions to include appealing to logic through reasoning, appealing to emotion or ethical belief, or relating a personal anecdote, case study, or analogy.
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
Example: Write a letter to a television network to persuade the network to keep a program on the air despite low ratings.
10E2b.6:
10E2b.8:
10E2b.9:
English Language Arts: Grade 10
Write business letters that:
a. Provide clear and purposeful information and address the intended audience appropriately.
b. Show appropriate use of vocabulary, tone, and style that takes into account the intended audience's knowledge about and interest in the topic and the nature of the audience's relationship to the writer.
c. Emphasize main ideas or images.
d. Follow a conventional style with page formats, fonts, and spacing
that contribute to the document's readability and impact.
Example: Write a letter of support or complaint in response to service that you received at a store or restaurant. Address the letter to the manager, including a clear account of the incident and requesting that he or she take appropriate action in response.
10E2b.7: Write technical documents such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting that:
a. Report information and express ideas logically and correctly.
b. Offer detailed and accurate specifications include scenarios, definitions, and examples to aid comprehension.
c. Anticipate readers' problems, mistakes, and misunderstandings.
Example: Take notes while watching or listening to a physical therapist give instructions on the proper way to lift, carry, or move large objects. Incorporate these notes into a safety manual to be used in the classroom or in a job setting.
Students use varied and expanded vocabulary, appropriate for specific forms and topics.
Example: Write a sentence for use in a formal letter of complaint: "The thermostat is dangerously defective as it fails to maintain a safe temperature, and I am seeking a replacement or full refund."
Research Application
Write and deliver research reports developed using a systematic research process that:
a. Defines the topic, gathers information, determines credibility, and reports findings.
b. Use information from a variety of sources (such as books, technology, or multimedia); distinguish between primary and secondary documents; and document sources independently by using a consistent format for citations.
c. Synthesize information gathered from a variety of sources, including technology and one's own research; and evaluate information for its relevance to research questions.
d. Demonstrate that information that has been gathered has been summarized, that the topic has been refined through this process, and that conclusions have been drawn from synthesized information.
e. Demonstrate that sources have been evaluated for accuracy, bias, and credibility.
f. Organize information by classifying, categorizing, and sequencing.
g. Demonstrate the distinction between one's own ideas from the ideas of others and include a bibliography (Works Cited).
Example: Write a report on the Globe Theater, gathering information from books, such as Shakespeare's Theatre by Jacqueline Morley, videos such as "Shakespeare's Globe Theatre Restored" and websites by using
Standard:
Component:
10E2c
English Language Arts: Grade 10
a key word search for "Shakespeare" and "Globe Theatre." Explain why the theatre was significant in the development of Shakespeare's works.
English Language Conventions
Students write using Standard English conventions appropriate to the 10 th grade level and produce legible work that can read by others.
Grammar and the Mechanics of Writing
10E2c.1:
10E2c.2:
10E2c.3:
Identify and correctly use clauses (both main and subordinate), phrases (gerund, infinitive, and participial), and the mechanics of punctuation (semicolons, colons, ellipses, and hyphens).
Demonstrate an understanding of sentence construction (to include parallel structure, subordination, and the proper placement of modifiers) and proper English usage, including the use of consistent verb tenses.
Manuscript Conventions
Produce legible work that shows accurate spelling, correct use of the conventions of punctuation and capitalization.
10E2c.4:
Apply appropriate manuscript conventions (to include title page presentation, pagination, spacing, and margins) and integration of source and support material by citing sources within the text, using direct quotations and paraphrasing.
Strand: 10E3: Listening and Speaking
Standard:
10E3a: Skills, Strategies, and Applications
Students formulate thoughtful judgments about oral communication. Students deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.
Component:
Comprehension
Component:
10E3a.1:
Summarize a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.
Organization and Delivery of Oral Communication
10E3a.2:
Choose appropriate techniques for developing the introduction and conclusion in a speech including the use of literary quotations, anecdotes, and references to authoritative sources.
10E3a.3:
Recognize and use elements of classical speech forms (to include an introduction, transitions, body, and conclusion) in formulating rational arguments and applying the art of persuasion and debate.
Component:
English Language Arts: Grade 10
10E3a.4: Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
10E3a.5: Produce concise notes for extemporaneous speeches.
10E3a.6:
Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (
such as voice, gestures, and eye contact)
for presentations.
Analysis and Evaluation of Oral and Media Communication
10E3a.7: Make judgments about the ideas under discussion and support those judgments with convincing evidence.
10E3a.8: Compare and contrast the ways in which media genres (
such as televised news, online databases, news magazines, documentaries, and online
information) cover the same event.
10E3a.9: Analyze historically significant speeches (such as Martin Luther King's "I Have a Dream" speech) to find the rhetorical devices and features that make them memorable.
10E3a.10: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
10E3a.11:
Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas,
delivery, choice of words, and use of language.
10E3a.12: Analyze the types of arguments used by the speaker such as an argument by causation, analogy, authority, emotion, and logic.
10E3a.13: Identify the artistic effects of a media presentation and evaluate the techniques used to create them.
Speaking Applications
10E3a.14:
10E3a.15:
Deliver narrative presentations that:
a. Narrate a sequence of events and communicate their significance to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters.
d. Time the presentation of actions to accommodate time or mood changes.
Deliver expository presentations that:
a. Provide evidence in support of a thesis and related claims, including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs.
e. Anticipate and address the listeners' potential misunderstandings, biases, and expectations and use technical terms and notations accurately.
English Language Arts: Grade 10
10E3a.16: Apply appropriate interviewing techniques that:
a. Prepare and ask relevant questions.
b. Use language that conveys maturity, sensitivity, and respect.
c. Make notes of responses and respond correctly and effectively to questions.
d. Demonstrate knowledge of the subject or organization.
e. Compile and report responses.
f. Evaluate the effectiveness of the interview.
10E3a17: Deliver oral responses to literature that:
a. Advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages.
b. Support important ideas and viewpoints through accurate and detailed references to the text and to other works.
c. Demonstrate awareness of the author's writing style and an appreciation of the effects created.
d. Identify and assess the impact of ambiguities, nuances, and complexities within the text.
10E3a.18: Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that:
a. Structure ideas and arguments in a coherent, logical fashion from the hypothesis to a reasonable conclusion, based on evidence.
b. Contain speech devices that support assertions such as an appeal to logic through reasoning, an appeal to emotion or ethical belief, or use of personal anecdote, case study, or analogy.
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
d. Anticipate and address the listener's concerns and counterarguments.
10E3a.19: Deliver descriptive presentations that:
a. Establish a clear point of view on the subject of the presentation.
b. Establish the presenter's relationship with the subject of the presentation whether the presentation is made as an uninvolved observer or by someone who is personally involved.
c. Contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details. | <urn:uuid:2c804331-6ae8-4a2e-851c-dd7315e5bb62> | CC-MAIN-2014-15 | http://www.dodea.edu/Curriculum/ELA/loader.cfm?csModule=security/getfile&pageid=163048 | 2014-04-21T15:07:51Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00118-ip-10-147-4-33.ec2.internal.warc.gz | 384,627,748 | 4,957 | eng_Latn | eng_Latn | 0.991385 | eng_Latn | 0.99282 | [
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December - Lesson Plan Grades 2-3
Begin each nutrition education lesson with a short physical activity break from the card set provided by IDPH. Have fun and get active with your students! Begin each nutrition education lesson with a short physical activity break from the card set provided by IDPH. Have fun and get active with your students!
Objectives
Learn the health value of broccoli.
Background
Examine how the nutrients of broccoli are released in the body during the process of digestion.
Broccoli has been grown for over 2,000 years. Romans prized broccoli and by the 16 th century it was eaten by families in France and Italy. Thomas Jefferson noted the planting of broccoli in his family garden in the late 1700's but it didn't become widely known until the turn of the 20 th century.
Supplies Needed
December Pick a better snack™ & Act bingo card
"Veggie and Fruit Maze" handout
Tasting Opportunities
Featured vegetable: Broccoli
Over ninety percent of the broccoli crop is grown in California. Two brothers, Stefano and Andrea D'Arrigo from Messina, Italy, arrived in the U.S. in the early 1900's. In 1922, they started their own produce company in San Jose, California. They were the first commercial growers in the West to successfully raise and ship box loads of broccoli. Their broccoli was developed from seeds sent from Italy by their father. They created a distinctive brand name for their broccoli – "Andy Boy" – and put a photo of Stefano's twoyear-old son, Andrew, on the label. Theirs was the first fresh produce company in the U.S. to use a brand name on their advertising. (Harvest of the Month, February 2006)
Over 30,000 plants can grow in only one acre of land! WOW! A field may be harvested two to three times to remove all the broccoli. Ideally, broccoli should be harvested during the cooler months in order to ensure the longest storage time. It should be cut with 8 to 10 inches of stem left intact and the heads should be cooled immediately to prevent opening and discoloration. Broccoli may be packed in the field or transported to a processing facility where it is cut and packaged.
Broccoli is called the crown jewel of nutrition because it is so rich in vitamins and minerals. It has calcium and vitamins C and A. Half of a pound of broccoli has more vitamin C than two and a half pounds of oranges or 204 apples.
The word broccoli comes from the Italian "brocco" meaning arm branch. Broccoli is a member of the Cruciferae family which means it's related to cabbage, cauliflower, and Brussels sprouts. There are two types of broccoli:
December
Web Site Resources
Do the Activity:
sprouting/Italian broccoli (Brassica Oleracea Italica) the most common, and heading broccoli (Brassica Oleracea) which looks like cauliflower. The broccoli we eat is the flower of the broccoli plant. Other vegetables that are flowers include cauliflower and artichokes.
www.idph.state.ia.us/pickabettersnack www.fruitsandveggiesmorematters.org www.choosemyplate.gov
Review digestion of food:
When we eat such things as bread, meat, and vegetables, they are not in a form that the body can use as nourishment. Our food and drink must be changed into smaller molecules of nutrients before they can be absorbed into the blood and carried to cells throughout the body. Digestion is the process by which food and drink are broken down into their smallest parts so that the body can use them to build and nourish cells and to provide energy.
Hold up a stalk of broccoli. Discuss what happens to broccoli when we eat it. This is called digestion. (Review only what is appropriate for the age of your students.)
2. Once the broccoli is in the stomach, it mixes with other foods and liquids that you ate with the broccoli. Digestive juices are released and mixed with the food. Your stomach is a very strong muscle!
1. Digestion begins in the mouth where the broccoli is chewed and swallowed.
3. The stomach slowly releases the food mixture into the intestines (like a long, soft tube) where the food is further broken down so our bodies can absorb the nutritious parts of the food such as protein, carbohydrates (starch and sugars), fats, vitamins and minerals.
5. These nutrients pass through the intestine into the blood and are carried off in the bloodstream to other parts of the body for storage or further chemical change.
4. The water, sugar, vitamins C and A, and calcium from the broccoli are absorbed in the small intestine.
6. The leftover fiber from the broccoli would go into the large intestine or colon where it would remain, usually for a day or two, until feces are expelled by a bowel movement.
Talk It Over: 2 nd Grade
3 rd Grade
Apply:
Tasting Opportunity
Instruct student to complete the "Veggie and Fruit Maze" worksheet. Tell them that the digestion process is much like a maze that that food goes through.
How does your stomach feel when you eat lots of food at one time? Does that feeling stay with you or go away?
There is a saying, "You are what you eat." Does this have new meaning to you now that we have reviewed digestion? What did you learn about digestion that was new? There are many ways to eat broccoli. Broccoli is great to eat raw as a snack or in a salad or cooked as a side dish or in a casserole. Broccoli can be boiled, steamed, stir-fried, or pureed and added to soups.
Pick a better snack™ reminds you that it is easy to eat vegetables as snacks.
Have the students wash their hands. Cut broccoli into bitesized florets. Give each student a small amount of a low-fat Ranch Dressing. Taste broccoli without dipping into the dressing first, then taste with dressing. Students can then put an "X" through the bingo square of broccoli if they tasted it.
What would you do (with adult help) to broccoli to get it ready to eat as a snack?
Broccoli – Wash. Dip. Eat. (How easy is that?)
Broccoli – Wash. Eat. (How easy is that?)
Take the bingo card home and have your family try out the fun ideas on the back. How will you get a bingo this month?
Extend the Activity
Art, Music & PE
Language Arts & Reading
Math
Science & Health
Social Studies
Invent a winter scene- in forest, in storm, etc. Use real broccoli piece glued to the paper to represent trees and bushes.
Modify the lyrics of Kermit the Frog's song "It's Good to be Green." Include all the good qualities of broccoli.
Write a Haiku (a three line poem consisting of 5-7-5 syllables) about broccoli:
Broccoli has C Italians brought it to us Grow healthy with it.
Research information on broccoli, write a one paragraph article and illustrate. Share with class.
Fact: Over 90% of broccoli is grown in California. Discuss percentages. Cut apart graph paper into 10 x 10 squares. Place 90 of the squares into one pile and 2 in another.
What makes broccoli green? What are some things you can eat with broccoli? How many have you tried? Bring in recipes from home and see how many different ones you can collect. Share with parents.
Ask "Where does broccoli grow?" Mainly California, but is now grown in nearly every other state, including Iowa. Have someone who grows broccoli come in to describe how broccoli is planted, harvested, etc. Contact Master Gardeners through Extension or there are many "truck" gardens around the area.
Using scale of miles, use a map to calculate the distance from the capitol of California (Sacramento) to the capitol of Iowa (Des Moines).
Veggie and Fruit Maze
Parents: MyPlate suggests that children 4 to 8 years old eat 1 to 1½ cups of fruit every day. Go easy on 100% fruit juice; choose whole fruit for more fiber and nutrients. Go to www.choosemyplate.gov for more details. | <urn:uuid:bc736be1-0884-4a62-a771-13dc75167b30> | CC-MAIN-2014-15 | http://www.idph.state.ia.us/IDPHChannelsService/file.ashx?file=91AE991F-1E20-4069-B5BD-E673909281D7 | 2014-04-21T15:29:12Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00112-ip-10-147-4-33.ec2.internal.warc.gz | 472,758,018 | 1,702 | eng_Latn | eng_Latn | 0.997813 | eng_Latn | 0.998592 | [
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Family
University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange
UT Extension Publications
7-1-1997
SP491-A-Teen Independence
The University of Tennessee Agricultural Extension Service
Follow this and additional works at: http://trace.tennessee.edu/utk_agexfami
Recommended Citation
"SP491-A-Teen Independence," The University of Tennessee Agricultural Extension Service, SP491A-5M-7/97 E12-2015-00-043-98, http://trace.tennessee.edu/utk_agexfami/45
The publications in this collection represent the historical publishing record of the UT Agricultural Experiment Station and do not necessarily reflect current scientific knowledge or recommendations. Current information about UT Ag Research can be found at the UT Ag Research website. This Parenting, Children and Teens is brought to you for free and open access by the UT Extension Publications at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Family by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact firstname.lastname@example.org.
THE UNIVERSITY OF TENNESSEE
SP491-A
AGRICULTURAL EXTENSION SERVICE
What to Know About
Teen Independence
A PUBLICATION FOR PROFESSIONALS WHO WORK WITH ADOLESCENTS AND THE PARENTS OF ADOLESCENTS
Parents and their teens don't always agree on issues such as dress, following family rules or how teens spend their time. As a result, arguments often occur. In fact, researchers tell us that most families experience an increase in conflict and arguments as their children enter into the teen years. The notion that the teen years will be filled with friction has become so expected in our
society that first time parents may find themselves dreading the years ahead rather than celebrating their child's movement toward adulthood.
As children grow, their behavior and attitudes are influenced by a variety of people with whom they have contact. They need to explore their world more independently so they can learn to feel confident in themselves and their abilities. During adolescence, teens begin to assert themselves with their parents and other figures of authority such as teachers, group leaders and even sometimes the law. For example, teens may now ask you why they should clean their room instead of just doing it. Or parents may find that their usually polite and obedient daughter or son is now talking back to them.
Often teens demand more responsibility and freedom for personal choices. They may begin to experiment with new ways to dress, or spend more time with friends and less time with family. As their group of friends grows, parents are less likely to know who their friends are, or they may not approve of the friends their child has chosen.
Written by: Kathleen Boyce Rodgers, Former Assistant Professor, Family Life
--Adolescents are consumed with trying to find out who they are and where they fit in. They are halfway between being a child and becoming an adult. They want to make choices on their own, but at the same time they are not always ready to handle the responsibilities that go along with those choices. Conflicts arise most sharply when teens are 13-15 years old, but generally decline as children get older. As might be expected, younger teens need more help in making decisions than older teens because they are less capable of understanding and foreseeing how their behaviors can affect themselves and others. But young teens also feel they should have more control over decisionmaking than parents are willing to give, and this may explain why conflict is higher during the early teen years. As teens get older, they are better able to weigh and understand the possible consequences of their behaviors and so are better able to make decisions that can affect their life and future.
Research suggests that most arguments are about everyday events or differences in personal choice, not about serious differences in values. Researcher Judith Smetana tells us that:
Teens think parents have the right to expect them to do assigned chores or let them know their whereabouts. Teens also believe parents should set guidelines about moral issues such as lying, cheating or sharing. Parents and teens disagree, however, about who has the right to control personal issues such as dress, choosing friends or choosing activities. In other words, teens look to and want parents to provide guidance on issues of morality and responsibility, but they also want to be able to express themselves as individuals.
For adolescents, the struggle for autonomy (being able to think and act independently) can be quite stressful. Although teens may behave in ways to assert their autonomy from the family, they still depend upon parents for emotional support, stability and guidance. By including teens in appropriate decision making, parents can help their children learn how to make good decisions and become mature and independent adults. Letting go of differences that are not critical leaves more room for talking, and sets a foundation for building a relationship different from when the teen was a child.
What Can Parents and Other Adults Do?
* Focus on the positive accomplishments of teenagers, instead of the things they do wrong.
* Pick battles carefully. Parents may ask themselves, "Is arguing about my teen's clothes or messy room as important as telling them how I feel about the use of alcohol or other drugs?" Less fighting means more time for talking.
* Give teens opportunity to practice decisionmaking. Children who are allowed to make decisions with parental support and direction learn how to make wise choices and judgments about their behavior even when adults are not present.
*Try to remember that a teen may be as unfamiliar with who he/she is becoming as adults are with the child who is becoming a young adult.
* Listen to teenagers' opinions and feelings even if they differ from yours. Teens sometimes "try out" new ideas with parents. Hearing parents' values and opinions without judgment can help teens make decisions. Calmly tell them your feelings and opinions.
* Monitor the behavior of teens. Monitoring does not mean being intrusive in the lives of teens, but rather, knowing where and what teens are doing. Teens who are monitored by parents and who have a loving parental relationship are more likely to adopt parental values and make healthy life choices.
* Provide opportunities for teens to be independent within a safe environment. For example, teen clubs are a supervised setting where teens can socialize and have fun.
Books for parents:
Dinkmeyer, D. and McKay, G. The Parent's Guide: Systematic Training for Effective Parenting of Teens. Circle Pines, MN: American Guidance Service, 1982.
Steinberg, L. and Levine, A. You and Your Adolescent: A Parent's Guide for Ages 10-20. New York: Harper Collins, 1990.
Local Resources:
See yellow pages under: Social Service Organizations.
County Agricultural Extension home economist.
References
Silverberg, S.B. and Steinberg, L. (1987). Adolescent autonomy, parent-adolescent conflict and parental well-being. Journal of Youth and Adolescence, 16, (3), 293-312.
Small, S.A., Eastman, G., & Cornelius. S. (1988). Adolescent autonomy and parental stress. Journal of Youth and Adolescence, 17 (5), 377-391.
Smetana, J.G. (1988). Adolescents' and parents' conceptualizations of parental authority. Child Development, 59, 321-335.
Steinberg, L. (1990). Autonomy, conflict and harmony in the family. In Feldman, S.S. and Elliot, G.R. (Eds.) At the threshold: The Developing Adolescent (pp. 255-276) Cambridge: Harvard University Press.
SP491A-5M-7/97 E12-2015-00-043-98
A State Partner in the Cooperative Extension System The Agricultural Extension Service offers its programs to all eligible persons regardless of race, color, age, national origin, sex or disability and is an Equal Opportunity Employer. COOPERATIVE EXTENSION WORK IN AGRICULTURE AND HOME ECONOMICS The University of Tennessee Institute of Agriculture, U.S. Department of Agriculture, and county governments cooperating in furtherance of Acts of May 8 and June 30, 1914. Agricultural Extension Service Billy G. Hicks, Dean | <urn:uuid:c2819185-06c0-4d38-8741-b79d81b51bc8> | CC-MAIN-2014-15 | http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1044&context=utk_agexfami | 2014-04-21T14:45:51Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00118-ip-10-147-4-33.ec2.internal.warc.gz | 235,504,053 | 1,728 | eng_Latn | eng_Latn | 0.92937 | eng_Latn | 0.994661 | [
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14
Fromdefianceto compliance
What parents need to know to transform resistance into obedience
by Terry Illes, PhD
"Casey, I've told you a dozen times to take out the garbage, and it's still sitting there smelling up the kitchen. Why don't you ever listen to me?" That question—Why don't you do what you are told?—is one of the most pressing concerns of parents of a child with attention-deficit/hyperactivity disorder. The problem of noncompliance, not doing what he or she is told, is one of the most common reasons parents seek outside professional help for their child with AD/HD.
Imagine how much easier life might be if your child actually complied with your commands without first making you maneuver through an obstacle course of resistance and conflict. I have even had several parents tell me that they might not have sought an AD/HD evaluation if their child had been more compliant.
Fortunately, there are strategies to make compliance a reality and not just wishful thinking. The problem of noncompliance is not restricted to children with AD/HD, and the subject has attracted the attention of parenting experts. As a result, a number of compliance training programs have been developed to help parents teach their children to be more compliant. These parent training programs are described for clinicians in books such as Defiant Children: A Clinician's Manual for Assessment and Parent Training by Russell Barkley, PhD (Guilford Press, second edition, 1997) and Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior by Robert J. McMahon, PhD, and Rex L. Forehand, PhD (Guilford Press, second edition, 2005).
Intended for parents, this article will guide you through the basics of compliance training, based on the programs developed by Barkley, McMahon, and Forehand. But, first, let's take a look at some of the common mistakes parents make that contribute to noncompliance.
Terry Illes, PhD, has been a school psychologist with the Jordan School District in the Salt Lake City, Utah, area for over twenty years. He is a member of CHADD's national board of directors and Attention's editorial advisory board.
Attention
What not to do
"Bad" parenting does not cause AD/HD. "Good" parenting does not prevent the disorder. For better or worse, however, your discipline style can have a significant impact on your child's compliance rate. Parents who know "what not to do" are in a better position to accept "what to do."
When my two sons were five and three years old, we had a daycare provider in our home named Chantal. On one occasion, a neighbor asked if Chantal would be able to tend her five-year-old daughter, Molly, for the day. Although Molly's mother was a very bright and competent accountant, she was less skilled when it came to consistently disciplining her young daughter. Indeed, she constantly followed Molly around repeating dozens of commands without ever gaining compliance. Chantal agreed to tend Molly for the day, but when I arrived home from work, Chantal appeared agitated.
When I inquired as to how the day had gone, Chantal asked why I hadn't mentioned to her that Molly had a disability. Perplexed, I asked, "What disability?" Chantal replied that it was obvious that Molly had a hearing loss because she hadn't responded to Chantal all day long. Chantal was astounded when I informed her that this was not so and that Molly was not hearing impaired. Molly had merely learned to tune out adults because their words had so little consequence for her that she appeared to be deaf. Indeed, adults had become "background noise" like the humming of a fan or heater. The goal of compliance training is to bring the "background noise" into the foreground.
Parents often inadvertently teach their child to be noncompliant by committing the following discipline mistakes:
* Parents form their commands in many different ways, thus making it difficult for their child to distinguish between a command, when compliance is not an option, and a request, when not complying may be an option.
* Parents give too many commands in a day without obtaining compliance, which teaches their child that the commands are merely "background noise."
* Parents vary their response to noncompliance depending on their mood or the immediate circumstances. This inconsistency encourages a child to "push to the limits" to determine how much he or she might get away with before his or her parents become upset.
* Parents give in to their child's coercive strategies (such as throwing a tantrum) to avoid compliance.
* Parents fail to reinforce compliance or to manage noncompliance.
Three steps to compliance
Compliance training provides parents with a well-defined set of procedures that avoid the common mistakes noted above. I have a few words of caution, however, before you start the process.
Limit the number of commands you give during this time to a set number of no more than ten. This will make it easier for you to ensure compliance.
Keep the commands simple and easy for your child to complete in a short time period. The key to the training is having success at the onset of the compliance training.
Compliance training is most appropriate for children of elementary school age. Whether it is appropriate with preschoolers depends on the child's ability to understand the connection between compliance and noncompliance and the consequences (rewards and time-out). With adolescents, strategies that actively involve them (such as negotiation training) are more effective.
With these cautions in mind, there are three steps to compliance training: (1) forming the command, (2) rewarding compliance, and (3) managing noncompliance.
Forming the command
The command (sometimes called a "precision" command) has three parts:
* Begin with your child's name. This will attract your child's attention and gain eye contact.
When you begin the training, restrict it to a specific time period (for example, the hours between 5:00 pm and 7:00 pm). This will make the training more manageable for you to monitor.
* Follow with the phrase "you need to." If you use this phrase whenever you issue a command, your child will learn to associate this phrase with a command. This helps to prevent the command from becoming "background noise."
* Clearly state the behavioral expectation. Remember, begin the
Time-Out Procedures
Purpose
your child attention during the time-out session.
To teach your child that you, as the parent, are able to interrupt an inappropriate behavior (noncompliance) until the appropriate behavior (compliance) occurs.
Where
Select an isolated location, but be sure it is a place that you can still monitor. I recommend using a kitchen chair placed in a hallway, landing, or an infrequently used room.
How Long
The length of time-out should be no more than, but can be less than, one minute per each year of your child's age. If the duration is too long, time-out becomes too unpleasant and your child will be more likely to become very upset. The more upset your child becomes, the less likely that he/she will learn anything beneficial from the experience.
Dealing with Rule Violations
If your child violates a time-out rule, reset the timer for the first and second rule violations. If your child continues to resist time-out, do not allow your child to maneuver you into a physical confrontation or verbal war. Instead, suspend all privileges for a specified time period and then provide another opportunity for your child to complete the time-out session. Repeat this process until your child has successfully completed time-out, even if it means continuing the procedure the following day.
Example
Rules
Your child must remain in the time-out chair and cannot play with any objects. Although your child may talk while in time-out, you cannot respond to anything he/she might say. Do not give
Attention
"Jordan, I can see that you are not ready to follow the timeout rules. I will give you another chance to complete your time-out session in ___ minutes." (I recommend about fifteen minutes with children in the early elementary school grades and gradually add time with older children). "However, until the session is completed, you cannot ___ (watch TV, play video or computer games, play outside, use the cell phone, go online, and so forth)."
16
Rewarding compliance
Reinforcement is essential to changing your child's behavior. It provides your child with the impetus for putting forth and maintaining the effort to do what is important to you (compliance) rather than what comes more easily to your child (noncompliance). You may use the Star Command Chart (shown on this page) to keep track of your child's compliance rate and to determine when a reward has been earned.
Make sure that your expectations for compliance are reasonable, however. If your child's current rate of compliance is fifty percent, don't expect an immediate improvement to ninety percent. As a general guideline, I recommend that parents shoot for an initial rate of improvement of approximately
The Star Command Chart, developed by Terry Illes, PhD, will be available to the public for a limited time in a full-page printable format on the CHADD Web site; go to www.chadd.org/attention. After the June issue is archived, the chart will be available in the Attention 2008 archives for members only.
thirty percent. Thus, this parent might expect their child's compliance rate to improve from fifty percent to seventy percent. If this parent was using the Star Command Chart, then the child might earn a reward if he/she complied on seven of ten trials.
Managing noncompliance
So far, it's been smooth sailing: You give the command, your child complies, and you provide a reward. However, it won't take long before your child tests the limits to discover what you will (or won't) do if he/she doesn't comply. This is a test of wills that you cannot afford to fail, for you need to use noncompliance as an opportunity to teach your child that you are prepared to manage this misconduct. Consider the following strategies for noncompliance.
First line of defense: Noncompliance to the first command. If your child does not comply with your initial command, your first recourse is to repeat the command but with some variation. In this second version of the command, you will count to ten out loud, and warn your child that he/she will have to go to time-out if there is not compliance to the command. This second command serves two functions. It tells your child how far he/she is permitted to push the limits (until the count of nine). It also clearly states the consequence of noncompliance.
If your child complies before you count to ten, again permit a move on the Star Command Chart. Thus, your child earns a move on the reward chart if he/she complies with either the first or second command. This allows your child some behavioral latitude before he/she complies. For example, you might say: "Brandon, you need to put your books on the shelf before I count to ten or else you will go to time-out for ___ minutes."
Second line of defense: Noncompliance to the second command. Now we get to the heart of the problem. If you are planning to use compliance training in your home, your child probably has a high rate of noncompliance. Do not expect this to change overnight; your child will continue to challenge your willpower and authority. When this occurs and your child fails to comply before the count to ten, follow these steps:
* Place your child in time-out for the predetermined amount of time (see the sidebar on page 16, "Time-Out Procedures").
* When the time-out period has expired, repeat the command using the exact format you used with the previous command (again include the counting and the time-out warning).
* If your child complies, provide praise, but a point is not earned on
the Star Command Chart. If your child does not comply, repeat this routine until your child does comply.
This last condition is the downfall of many parents. Too often, parents give up after they have placed their child in timeout a few times, either due to frustration or to inconvenience. This means that you must carefully plan your compliance training so that you are likely to have the time and patience to carry out the procedures.
Stay committed and positive
Although some strong-willed children will withstand several time-outs rather than relent, almost all children will eventually comply if their parents demonstrate a commitment to the process. Implemented correctly, compliance training offers a clear choice to your child: You can comply with either the first or second command and work toward a reward, or you can comply later without earning a point toward a reward. Thus, the child's choice is not whether or not to comply, but only whether to comply while earning a reward or to comply without earning a reward.
Your efforts to teach your child to be compliant will be more successful if you maintain a positive and supportive attitude. Make the process as upbeat and as much fun for your child as possible. Remember, compliance is not something that comes easily to your child. If you keep that thought in mind, you may be surprised at how quickly you observe improvements in your child's rate of compliance. ● A
June 2008
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Name:___________________________ Seat # ______
Do not write in pencil (use pen). Do not use Liquid Paper(draw one line through error). Please staple all work.
Date: ____/____/____ Periods_______________
Gram Stain Lab 10 Lab Number
Purpose:
The purpose of this lab is to learn how to perform a gram stain correctly so that proper identification on unknown microorganisms can be made.
Materials:
1. Glass slide
10. Safranin
19. Work Mat (paper towel)
2. Wax pencil
11. Beaker of water or running tap water
20. Laboratory Coat
3. Wire loop
12. Paper towel (bibulous paper)
21. Disinfecting wipes
4. Bacti- Cinerator
13. Forceps
22. Biohazard containers
5. Water (Dropper Bottle)
14. Oil
6. Organism
15. Microscope
7. Crystal violet
16. Staining rack
8. Gram iodine
17. Lens cleaner
9. Decolorizer (acetone-alcohol)
18. Lens paper
Procedure: See next page for pictures of procedure. (Label Slide)
1. Take a clean glass slide and draw a small circle in the middle of the slide.
2. Turn the slide over so that the wax is under the slide, and it will not interfere with the gram stain.
3. Place a small drop of water inside the circle.
4. Using aseptic technique (flaming loop before and after use), transfer a loopful of bacterial culture to the inside of the circle next to the water.
5. Mix the bacteria and water together to cover the circle made with the wax pencil.
6. Allow the slide to air dry, and heat fix by putting the slide on top of the bacti-centerator with the organisms side facing up.
7. Place the slide on the rack of a staining tray.
8. Flood the slide from edge to edge with crystal violet. Let stand for one minute.
9. Using a squeeze bottle or beaker of water, indirectly wash off the dye. Do not squirt the water directly on the inoculum as it may completely wash off the slide.
10. Flood the slide from edge to edge with Gram's iodine. Let stand for one minute.
11. Rinse indirectly with water.
12. Decolorize with acetone – alcohol for about 10 seconds or until the alcohol drippings from the slide run clear.
13. Immediately rinse with water.
14. Counterstain with safranin for one minute.
15. Rinse with water and blot dry with bibulous paper.
16. Place the slide on the stage of the microscope and focus with the 10 X objective in place. Proceed to 40 X and, finally, add a drop of immersion oil directly onto the slide and rotate the 100 X objective into place.
17. Fine focus and examine the bacteria on 100 X. Observe for gram reaction, morphology, and arrangement of the bacteria. Record data in result section.
18. Replace and dispose of all supplies and equipment according to instructor (also see lab disposal book).
19. Disinfect work area, chair, test tube rack and any other item that may be contaminated with body fluids.
Results (40 points):
Team number and
Unknown Letter
Morphology (Shape)
( cocci or rods, or oval shaped yeast)
Arrangement
(singles, pairs, chains, or clusters, tetrads etc.)
(i.e. Team 1 an d U
nk A)
Normal Range: N/A
Conclusion (20 points): Write a sentence according to the instructor.
stating if your gram stain was performed correctly
Clinical Significance (20 points): Write a sentencestating why the gram stain test is necessary.
Questions (20 points):
1. What part of the organisms determines the gram stain reaction? ___________________________________
2. What is the purpose of heat fixing the slide prior to staining?
___________________________________
______________________________________________________________________________________
3. What is the name and purpose of each of the four solutions of the gram stain?
a. ____________________________________________________________________________________ b. ____________________________________________________________________________________ c. ____________________________________________________________________________________ d. ____________________________________________________________________________________
4. List two major bacterial morphologies. _______________________ _____________________________
5. Describe how the bacteria will appear at the end of the gram stain procedure if the decolorizer is left on too L ong? ________________________________
6. List 4 different bacteria arrangements.
a. ___________________________________ c. ___________________________________
b. ___________________________________ d. ___________________________________
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Sensible Algae Management Tips
Drs. Foster & Smith Educational Staff
Let's face it: If you keep an aquarium, you're going to grow algae. A little green is natural and can actually benefit a healthy habitat. In fact, aggressive attempts to eradicate algae altogether will more likely harm aquarium inhabitants and upset biological filtration. It's better to sensibly manage algae growth by finding a balance between no algae and nuisance algae.
While some algae growth is natural, nuisance algae is a sure sign of too much light or excess nutrients in your aquarium. Here's what you can do to help achieve a balance:
MANAGE PHOTOPERIODS
Algae thrives under unregulated artificial lighting. Take a tip from nature by limiting daily lighting cycles to 8 hours per day using a digital outlet timer.
PERFORM REGULAR WATER CHANGES
In a closed system, organic waste materials can quickly accumulate, indulging algae while endangering your fish. As part of an algae management regimen, perform partial (15-20%) water changes every 1-2 weeks to replenish water quality and curb aggressive algae growth.
KEEP UP WITH ROUTINE MAINTENANCE
Keep on schedule with filter cartridge changes, as spent media can quickly frustrate any attempts to keep the green in check. Also regularly inspect your filter's performance: Is the flow rate decreasing? Intakes unobstructed? Impellers spinning freely?
TEST & CONTROL PHOSPHATE LEVEL
Avoid overfeeding your fish and test your aquarium regularly to monitor phosphate level. If you haven't already, test your source water, as sometimes this algae-blooming nutrient may be coming right out of your tap. For total phosphate removal, consider using chemical filter media that neutralizes phosphate.
What is the best way to manage nuisance algae?
The most important thing to consider is that algae are a symptom of poor water quality. The most effective approach to algae management is to remedy the conditions that stimulate
Sensible Algae Management Tips - Page 1 of 2
Unauthorized use of any images, thumbnails, illustrations, descriptions, article content, or registered trademarks of Foster & Smith, Inc. is strictly prohibited under copyright law. Site content, including photography, descriptions, pricing, promotions, and availability are subject to change without notice. These restrictions are necessary in order to protect not only our copyrighted intellectual property, but also the health of pets, since articles or images that are altered or edited after download could result in misinformation that may harm companion animals, aquatic life, or native species.
SIPHON SUBSTRATE
This is where most of the uneaten food and fish waste eventually settles, so don't let poor water quality sneak up on you from below. Gravel-cleaning siphon systems make it easier than ever to keep up with monthly maintenance.
stimulate aggressive nuisance algae growth.
WHAT ABOUT ALGAECIDES?
Do everything you can to naturally keep algae in check before reaching for a quick fix. If using commercial aquarium algaecides, ALWAYS read and follow label instructions carefully. The chemicals in algaecides are often harmful to invertebrates and may compromise your biofiltration if not used correctly.
Don't be turned off by algae - be comfortable with the fact that some algae growth is a natural and beneficial aspect of aquarium keeping. By following a few simple steps, you too can find a balance between impossibly pristine and pleasantly green.
We Recommend:
Drs. Foster & Smith PhosPure®
Aqueon Aquarium Water Changer
Aquarium Pharmaceuticals Phosphate Test Kit
Coralife Power
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Minnesota K-12 Academic Standards in History and Social Studies Curriculum and Assessment Alignment Form
HISTORY AND SOCIAL STUDIES
If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be . . .I know of no safe depository of the ultimate powers of the society but the people themselves. And if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. - Thomas Jefferson
Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Jefferson's view, protect and maintain freedom. The Social Studies Standards on the following pages attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines of U.S. History, World History, Geography, Economics and Civics as required by Minnesota statutes.
These standards are written with the recognition that additional academic disciplines, Psychology, Sociology, and Anthropology, have strong traditions of instruction in Minnesota schools. Schools may choose to continue teaching in these academic disciplines as local traditions, interest, and school priorities dictate.
Minnesota Department of Education Page 1 Developed June 2007
Minnesota Academic Standards in History and Social Studies
HISTORY
What is History?
The study of History (Minnesota, U.S., and World) helps students to see how people in other times and places have grappled with the fundamental questions of truth, justice, and personal responsibility, to understand that ideas have real consequences, and to realize that events are shaped both by ideas and the actions of individuals.
The study of U.S. History helps students understand the democratic traditions of the United States and how these traditions were established and how they continue in the present. U.S. History also helps students understand that the United States is a nation built on ordinary and extraordinary individuals united in an on-going quest for liberty, freedom, justice, and opportunity. It helps students understand how much courage and sacrifice it has taken to win and keep liberty and justice.
The study of World History helps students understand the major developments in the civilizations of Europe, the Middle East, Africa, Asia, and the Americas. World History helps students recognize the "common problems of all humankind, and the increasing interactions among nations and civilizations that have shaped much of human life" and how individuals and nations have successfully or unsuccessfully met the challenges of human nature and their environment.
Why study History?
American History should be studied because, as Kenneth T. Jackson - chair of the Bradley Commission on History in the Schools - states, "Unlike many other peoples, Americans are not bound together by a common religion or a common ethnicity. Instead, our binding heritage is a democratic vision of liberty, equality, and justice. If Americans are to preserve that vision and bring it to daily practice, it is imperative that all citizens understand how it was shaped in the past, when events and forces either helped or obstructed it, and how it has evolved down to the circumstances and political discourses of our own time."
World History should be studied because of the increasing global connections in the areas of commerce, politics, technology and communications, transportation, and migration and resettlement. These increasing connections make an understanding of the history of the world's many cultures especially important in fostering the respect and understanding required in a connected and interdependent world.
Minnesota Department of Education Page 2 Developed June 2007
Minnesota Department of Education Page 3 Developed June 2007
Minnesota Department of Education Page 4 Developed June 2007
|---|---|---|---|---|
| I. U.S. HISTORY | D. Political Unrest and the American Revolution 1763- mid-1791 | The student will demonstrate an understanding of the causes and course of the American Revolution. | 1. Students will understand issues and events that led to the American Revolution, and analyze how these events affected the move toward independence from Britain. 2. Students will understand the principles of the Declaration of Independence, including inalienable rights and self- evident truths. 3. Students will analyze the roles of key individuals and political leaders in the American Revolution. 4. Students will know and understand key factors and events contributing to the defeat of the British. | |
| I. U.S. HISTORY | D. Political Unrest and the American Revolution 1763- mid-1791 | The student will demonstrate knowledge of how the principles of the American Revolution became the foundation of a new nation. | 1. Students will know and understand basic principles of the new government established by the Constitution of the United States. 2. Students will know reasons why the United States developed the Constitution, including the debates and compromises that led to the final document. | |
| I. U.S. HISTORY | E. Growth and Westward Expansion, 1801- 1861 | The student will demonstrate knowledge of western expansion, conflict, and reform in America. | 1. Students will examine the processes that led to the territorial expansion of the United States including wars and treaties with foreign nations and Indian nations, the Mexican-American War, annexation, Louisiana Purchase and other land purchases, and the removal of American Indians to reservations. 2. Students will analyze the impact of inventions and technologies on life in America, including the cotton gin, the steamboat, and the telegraph. | |
Minnesota Department of Education Page 5 Developed June 2007
| I. U.S. HISTORY | F. Civil War and Reconstruction, 1850s-1870s | The student will demonstrate knowledge of the causes of the Civil War. | 1. Students will identify and analyze the main ideas of the debate over slavery, abolitionism, states’ rights, and explain how they resulted in major political compromises. 2. Students will identify on a map the states that seceded from the Union, and those that remained in the Union. |
|---|---|---|---|
| I. U.S. HISTORY | F. Civil War and Reconstruction, 1850s-1870s | The student will demonstrate knowledge of major events and people of the Civil War. | 1. Students will know and understand the roles of significant figures and battles of the Civil War Era and analyze their significance, including Frederick Douglass, Abraham Lincoln, Jefferson Davis, Harriet Tubman and Battle of Gettysburg. 2. Students will analyze the aftermath of the war and its effects on citizens from the North and South including free blacks, women and former slaveholders. |
| I. U.S. HISTORY | G. Reshaping the Nation and the Emergence of Modern America, 1877-1916 | The student will analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. | 1. Students will identify and understand the reasons for the increase in immigration, growth of cities, new inventions, and political challenges to American government arising from the industrial revolution, and analyze their impact. 2. Students will identify and explain racial segregation and racism, including the rise of “Jim Crow,” the Ku Klux Klan, discrimination against immigrants, and the relocation of American Indian tribes to reservations, and analyze the impact of these actions. 3.Students will analyze how the rise of big business, the growth of industry, and the change in life on American farms and small towns with increased mechanization |
Minnesota Department of Education Page 6 Developed June 2007
|---|---|---|---|---|
| | | | changed life in America. 4. Students will analyze the impact of the Progressive Movement on child labor and working conditions; the rise of organized labor; women’s suffrage and the temperance movement, and identify the contributions of individuals in these movements. | |
| I. U.S. HISTORY | H. World Wars and the Emergence of Modern America, 1900-1930s | The student will demonstrate knowledge of the political, geographical, cultural, social, and economic forces shaping the modern United States. | 1. Students will know and understand the reasons for the Spanish-American War and its resulting impact. 2. Students will know and understand the United States' actions in the Pacific, and resulting international reactions. 3. Students will identify and understand the struggles and contributions of African American leaders of this period, including W.E.B. DuBois and Booker T. Washington, and compare their ideas. | |
Minnesota Department of Education Page 7 Developed June 2007
| I. U.S. HISTORY | I. A World at War, 1930s-1945 | The student will understand and analyze the economic, social, and political transition of the United States before, during and after World War II. | 1. Students will examine causes and analyze the effects of the Great Depression and the impact of the New Deal. 2. Students will analyze the major causes and effects of American neutrality and eventual involvement in World War II, including the America First movement, lend-lease, and the impact of Pearl Harbor. 3. Students will recognize major events, battles and significant leaders in World War II and analyze their impact, including Franklin Roosevelt, Harry S. Truman, Winston Churchill, Adolph Hitler, the Battle for Midway, the invasion of Normandy, and the decision to drop the atomic bomb on Japan. 4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.” |
|---|---|---|---|
| I. U.S. HISTORY | J. Post WWII Era, 1945-1980 | The student will analyze the economic, social, and political transformation of the United States and the world between the end of World War II and the present. | 1. Students will understand and explain the rebuilding of Europe and Japan after World War II, including the Marshall Plan and the American occupation of Japan. 2. Students will understand and analyze the emergence of the United States as a superpower, and its pivotal role in the establishment of the United Nations. 3. Students will analyze the role of American foreign policy and military action during the Cold War era, including the Truman Doctrine, Korean and Vietnam Wars and the Cuban Missile Crisis. 4. Students will explain the changing |
Minnesota Department of Education Page 8 Developed June 2007
|---|---|---|---|---|
| | | | patterns of society, expanded educational and economic opportunities for military veterans, women, and minorities. 5. Students will identify major Supreme Court decisions during this era and analyze their impact, including Brown vs. Board of Education. | |
Minnesota Department of Education Page 9 Developed June 2007
|---|---|---|---|---|
| I. U.S. HISTORY | C. Three Worlds Converge, 1450- 1763 | The student will understand the economic development of the English colonies in North America and the exploitation of enslaved Africans. | 1. Students will describe and evaluate the enslavement of Africans, the Middle Passage and the use of slave labor in European colonies. | |
| I. U.S HISTORY | D. Revolution and the New Nation, 1763- 1820 | The student will demonstrate knowledge of the causes, course, and consequences of the American Revolution. | 1. Students will analyze the major economic, political, and philosophical conflicts leading to the American Revolution including the roles of the First and Second Continental Congresses and the Declaration of Independence. 2. Students will explain how and why the Americans won the war against superior British resources, analyzing the role of key leaders, major campaigns and events, and participation by ordinary soldiers and civilians. 3. Students will explain the impact of the Revolutionary War on groups within American society, including loyalists, patriots, women and men, Euro- Americans, enslaved and free African Americans, and American Indians. | |
|---|---|---|---|---|
| I. U.S HISTORY | E. Revolution and the New Nation, 1763- 1820 | The student will understand the foundation of the American government and nation. | 1. Students will identify and explain the basic principles that were set forth in the documents that declared the nation’s independence (the Declaration of Independence, inalienable rights and self-evident truths) and that established the new nation’s government (the Constitution). 2. Students will describe and evaluate the major achievements and problems of the Confederation period, and analyze the debates over the Articles of Confederation and the revision of governmental institutions that created the U.S. Constitution and the Bill of Rights, and the interpretive function of the Supreme Court. 3. Students will describe and explain the emergence of the first American party system. | |
| I. U.S HISTORY | F. Expansion, Innovation, and Reform, 1801- 1861 | The student will demonstrate knowledge of the early republic and how territorial expansion affected foreign relations. | 1. Students will describe the causes and analyze the effects of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine. 2. Students will analyze the impact of territorial expansion on American Indian nations and the evolution of federal and state Indian policies. 3. Students will analyze the causes and consequences of U.S. geographic expansion to the Pacific, including the concept of Manifest Destiny and the Mexican-American War. | |
|---|---|---|---|---|
| I. U.S HISTORY | G. Expansion, Innovation, and Reform, 1801- 1861 | The student will understand how explosive growth (economic, demographic, geographic) and technological innovation transformed American society. | 1. Students will describe and analyze the impact of innovations in industry, technology and transportation on life in America. 2. Students will examine demographic growth and patterns of population change and their consequences for American society before the Civil War. | |
| I. U.S HISTORY | H. Expansion, Innovation, and Reform, 1801- 1861 | The student will understand the sources, characteristics, and effects of antebellum reform movements. | 1. Students will understand the sources, characteristics and effects of cultural, religious and social reform movements, including the abolition, temperance, and women’s rights movements. | |
| I. U.S HISTORY | H. Expansion, Innovation, and Reform, 1801- 1861 | The student will understand the extension, restriction, and reorganization of political democracy after 1800. | 1. Students will describe and analyze changes in American political life including the spread of universal white male suffrage, restrictions on free African Americans, and the emergence of the Second Party System. | |
| I. U.S HISTORY | I. Civil War and Reconstruction, 1850-1877 | The student will demonstrate knowledge of the long- and short-term causes of the Civil War | 1. Students will identify and explain the economic, social, and cultural differences between the North and the South. 2. Students will understand and analyze the political impact of debates over slavery and growing sectional polarization in key events including the Missouri Compromise, the Compromise of 1850 and the Fugitive Slave Law, the rise of the Republican party, the Southern secession movement and the formation of the Confederacy. | |
|---|---|---|---|---|
| I. U.S HISTORY | I. Civil War and Reconstruction, 1850-1877 | The student will understand the course, character, and outcome of the Civil War. | 1. Students will identify events and leaders of the war, and analyze how the differences in resources of the Union and Confederacy (economy, technology, demography, geography, political and military leadership) affected the course of the war and Union victory. 2. Students will describe and explain the social experience of the war on battlefield and home front, in the Union and the Confederacy. 3. Students will analyze the significance of Lincoln’s Gettysburg Address and its views of American political life. | |
| I. U.S HISTORY | I. Civil War and Reconstruction, 1850-1877 | The student will demonstrate knowledge of the consequences of Civil War and Reconstruction. | 1. Students will describe the content of and reasons for the different phases of Reconstruction, and analyze their successes and failures in transforming social and race relations. 2. Students will understand and explain the political impact of the war and its aftermath in Reconstruction, including emancipation and the redefinition of freedom and citizenship, expansion of the federal bureaucracy; expansion of federal authority and its impact on states’ rights. | |
| I. U.S. HISTORY | J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 | The student will analyze the process of westward expansion in the late 19th Century. | 1. Students will demonstrate knowledge of the effects of post-Civil War westward expansion including the resulting conflicts with American Indian nations. | |
|---|---|---|---|---|
| I. U.S. HISTORY | J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 | The student will describe and analyze the linked processes of industrialization and urbanization after 1870. | 1. Students will demonstrate knowledge about how the rise of corporations, heavy industry, and mechanized farming transformed the American economy, including the role of key inventions and the growth of national markets. 2. Students will demonstrate knowledge of the rapid growth of cities and the transformation of urban life, including the impact of migration from farms and new technologies, the development of urban political machines, and their role in financing, governing, and policing cities. | |
| I. U.S. HISTORY | J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 | The student will demonstrate knowledge of the causes and consequences of immigration to the United States from 1870 to the First World War. | 1. Students will demonstrate knowledge of the massive wave of “New” immigration after 1870, its differences from the “Old” immigration, and its impact on new social patterns, conflicts, and ideas of national unity. | |
| I. U.S. HISTORY | J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 | The student will understand the origins of racial segregation. | 1. Students will demonstrate knowledge of the imposition of racial segregation, African American disfranchisement, and growth of racial violence in the post- reconstruction South, the rise of “scientific racism,” and the debates among African-Americans about how best to work for racial equality. | |
| I. U.S. HISTORY | J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 | The student will describe how industrialization changed nature of work and the origins and role of labor unions in the 1870s, 1880s, and 1890s. | 1. Students will demonstrate knowledge about how the rise of industry changed the nature of work in factories, the origins of labor unions, and the role of state and federal governments in labor conflicts. |
|---|---|---|---|
| I. U.S. HISTORY | J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 | The student will understand the changing dynamics of national politics in the late 19th Century. | 1. Students will demonstrate knowledge about the ways the American people responded to social, economic, and political changes through electoral politics and social movements such as populism and temperance. |
| I. U.S. HISTORY | J. Reshaping the Nation and the Emergence of Modern America, 1877- 1916 | The student will understand the causes and consequences of American expansionism and the Spanish-American War. | 1. Students will examine the causes of the Spanish-American war and analyze its effects on foreign policy, national identity, and the debate over the new role of America as a growing power in the Pacific and Latin America. |
| I. U.S. HISTORY | K. The Emergence of Modern America, 1890- 1930 | The student will analyze the wide range of reform efforts known as Progressivism between 1890 and the First World War. | 1. Students will demonstrate knowledge of how Progressives addressed problems of industrial capitalism, urbanization, and political corruption. 2. Students will analyze the debates about woman suffrage and demonstrate knowledge of the successful campaign that led to the adoption of the 19th Amendment granting women the right to vote. |
| I. U.S. HISTORY | K. The Emergence of Modern America, 1890- 1930 | The student will understand the causes and consequences of World War I. | 1. Students will analyze the causes of World War I and identify key people, major events, and the war’s impact on American foreign and domestic policy. |
|---|---|---|---|---|
| I. U.S. HISTORY | K. The Emergence of Modern America, 1890- 1930 | The student will understand how the United States changed politically, culturally, and economically from the end of World War I to the eve of the Great Depression. | 1. Students will analyze how developments in industrialization, transportation, communication, and urban mass culture changed American life. 2. Students will describe key social changes related to immigration, social policy, and race relations. 3. Students will examine the changing role of art, literature and music in the 1920s and 30s. | |
| I. U.S. HISTORY | L. The Great Depression and World War II, 1929-1945 | The student will understand the origins and impact of Great Depression and the New Deal, 1929-1940. | 1. Students will demonstrate knowledge of the causes of the Great Depression and how it affected Americans in all walks of life. 2. Students will demonstrate knowledge of how the New Deal addressed the Great Depression and transformed American federalism. | |
| I. U.S. HISTORY | M. The Great Depression and World War II, 1929-1945 | The student will understand the origins of World War II, the course of the war, and the impact of the war on American society. | 1. Students will demonstrate knowledge of the international background of World War II and the debates over American involvement in the conflict. 2. Students will demonstrate knowledge of key leaders and events of World War II and how the Allies prevailed. 3. Students will describe the impact of the war on people such as women, African Americans and Japanese Americans. | |
| I. U.S. HISTORY | N. Post-War United States, 1945-1972 | The student will understand the social and economic changes in the United States, 1945-1960 | 1. Students will demonstrate knowledge of social transformation in post-war United States. 2. Students will understand the post-war economic boom and its impact on demographic patterns, role of labor, and multinational corporations. |
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| I. U.S. HISTORY | N. Post-War United States, 1945-1972 | The student will understand the Cold War, its causes, consequences and its military conflicts. | 1. Students will demonstrate knowledge of key events of the Cold War and the causes and consequences of the Korean War. 2. Students will analyze America’s involvement in the Vietnam War. |
| I. U.S. HISTORY | N. Post-War United States, 1945-1972 | The student will understand the key domestic political issues and debates in the postwar era to 1972. | 1. Students will demonstrate knowledge of the domestic policies and civil rights issues of the Truman and Eisenhower administrations. 2. Students will analyze provisions of Kennedy’s New Frontier and Johnson’s Great Society. 3. Students will analyze the impact of the foreign and domestic policies of Nixon. |
| I. U.S. HISTORY | N. Post-War United States, 1945-1972 | The student will understand the changes in legal definitions of individual rights in the 1960s and 1970s and the social movements that prompted them. | 1. Students will demonstrate knowledge of the “rights revolution” including the civil rights movement, women’s rights movements, expansion of civil liberties, and environmental and consumer protection. |
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| I. U.S. HISTORY | O. Contemporary United States, 1970 to the present | The student will understand the evolution of foreign and domestic policy in the last three decades of the 20th Century and the beginning of the 21st Century. | 1. Students will demonstrate knowledge of the changing domestic and foreign policies in the Ford, Carter, Reagan, George H. W. Bush, and Clinton, George W. Bush administrations. 2 Students will demonstrate knowledge of economic, social, and cultural developments in contemporary United States. 3. Students will know and describe the political and economic policies that contributed to the collapse of the Soviet Union and the end of the Cold War. | |
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| II. MINNESOTA HISTORY | D. Civil War and Dakota War 1860- 1864 | The student will know and understand Minnesota’s role in the Civil War and the impact of the Dakota War of 1862. | 1. Students will describe the attitudes of Minnesotans toward slavery in the period before the Civil War and analyze the factors shaping these attitudes. 2. Students will describe Minnesota’s role in the Civil War, both on the home front and on the battlefront, including the role of the First Minnesota Regiment. 3. Students will compare the different perspectives of settlers and Dakota people on the causes and the effects of the Dakota War of 1862. | |
| II. MINNESOTA HISTORY | E. Industrial Era 1865-1914 | The student will know and understand Minnesota’s major industries and the economic, social, political, and technological changes that accompanied industrialization. | 1. Students will know and explain the roles of people, politics, natural resources, transportation, and technology in the development of Minnesota’s early industries (lumbering, mining, and agriculture). 2. Students will describe the impact of industrialization on work, home, leisure life, politics, immigration, urbanization, and changes in the physical landscape. 3. Students will describe the various goals, strategies, and accomplishments of social reform movements in Minnesota and analyze their impact. | |
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| II. MINNESOTA HISTORY | F. World Wars I and II, and the Interwar period, 1914- 1945 | The student will know and understand the impact on Minnesota of World War I and World War II, as well as, the social and economic changes of the 1920s and the 1930s. | 1. Students will understand the issues that Minnesotans faced during World War I and how they responded to them. 2. Students will demonstrate the knowledge the social, political, and economic changes of the 1920s and 1930s and analyze the impact of the Great Depression and the New Deal. 3. Students will describe Minnesota’s contributions to World War II and analyze the impact of the war on Minnesota. | |
| II. MINNESOTA HISTORY | G. Post-World War II to the Present | The student will know and understand Minnesota’s role in the major social, economic and political changes, both national and international, in the last half of the 20th Century through the present, and analyze the impact of those changes. | 1. Students will explain how Minnesota has both affected and been affected by the events, people, and changes in the nation and the world. 2. Students will identify and describe significant demographic changes in Minnesota and issues related to those changes and analyze the significance of their impact. 3. Students will develop and share an understanding of what it means to be a Minnesotan, and what is the contemporary significance of Minnesota for the nation and the world. 4. Students will identify and describe significant land use changes in Minnesota, issues related to land use, and analyze the impact of those changes and issues. | |
| III. WORLD HISTORY | A. Beginnings of Human Society | The student will demonstrate knowledge of selected attributes and historical developments of various ancient societies in Africa, the Americas, Asia, and Europe. | 1. Students will describe the migration of people from Africa to other world regions. 2. Students will describe the development of agriculture and its effect on human communities. 3. Students will illustrate or retells the main ideas from stories that disclose the origins, history and traditions of various cultures around the world. 4. Students will describe significant historical achievements of various cultures of the world. |
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| III. WORLD HISTORY | B. Classical Civilizations and World Religions 1000 BC - 600 AD | The student will describe classical civilizations in Africa, Asia, and Mesoamerica. | 1. Students will describe the emergence of states in Sub-Saharan Africa and explains how iron working diffused in Africa. 2. Students will describe how the Chinese Empire was united. 3. Students will analyze the relationship between agriculture and the development of complex societies in Mesoamerica. 4. Students will describe and compare major religious systems and practices. |
| III. WORLD HISTORY | C. Classical Civilizations and World Religions 1000 BC - 600 AD | The student will describe classical civilizations in Europe and the West. | 1. Students will demonstrate knowledge of ancient Greek civilization, including art, politics, and philosophy. 2. Students will demonstrate knowledge of ancient Rome, including art, politics and philosophy. |
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| III. WORLD HISTORY | D. World Civilizations, Expansions of Cultural, Commercial an Political Contacts, 600 AD - 1500 AD | The student will understand the causes and consequences of emerging civilizations and increased contact across the cultural regions of Eurasia and Africa. | 1. Students will analyze the spread of Islamic civilization to western Europe, India and Africa. 2. Students will describe the expansion of the Chinese Empire and its effect on political and cultural life. 3. Students will describe the formation of states in sub-Saharan Africa and the Americas. | |
| III. WORLD HISTORY | E. Western Civilizations, Renaissance and Reformation 1000 AD - 1700 AD | The student will demonstrate knowledge of important historical, cultural, and social events in Europe during the Middle Ages. | 1. Students will demonstrate knowledge of the Renaissance in Europe. 2. Students will demonstrate knowledge of the age of exploration. 3. Students will demonstrate knowledge of the Reformation including important figures of the era. 4. Students will demonstrate knowledge of scientific, political, economic and social changes starting in the 17th Century, including the Enlightenment. | |
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| III. WORLD HISTORY | F. World Civilizations, Toward a Global Culture, 1500 - 1770 AD | The student will examine changing forms of cross- cultural contact, conflict and cooperation that resulted from the interconnections between Eurasia, Africa and the Americas. | 1. Students will explain the characteristics of the trading system that linked peoples of Africa, Asia, and Europe around 1450. 2. Students will describe early European explorations, settlements, and empires. 3. Students will analyze the strengths and limitations of the Chinese Empire under the Ming Dynasty. 4. Students will understand patterns of change in Africa in the era of the slave trade and the slave plantation system in the Americas. 5. Students will identify the causes and consequences of global migrations of Europeans, Africans, and Asians. | |
| III. WORLD HISTORY | G. Western Civilizations, Age of Revolution and Reaction, 1640- 1920 AD | The student will demonstrate knowledge of the rise of colonialism and its effects worldwide. | 1. Students will examine the effects of imperialism on the colonial societies of the 18th, 19th and 20th Centuries. | |
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| III. WORLD HISTORY | B. World Civilizations and Religions, 1000 BC - 500 AD | The student will demonstrate knowledge of ancient Greek civilization and its influence throughout Eurasia, Africa and the Mediterranean. | 1. Students will analyze the influence of geography on Greek economic, social, and political development, and compare the social and political structure of the Greek city-states with other contemporary civilizations. 2. Students will analyze the influence of Greek civilization beyond the Aegean including the conflicts with the Persian empire, contacts with Egypt and South Asia, and the spread of Hellenistic culture throughout the Mediterranean. | |
| III. WORLD HISTORY | B. World Civilizations and Religions, 1000 BC - 500 AD | The student will demonstrate knowledge of ancient Rome from about 500 BC - 500 AD and its influence in relation to other contemporary civilizations. | 1. Students will analyze the influence of geography on Roman economic, social and political development, and compare its social and political structure to other contemporary civilizations. 2. Students will compare Roman military conquests and empire building with those of other contemporary civilizations. 3. Students will analyze the influence of Roman civilization, including the contacts and conflicts with it and other peoples and civilizations in Eurasia, Africa and the Near East. 4. Students will compare the disintegration of the Western Roman Empire with the fate of other contemporary empires. | |
| III. WORLD HISTORY | C. World Civilizations and Religions, 1500 BC - 700 AD | The student will demonstrate knowledge of the history and rise of major world religions. | 1. Students will understand the history, geographic locations, and characteristics of major world religions, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, as well as indigenous religious traditions. | |
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| III. WORLD HISTORY | D. Early Medieval & Byzantium, 400 AD - 1000 AD | The student will demonstrate knowledge of the Byzantine Empire. | 1. Students will describe the events leading to the establishment of Constantinople as the capital of the Eastern Roman Empire and analyze the significance of this event. 2. Students will describe Byzantine culture and examine disputes and why they led to the split between Eastern and Western Christianity. | |
| III. WORLD HISTORY | D. Early Medieval & Byzantium, 400 AD - 1000 AD | The student will demonstrate knowledge of Europe during the Middle Ages from about 500 - 1000 AD in terms of its impact on Western civilization. | 1. Students will describe the spread and influence of Christianity throughout Europe and analyze its impact. 2. Students will explain the structure of feudal society and analyze how it impacted all aspects of feudal life. | |
| III. WORLD HISTORY | E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD | The student will demonstrate knowledge of Islamic civilization from about 600 - 1000 AD. | 1. Students will identify historical turning points that affected the spread and influence of Islamic civilization, including disputes that led to the split between Sunnis and Shi’ah (Shi’ites). 2. Student will explain significant features of the Islamic culture during this period. | |
| III. WORLD HISTORY | E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD | The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns. | 1. Students will describe the influence of geography on the cultural and economic development of Japan, China, Southeast Asia and India. 2. Students will describe the influence of geography on the cultural and economic development of the African kingdoms of Ghana, Mali and Songhai. | |
| III. WORLD HISTORY | E. Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD | The student will demonstrate knowledge of the interactions between Christendom and the Islamic world, 750 - 1500 AD. | 1. Students will describe the emergence of European states of Christendom and analyze the conflicts among them and other Eurasian powers. 2. Students will describe the emergence of Islamic states in Africa, the Near East, Iberia and India, and analyze the conflicts among them and other Eurasian powers. 3. Students will analyze the clashes between Christendom, Islam, and other peoples and polities. 4. Students will analyze the emergence of the Ottoman Empire and its implications for Christendom, the Islamic World, and other polities. |
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| III. WORLD HISTORY | E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD | The student will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. | 1. Students will compare the Indian Ocean region with the Mediterranean Sea region in terms of economic, political, and cultural interactions, and analyze the nature of their interactions after 1250 CE. 2. Students will compare Chinese exploration and expansion in the Indian Ocean and East Africa with European exploration and expansion in the Atlantic Ocean and West Africa. 3. Students will analyze the economic, political, and cultural impact of maritime exploration and expansion. |
| III. WORLD HISTORY | E. Global Encounters, Exchanges, and Conflicts, 500 AD -1500 AD | The student will demonstrate knowledge of complex societies and civilizations in the Americas. | 1. Students will compare the emergence, expansion and structures of Mayan, Incan, and Aztec civilizations. 2. Students will analyze patterns of long distance trade centered in Mesoamerica. |
| III. WORLD HISTORY | E, Global Encounters, Exchanges, and Conflicts, 500 AD - 1500 AD | The student will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period. | 1. Students will describe the emergence of European states and analyze the impact. 2. Students will explain conflicts among Eurasian powers. 3. Students will identify patterns of crisis and recovery related to the Black Death, and evaluate their impact. 4. Students will explain Greek, Roman, and Arabic influence on Western Europe. |
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| III. WORLD HISTORY | F. Emergence of a Global Age, 1450 AD - 1800 AD | The student will demonstrate knowledge of economic and political interactions among peoples of Europe, Asia, Africa, and the Americas. | 1. Students will explain why European powers were able to extend political control in some world regions and not others, in the 15th and 16th Centuries. 2. Students will explain the consequences of the exchange of plants, animals, and disease microorganisms in both the Americas and Eurasia. 3. Students will explain the development of a world market of mineral and agricultural commodities. 4. Students will explain the development of the trans-Atlantic African slave trade and its impact on African and American societies. |
| III. WORLD HISTORY | F. Emergence of a Global Age, 1450 AD - 1800 AD | The student will demonstrate knowledge of development leading to the Renaissance and Reformation in Europe in terms of its impact on Western civilization. | 1. Students will identify and analyze the economic foundations of the Renaissance. 2. Students will describe the rise of the Italian city-states, identify the role of political leaders, and evaluate the impact. 3. Students will identify individuals and analyze their contributions to the artistic, literary, and philosophical creativity of the period. |
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| | | | 4. Students will analyze the short- and long- term effects of the religious, political and economic differences that emerged during the Reformation. | |
| III. WORLD HISTORY | F. Emergence of a Global Age, 1450 AD - 1800 AD | The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD. | 1. Students will identify and explain the impact of exploration on culture and economies. 2. Students will describe the location and development of the Ottoman Empire. | |
| III. WORLD HISTORY | G. Age of Empires and Revolutions, 1640 - 1920 AD | The student will demonstrate knowledge of the integration of large territories under regional and global empires. | 1. Students will examine and analyze how trade- based empires laid the foundation for the global economy. 2. Students will explain the impact of increased global trade on regional economies. 3. Students will analyze the impact of military conflicts among imperial powers on trade and sovereignty. 4. Students will understand and analyze the role of religion as an integrative force in the empires. 5. Students will understand and analyze the interaction between imperial governments and indigenous peoples. | |
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| III. WORLD HISTORY | G. Age of Empires and Revolutions, 1640 AD - 1920 AD | The student will demonstrate knowledge of scientific, political, philosophical, economic and religious changes during the 17th and 18th centuries. | 1. Students will describe the Scientific Revolution, its leaders, and evaluate its effects. 2. Students will describe the Age of Absolutism, identify its leaders, and analyze its impact. 3. Students will identify the leaders and analyze the impacts of the English Civil War and the Glorious Revolution on the development of English constitutionalism. 4. Students will explain the ideas of the Enlightenment contrasted with ideas of medieval Europe, and identify important historical figures and their contributions. 5. Students will analyze the causes, conditions and consequences of the French Revolution and compare and contrast it with the American Revolution. | |
| III. WORLD HISTORY | G. Age of Empires and Revolutions, 1640 AD - 1920 AD | The student will demonstrate knowledge of political and philosophical developments in Europe during the 19th Century. | 1. Students will analyze the Napoleonic Wars and the Concert of Europe. 2. Students will describe the factors leading to the Revolutions of 1830 and 1848, and describe their long-term impact on the expansion of political rights in Europe. 3. Students will describe major scientific, technological, and philosophical developments of the 19th Century and analyze their impact. | |
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| III. WORLD HISTORY | G. Age of Empires and Revolutions, 1640 AD - 1920 AD | The student will demonstrate knowledge of European and American expansion. | 1. Students will explain the rise of U.S. influence in the Americas and the Pacific. 2. Students will analyze the motives and consequences of European imperialism in Africa and Asia. 3. Students will compare motives and methods of various forms of colonialism and various colonial powers. | |
| III. WORLD HISTORY | G. Age of Empires and Revolutions, 1640 AD - 1920 AD | The student will demonstrate knowledge of the effects of the Industrial Revolution during the 19th Century. | 1. Students will explain industrial developments and analyze how they brought about urbanization as well as social and environmental changes. | |
| III. WORLD HISTORY | H. Global Conflict, 1914AD - 1945 AD | The student will demonstrate knowledge of the worldwide impact of World War I. | 1. Students will analyze the economic and political causes of World War I and how they interacted as well as the impact of technology on the war. 2. Students will examine the Treaty of Versailles and analyze the impact of its consequences. 3. Students will analyze causes and consequences of the Russian Revolution and assess its significance. 4. Students will examine the League of Nations and analyze the reasons for its failure. 5. Students will examine events related to the rise and aggression of dictatorial regimes in the Soviet Union, Germany, Italy and Japan, and the human costs of their actions. | |
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| III. WORLD HISTORY | H. Global Conflict, 1914AD– 1945 AD | The student will demonstrate knowledge of the worldwide impact of World War II. | 1. Students will analyze economic and political causes of World War II and examine the role of important individuals during the war and the impact of their leadership. 2. Students will understand and analyze impact of the Holocaust and other examples of genocide in the 20th Century. 3. Students will explain the reasons for the formation of the United Nations. | |
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| III. WORLD HISTORY | I. The Post-War Period, 1945 AD - Present | The student will demonstrate knowledge of political, economic, social and cultural aspects of independence movements and development efforts. | 1. Students will analyze the independence movement in India, the role of Gandhi, and the effectiveness of civil disobedience in this revolution. 2. Students will analyze the struggle for independence in African nations. 3. Students will explain how international conditions contributed to the creation of Israel and analyze why persistent conflict exists in the region. 4. Students will analyze how Middle Eastern protectorate states achieved independence from England and France in the 20th Century, and the current day significance of the oil reserves in this region. 5. Students will understand the reasons for the rise of military dictatorships and revolutionary movements in Latin America. | |
| III. WORLD HISTORY | I. The Post-War Period, 1945 AD - Present | The student will demonstrate knowledge of significant political and cultural developments of the late 20th Century that affect global relations. | 1. Students will examine human rights principles and how they have been supported and violated in the late 20th Century. 2. Students will describe and analyze processes of “globalization” as well as persistent rivalries and inequalities among the world’s regions, and assess the successes and failures of various approaches to address these. | |
| III. WORLD HISTORY | I. The Post-war Period, 1945 AD -present | The student will identify challenges and opportunities as we enter the 21st Century. | 1. Students will demonstrate knowledge of the continuing impact of September 11, 2001. | |
| Strand | Sub- Strand | Standards | Benchmarks | Curriculum | Assessment |
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| HISTORICAL SKILLS GRADES K-3 | | | | | |
| IV. HISTORICAL SKILLS | A. Concepts of Time | The student will demonstrate chronological thinking. | 1. Students will define and use terms for concepts of historical time. 2. Students will place events in chronological order and construct timelines. | | |
| IV. HISTORICAL SKILLS | B. Historical Resources | The student will understand that we can learn about the past from different sorts of evidence. | 1. Students will compare different kinds of historical sources and describe the different sorts of information the sources provide. | | |
| HISTORICAL SKILLS GRADES 4-8 | | | | | |
| IV. HISTORICAL SKILLS | A. Concepts of Time | The student will acquire skills of chronological thinking. | 1. Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades. | | |
| IV. HISTORICAL SKILLS | B. Historical Resources | The student will begin to use historical resources. | 1. Students will identify, describe, and extract information from various types of historical sources, both primary and secondary. 2. Students will assess the credibility and determine appropriate use of different sorts of sources. 3. Students will investigate the ways historians learn about the past if there are no written records. | | |
| IV. HISTORICAL SKILLS | C. Historical Inquiry | The student will apply research skills by investigating a topic in U.S. history. | 1. Students will define a research topic that can be studied using a variety of historical sources. 2. Students will identify, locate, and use repositories of research materials including libraries, the Internet, historical societies, historic sites, and archives, as appropriate for their project. 3. Students will develop strategies to find, collect, and organize historical research. | | |
| IV. HISTORICAL SKILLS | C. Historical Inquiry | The student will analyze historical evidence and draw conclusions. | 1. Students will understand that primary sources document first-hand accounts of historical events and secondary sources may be influenced by the author’s interpretation of historical events. 2. Students will compare perspectives in primary and secondary sources and determine how the different perspectives shaped the authors’ view of historical events. 3. Students will understand the concepts of historical context and multiple causation. 4. Students will create a timeline that illustrates the relationship of their topic to other historic events. |
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| IV. HISTORICAL SKILLS | C. Historical Inquiry | The student will present and explain the findings of a research project. | 1. Students will analyze how historians present their work in multiple formats. 2. Students will select a presentation medium for their project and learn the skills necessary to communicate their ideas. 3. Students will articulate a clear thesis statement that explains the historical relevance of their research topic. 4. Students will learn how to cite sources and to document their research in the form of a bibliography. 5. Students will learn what constitutes plagiarism and how to paraphrase appropriately other people’s work in a new interpretive format. |
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| IV. HISTORICAL SKILLS | A. Historical Inquiry | The student will analyze historical evidence and draw conclusions. | 1. Students will understand the use of secondary sources to provide background and insights on historical events, and that secondary sources might reflect an author’s bias. 2. Students will identify the principal formats of published secondary source material and evaluate such sources for both credibility and bias. 3. Students will compare and contrast primary sources to analyze first-hand accounts of historical events and evaluate such sources for both credibility and bias. 4. Students will review primary and secondary sources and compare and contrast their perspectives to shape their presentation of information relevant to their research topic. 5. Students will understand the historical context of their research topic and how it was influenced by, or influenced, other historical events. 6. Students will evaluate alternative interpretations of their research topic and defend or change their analysis by citing evidence from primary and secondary sources. | |
Minnesota Academic Standards in Social Studies
GEOGRAPHY
What is Geography?
Geography is the science of space and place on Earth's surface. It is an integrative discipline that brings together the physical and human dimensions of our world. Geography's subject matter is the spatial arrangement of the physical and human phenomena that make up the world's environments and gives character to places, large and small. Geography describes the changing patterns of places in words, maps, numbers and graphics, explains how these patterns come to be, and unravels their meaning.
Geography captures the imagination. It stimulates curiosity about the world and the world's diverse inhabitants and places as well as about local regions and global issues. It enables us to understand our home by opening windows on the rest of the world.
Why study Geography?
To be successful contributors to a democratic society, all individuals need to have an understanding of geography, which means that they need to have an understanding of the spatial context of people, places and environments on Earth.
The geographically literate person knows where important things are, why they are located in those places and the significance of the locational patterns of the world. Furthermore, she comprehends the nature and significance of multiple connections between people and places around the world.
This statement on the nature of geographic education is based on Geography for Life: National Geography Standards developed by the Geography Education Standards Project on behalf of the American Geographical Society, Association of American Geographers, National Council for Geographic Education and the National Geographic Society.
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| V. GEOGRAPHY | B. Maps and Globes | The student will use and create maps and globes to locate people, places and things. | 1. Students will locate places by using simple maps, and understand that maps are drawings of locations and places as viewed from above. 2. Students will recognize and locate the outline shape of the state of Minnesota on a map/globe. 3. Students will create and interpret simple maps using the map elements of title, direction, symbols, and a map key or legend. 4. Students will locate the continents and oceans on a map of the world and a globe. 5. Students will recognize the outline shape of the contiguous United States. 6. Students will recognize the outline shapes of countries and locate cultures and civilizations studied in history. | |
| V. GEOGRAPHY | B. Maps and Globes | The student will use maps and globes to demonstrate specific geographical knowledge. | 1. Students will locate on a map the major world countries, states and major cities of the United States. 2. Students will use an atlas to locate geographic information. | |
| V. GEOGRAPHY | C. Physical Features and Processes | The student will distinguish between physical and human- made features of places on the Earth’s surface. | 1. Students will name and locate physical features of the United States, including places about which they have read. 2. Students will name and locate major human-made features of the United States, including features about which they have read. | |
| Strand | Sub-Strand | Standards | | Benchmarks | Curriculum |
|---|---|---|---|---|---|
| V. GEOGRAPHY | B. Maps and Globes | The student will use maps and globes to demonstrate specific and increasingly complex geographic knowledge. | 1. Students will use political and thematic maps to locate major physical and cultural regions of the world and ancient civilizations studied. 2. Students will locate and map areas of major world religions and how they have changed geographically, including Judaism, Hinduism, Buddhism, Confucianism, Christianity, Islam, and indigenous religious traditions. 3. Students will distinguish differences among, uses of and limitations of different kinds of thematic maps used to describe the development of the United States. 4. Students will distinguish differences among uses of, and limitations of, different kinds of thematic maps to describe the development of Minnesota. | | |
| V. GEOGRAPHY | B. Maps and Globes | The student will make and use maps to acquire, process, and report on the spatial organization of people and places on Earth. | 1. Students will create a variety of maps to scale. 2. Students will compare and contrast the differences among a variety of maps and explain the appropriate use of projections, symbols, coloring and shading, and select maps appropriate for answering questions they have. | | |
| V. GEOGRAPHY | C. Physical Features and Processes | The student will use basic terminology describing basic physical and cultural features of continents studied. | 1. Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied. 2. Students will describe and locate major physical features in their local community and analyze their impact on the community. | | |
| Strand | Sub-Strand | Standards | | Benchmarks | Curriculum |
|---|---|---|---|---|---|
| V. GEOGRAPHY | C. Physical Features and Processes | The student will identify and locate geographic features associated with the development of the United States. | 1. Students will identify physical features and analyze their impact as either hindering or promoting settlement, establishment of cities and states, and economic development in the United States. | | |
| V. GEOGRAPHY | C. Physical Features and Processes | The student will identify and locate geographic features associated with the development of Minnesota. | 1. Students will identify and compare and contrast the landforms, natural vegetation, climate, and systems of rivers and lakes of Minnesota with those of other parts of the United States. 2. Students will identify physical features that shaped settlement and life-ways of the Dakota and the Ojibwe and analyze their impact. 3. Students will identify physical features that either hindered or promoted the development of the fur trade and the rapid settlement in the early 19th Century. 4. Students will identify physical features that either hindered or promoted the industrialization of the state. | | |
| V. GEOGRAPHY | C. Physical Features and Processes | The student will identify physical characteristics of places and use this knowledge to define regions, their relationships among regions, and their patterns of change. | 1. Students will describe the major physical features of the United States and the regions of the world they study. 2. Students will describe physical systems in the atmosphere and Earth’s crust, and the regional patterns of climate and landforms associated with them. 3. Students will describe patterns of vegetation and landforms in the United States and around the world. | | |
| V. GEOGRAPHY | C. Physical Features and Processes | The student will give examples of physical systems and describe their role in shaping life on Earth. | 1. Students will describe how the major regions of the world they study are interconnected through physical processes such as wind and/or ocean currents. 2. Students will describe natural hazards, the physical processes behind them, the areas where they occur, and the costs and benefits of methods people use to mitigate their damage. |
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| V. GEOGRAPHY | D. Interconnections | The student will give examples that demonstrate how people are connected to each other and the environment. | 1. Students will identify factors that drew people to their local communities. 2. Students will analyze how the physical environment influences human activities. |
| V. GEOGRAPHY | D. Interconnections | The student will identify examples of the changing relationships between patterns of settlement, land use and topographic features in the United States. | 1. Students will analyze how changes in technology and political attitudes promoted development in various regions of the United States. 2. Students will analyze how changes in transportation affected settlement of the country. |
| Strand | Sub-Strand | Standards | | Benchmarks | Curriculum |
|---|---|---|---|---|---|
| V. GEOGRAPHY | D. Interconnections | The student will identify examples of the changing relationships between the patterns of settlement and land use in Minnesota. | 1. Students will give examples of how changes in technology made some locations in Minnesota more suitable for urbanization than others. 2. Students will analyze how changes in transportation affected settlement of the state. 3. Students will explain the importance of site features in the establishment of Minnesota’s largest cities. 4. Students will explain the changing situation of Minnesota’s largest cities and suburbs and analyze associated effects. 5. Students will identify the areas of origin for people coming to Minnesota, explain the push and pull factors that brought people to the state, and analyze the impact of these changes. 6. Students will describe the settlement pattern of Minnesota’s largest immigrant groups. 7. Students will use regions to analyze modern agriculture in Minnesota. | | |
| V. GEOGRAPHY | D. Interconnections | The student will identify how technology made some parts of Minnesota more valuable at particular times in history. | 1. Students will explain how Minnesota is connected to the rest of the world through international trade, and analyze the impact of this connection. | | |
| V. GEOGRAPHY | D. Interconnections | The student will describe how humans influence the environment and in turn are influenced by it. | 1. Students will recognize changes over time in nearby landscapes, resulting from human occupation. | | |
| V. GEOGRAPHY | D. Interconnections | The student will demonstrate how various regional frameworks are used to analyze the variation in culture and human occupation of the Earth’s surface. | 1. Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change. 2. Students will describe the patterns of languages on the surface of the Earth and identify patterns of change. 3. Students will describe the patterns of religion on the surface of the Earth and identify geographic patterns of change. 4. Students will describe the locations of government systems on the surface of the Earth and identify patterns of change. 5. Students will describe the patterns of economies on the surface of the Earth and explain how changes in technology affect patterns of change. 6. Students will describe patterns of major regions or culture areas on the surface of the Earth and identify patterns of change. 7. Students will identify current or historic conflicts and explain how those conflicts are/were influenced by geography. |
|---|---|---|---|
| V. GEOGRAPHY | D. Interconnections | The student will demonstrate how various regional frameworks are used to analyze the variation in physical environment. | 1. Students will analyze the way peoples’ perception of regions vary and are affected by individual perspective and culture. 2. Students will provide examples at differing scales of how regions are important to people as symbols for unifying society. 3. Students will describe how physical processes affect different regions of the world. 4. Students will interpret regional variation in |
| Strand | Sub-Strand | Standards | | Benchmarks | Curriculum |
|---|---|---|---|---|---|
| | | | the relationships among soil, climate, plant and animal life, and landforms. | | |
| Sub-Strand | Standards | Benchmarks | Curriculum |
|---|---|---|---|
| C. Spatial Organization | The student will describe and provide examples of the primary factors behind the regional pattern of culture groups in the United States and the world. | 1. Students will use regions to analyze the locational patterns of culture groups at various scales. 2. Students will use concepts and models of the process of diffusion to interpret the spread of culture traits. 3. Students will describe the regional distribution of the major culture groups of the United States (as defined by the U.S. census) and recent patterns of change. 4. Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants. | |
| C. Spatial Organization | The student will explain how the regionalization of space into political units affects human behavior. | 1. Students will understand the concept of nationalism and of sovereign political states and how sovereignty is impacted by international agreements. 2. Students will provide examples of the impact of political boundaries on human behavior and economic activities. 3. Students will understand the patterns of colonialism and how its legacy affects emergence of independent states in Africa, Asia, and Latin America as well as the tensions that arise when boundaries of political units do not correspond to nationalities of people living within them. 4. Students will evaluate a map of proposed voting districts according to the criteria of clarity, size, and compactness that districts are supposed to meet. | |
| C. Spatial Organization | The student will analyze the patterns of location, functions, structure, and characteristics of local to global settlement patterns and the processes that affect the location of cities. | 1. Students will describe the contemporary patterns of large cities. 2. Students will describe the processes that have produced this pattern of cities. 3. Students will describe how changes in transportation and communication technologies affected the urbanization of the United States. 4. Students will describe how changes in transportation technology, government policies, lifestyles, and cycles in economic activity impact the suburbanization of the United States. 5. Students will explain the internal spatial structure of cities in the United States. 6. Students will provide examples of how the internal structure of cities varies around the world. | |
|---|---|---|---|
| C. Spatial Organization | The student will use regions and the interaction among them to analyze the present patterns of economic activity in the United States and around the world at various scales. | | 1. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the United States. 2. Students will describe and provide examples of the primary factors behind the regional pattern of economic activity in the primary industrial regions of the world. 3. Students will describe how the technological and managerial changes associated with the third agricultural revolution have impacted the regional patterns of crop and livestock production. 4. Students will understand how the transportation and communication systems have impacted the development of regions. 5. Students will describe patterns of consumption |
| Sub-Strand | Standards | Benchmarks | Curriculum |
|---|---|---|---|
| | | and production of the agricultural commodities that are traded among nations. 6. Students will describe patterns of consumption and production of fossil fuels that are traded among nations. 7. Students will describe how geographic models can help to explain the location of commercial activities and land use patterns in the United States and the world. 8. Students will explain the variations in economic activity and land use within the state of Minnesota analyze issues related to land use and reach conclusions about the potential for change in various regions. 9. Students will describe changes in common statistical measures of population or economy that occur as countries develop economically. 10. Students will cite a variety of examples of how economic or political changes in other parts of the world can affect their lifestyle. | |
| D. Interconnections | The student will describe how humans influence the environment and in turn are influenced by it. | 1. Students will provide a range of examples illustrating how types of government systems and technology impact the ability to change the environment or adapt to it. 2. Students will analyze the advantages and drawbacks of several common proposals to change the human use of environmental resources. 3. Students will understand and analyze examples of the impacts of natural hazards on human activities and land use. | |
Minnesota Academic Standards in History and Social Studies
ECONOMICS
What is Economics?
Economics is the study of how people coordinate their wants and desires, given scarce resources and the decision-making mechanisms, social customs, and political realities of their societies. Decisions made by consumers, workers, investors, managers, and government officials interact to determine the allocation of scarce resources.
Economics is a way of thinking about the world based on a set of principles that are useful for understanding almost any economic situation, from decisions that individuals make to the workings of highly complex international financial markets.
Economists have developed principles that are useful in understanding the economic decisions of individuals and firms (Microeconomics). Economists also examine the behavior of the economy as a whole through such measures as unemployment, inflation, economic growth, and balance of trade (Macroeconomics).
Why study Economics?
Today's students will face an increasing variety of important economic decisions in their personal lives and as citizens in a democratic society. The study of economics enables students to make reasoned judgments about both personal economic questions and broader questions of economic policy in a complex and changing world. A basic grasp of how markets works and of the tradeoffs involved in trying to meet unlimited wants with limited resources is essential for meaningful democratic dialogue on what government should or should not be doing.
| | | is produced, and who receives it, and how it differs from other economic systems. 4. Students will explain that a market exists when consumers buy and producers sell goods and services. 5. Students will explain how the price of a good is determined by supply and demand (the interrelationship between production and consumption). |
|---|---|---|
| B. Economic Choices | The student will understand basic principles of economic decision making. | 1. Students will understand the concept of scarcity and its role in decision-making. 2. Students will apply a decision-making process to make informed choices. 3. Students will analyze how people respond predictably to positive and negative economic incentives. |
| C. The Market Economy (Micro Economics) | The student will understand that in a market economy income is earned in different ways. | 1. Students will identify multiple forms of income and their sources. |
| C. The Market Economy (Micro Economics) | The student will understand business organizations, market structures, and financial institutions that operate within our economy. | 1. Students will identify and compare and contrast various industries and the occupations related to them. 2. Students will compare and contrast the concepts of competition and monopoly and predict consequences of each. 3. Students will describe various financial institutions and compare and contrast their roles, and explain how those institutions relate to their lives. |
| D. The National Economy | The student will understand the economic activities | 1. Students will explain that the government pays for the goods and services it provides through taxing and borrowing. |
| | | 4. Students will explain how interest rates and exchange rates are influenced by market conditions and how changes in interest rates affect individual and business decision making. |
|---|---|---|
| A. The Market Economy (Micro Economics) | The student will understand that firms in a market economy experience varying degrees of competition for the good or service that they sell. | 1. Students will explain how competition among sellers often results in lower prices, higher product quality, better customer service and a more efficient allocation of scarce resources. |
| A. The Market Economy (Micro Economics) | The student will understand the risks and opportunities associated with entrepreneurship. | 1. Students will explain that entrepreneurs accept the risks associated with organizing productive resources to produce goods and services, with the hope to earn profits. 2. Students will describe the role of innovation and profit motive in helping to reduce problems associated with scarcity. |
| A. The Market Economy (Micro Economics) | The student will understand the role of labor in the economy. | 1. Students will describe the role and characteristics of collective bargaining, as well as the key components of a typical negotiated labor management contract. 2. Students will describe and analyze the role of unions in the United States economy in the past and present. |
| | | | policies attempt to redistribute income. |
|---|---|---|---|
| VI. ECONOMICS | B. The National Economy (Macro Economics) | The student will understand the economic activities of government. | 1. Students will explain that the government pays for the goods and services it provides through taxing and borrowing. 2. Students will explain how the government regulates economic activity to promote the public welfare, encourage competition, and protect against monopolistic abuses. |
| VI. ECONOMICS | B. The National Economy (Macro Economics) | The student will understand the concepts that measure the national economy. | 1. Students will define and give examples of basic economic terms. 2. Students will give examples of measurements that indicate the economic conditions of depression, recession, and expansion. |
| VI. ECONOMICS | B. The National Economy (Macro Economics) | The student will understand and explain that the United States’ economy is primarily a free market system. | 1. Students will understand and explain that free market economies are regulated primarily by supply and demand, and that competition is essential to a free market economy. |
| VI. ECONOMICS | B. The National Economy (Macro Economics) | The student will understand basic measures of overall economic performance. | 1. Students will analyze the interrelationships among the unemployment rate, the inflation rate, and the rate of economic growth. 2. Students will describe how the concept of the balance of trade is used to measure the international flow of goods and services. |
| VI. ECONOMICS | B. The National Economy (Macro Economics) | The student will analyze the causes and consequences of overall economic fluctuations. | 1. Students will describe the basic characteristics of economic recessions and economic expansions. 2. Students will understand some of the reasons for fluctuations in economic activity. |
| VI. ECONOMICS | B. The National Economy (Macro Economics) | The student will understand the influence of federal government budgetary policy and | 1. Students will identify that fiscal policies are decisions to change spending and/or tax levels by the federal government. 2. Students will explain the direct and indirect |
| | the Federal Reserve System’s monetary policy. | effects of fiscal policy on employment, output, and interest rates. 3. Students will explain the relationship between federal budget deficits and the national debt. 4. Students will identify the ways in which monetary policy influences employment, output, inflation, and interest rates. 5. Students will explain how interest rates influence business investment spending and consumer spending on housing, cars, and other major purchases. |
|---|---|---|
| B. The National Economy (Macro Economics) | The student will understand that economic growth is the primary means by which a country can improve the future economic standard of living for its citizens. | 1. Students will explain that Gross Domestic Product (GDP) per capita is a measure that permits comparisons of material living standards over time and among people in different nations. 2. Students will identify that the productivity of workers is measured by dividing the output of goods and services by the number of hours worked. 3. Students will recognize that standards of living increase as the productivity of workers rises. 4. Students will understand that investments in physical capital (machinery, equipment, and structures), human capital (education, training, skills), and new technologies commonly increase productivity and contribute to an expansion of future economic prosperity. |
| | | 3. Students will distinguish among the contributions to economic thought made by leading theorists including but not limited to, Adam Smith, Thomas Malthus, Karl Marx, Milton Friedman, and John Maynard Keynes. |
|---|---|---|
| C. Essential Skills | The student will learn and be able to apply personal financial management and investment practices. | 1. Students will analyze short- and long-term investment options such as stocks, bonds, real estate, and mutual funds by comparing the risk, return, and liquidity of these instruments. 2. Students will recognize a proper role for credit and how to utilize risk management strategies including the use of insurance. 3. Students will explain the concepts of compound interest and the Rule of 72, and the applicability to both investment gains and debt retirement. |
| D. International Economic Relationships | The student will understand the key factors involved in the United States’ economic relationships with other nations. | 1. Students will understand and apply the concepts of comparative and absolute advantage in international trade. 2. Students will analyze the controversy and major arguments for and against international trade agreements such as NAFTA and GATT. 3. Students will know the major characteristics of the principal types of economic systems in this world and compare and contrast them with the U.S. system. 4. Students will know and understand the significance of these concepts: trade deficits, exchange rates, trade barriers, balance of trade, foreign exchange markets, and give examples of their current application to U.S. trade relationships with other countries in the world. 5. Students will know the roles of the World Bank and IMF, analyze their effectiveness in the world community, and critique their operation in a specific |
| | | country. 6. Students will examine the impact of U.S. foreign policy on the economies of developing countries. 7. Students will know and analyze the reasons some countries are characterized as developing nations. 8. Students will examine the purpose and evaluate the effectiveness of U.S. economic aid to developing countries. |
|---|---|---|
| E. Economics and Public Policy | The student will apply economic theories and concepts to public policy issues. | 1. Students will know the definitions, evaluate the purposes, and analyze the effects of the following economic activities: government subsidies, government incentives, economic externalities, profit maximization, multinational corporations, unions, right to work laws, government deregulation, entitlements, progressive taxes, government’s role in providing in public goods, economic safety nets, and corporate crime. 2. Students will use their knowledge of economic concepts and data to analyze a significant national public policy issue and recommend a solution. 3. Students will know and analyze how income, and wealth are distributed among different sectors of the population. 4. Students will know how poverty is defined in the U.S., what its causes are, examine possible solutions, and analyze the impact poverty has on the short and long run health of the economy. 5. Students will use their knowledge of economics to describe and analyze significant world economic issues. 6. Students will use the analytical skills commonly used in economics to analyze public policy issues in |
|---|---|---|---|---|
| | | | their community, state, and nation. 7. Students will identify and analyze the conflicts that can result from differences between business interests and community interests. 8. Students will examine and analyze the economic principles practiced in this country to determine their consistency with the democratic principles upon which our country is based. | |
Minnesota Academic Standards in History and Social Studies
GOVERNMENT AND CITIZENSHIP
A people who mean to be their own governors must arm themselves with the power which knowledge gives. -James Madison
What is Civic Education?
Civic education in a democracy helps students gain the knowledge and skills needed for informed, responsible participation in public life. It is the study of constitutional principles and the democratic foundation of our national, state and local institutions. Civic education also studies political processes and structures of government, grounded in the understanding of constitutional government under the rule of law.
Why study Civic Education?
Students will know how to participate to make a difference and will have the skills required for competent participation in the political process, including the capacity to influence policies and the ability to monitor and evaluate the performance of public officials. The aim of civic education is not just any kind of participation by any kind of citizen; it is the participation of informed and responsible citizens, skilled in the arts of deliberation and effective action.
| Sub-Strand | Standards | | Benchmarks | Curriculum |
|---|---|---|---|---|
| B. Beliefs and Principles of United States Democracy | The student will understand the role of government, rules, and law and why we have them. | 1. Students will give examples of rules in the classroom/school and community, provide reasons for the specific rules, and know the characteristics of good rules. 2. Students will explain that rules and laws apply to everyone and describe consequences for breaking the rules or laws. 3. Students will know that the United States and the State of Minnesota each have a constitution that outlines the rules for government. | | |
| B. Beliefs and Principles of United States Democracy | The student will know key symbols, songs and locations that represent our nation and state. | 1. Students will recognize the symbols, songs, locations that uniquely identify our nation. 2. Students will recognize symbols that are significant for the state of Minnesota. 3. Students will describe key national holidays and explain why people celebrate them. | | |
| C. Roots of the Republic | The student will understand the importance of key founding documents of the U.S. | 1. Students will identify the influence of the Declaration of Independence, the Constitution and the Bill of Rights. | | |
| C. Roots of the Republic | The student will become familiar with statesmen and their leadership and guidance of the republic | 1. Students will identify the beliefs and actions of statesmen including presidents George Washington and Abraham Lincoln. | | |
| A. Civic Values, Skills, Rights and Responsibilities | The student will understand the importance of participation in civic life and demonstrate effective civic skills | 1. Students will explain the steps necessary to become an informed voter and an engaged citizen. 2. Students will explain the meaning of civic life and how all members of a community can be engaged. 3. Students will identify and research community problems and recommend solutions. 4. Students will analyze sources of information for accuracy, bias, and relevance, and distinguish between fact and opinion in order to analyze a public policy issue. |
|---|---|---|
| B. Beliefs and Principles of United States Democracy | The student will know the purpose, function and limits of our republic. | 1. Students will explain why government is needed and what would happen if there were no government. 2. Students will explain what “consent of the governed” means and how it is expressed in the preamble to the Constitution. 3. Students will define consent of the governed, liberty, equality, rights, responsibilities, justice, popular sovereignty, and general welfare, democracy, republic, and representative democracy. 4. Students will understand how governmental power is limited through federalism and a system of checks and balances. |
| B. Beliefs and Principles of United States Democracy | The student will know symbols, songs, traditions, and landmarks/monument s that represent the beliefs and principles of the United States. | 1. Students will explain why key national, state, and local symbols and landmarks and monuments are significant. 2. Students will know the Pledge of Allegiance, its history, and why Americans recite it. |
| B. Beliefs and Principles of United States Democracy | The student will demonstrate knowledge and understanding of principles and beliefs upon which our republic is based. | 1. Students will explain the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government. 2. Students will explain the ideals of the American system of government: liberty, justice, equality, “E Pluribus Unum” |
|---|---|---|
| B. Beliefs and Principles of United States Democracy | The student will explain the importance of law in the American constitutional system. | 1. Students will explain how law limits both the government and the governed, protects individual rights and promotes the general welfare. 2. Students will explain that authority for making laws rests with the people, through their elected officials. 3. Students will distinguish and explain the relationships between making, enforcing and interpreting the law. 4. Students will evaluate rules and laws using criteria of good laws. 5. Students will distinguish between civil and criminal law, state and federal law. |
| C. Roots of the Republic | The student will demonstrate knowledge of influential and foundational documents of American constitutional government. | 1. Students will explain how the British limited monarchical power through written documents such as the Magna Carta, which influenced American constitutional government. 2. Students will explain how the Mayflower Compact, Articles of Confederation, and other documents influenced the development of American government. 3. Students will describe the principles expressed in the Declaration of Independence, including inalienable rights and self-evident truths, and how these principles influence the |
| | | development of United States constitutional government. 4. Students will describe the principles expressed in the Preamble to the Constitution and how these principles influence the United States constitutional government 5. Students will describe how the Constitution and Bill of Rights protect individual rights and support the principle of majority rule but also protect the rights of the minority. |
|---|---|---|
| D. Governmental Institutions and Processes of the United States | The student will know the functions of the United States government and ways in which power is delegated and controlled. | 1. Students will describe the three branches of the U.S. government established by the Constitution, their primary functions, and their relationships. 2. Students will describe separation of powers and checks and balances and analyze historical and contemporary examples of how they are applied among the branches of government. 3. Students will describe the process by which a bill becomes a law. |
| D. Governmental Institutions and Processes of the United States | The student will know the functions of Minnesota state and local governments and describe their relationship with the federal government. | 1. Students will explain the relationship between the federal government and state governments and define the concept of federalism. 2. Students will explain the major purposes of Minnesota¹s Constitution as stated in its Preamble. 3. Students will understand the basic structure and functions of state and local governments. 4. Students will identify the major state offices; the primary duties associated with them, and know the names of major local, state, and federal elected officials and describe how they are chosen. |
| A. Civic Values, Skills, Rights and Responsibilities | The student will know how citizenship is defined, established, and exercised and how it has changed over time. | 1. Students will define citizenship and describe the processes by which individuals become United States citizens. 2. Students will compare the rights and responsibilities of U.S. citizens with the rights and responsibilities of non-citizens in the United States and describe changes in citizenship since 1870. |
|---|---|---|
| A. Civic Values, Skills, Rights and Responsibilities | The student will analyze various methods of civic engagement needed to fulfill responsibilities of a citizen of a republic. | 1. Students will demonstrate the ability to use the print and electronic media to do research and analyze data. 2. Students will compare, contrast, and evaluate various forms of political persuasion for validity, accuracy, ideology, emotional appeals, bias and prejudice. 3. Students will know and analyze the points of access and influence people can use to affect elections and public policy decisions. 4. Students will understand the importance of informed decision making and the roles of public speaking, conducting a public meeting, letter writing, petition signing, negotiation, active listening, conflict resolution, and mediation, defending a public policy position in a civil conversation. |
| B. Beliefs and Principles of United States Democracy | The student will demonstrate knowledge and understanding of the principles upon which the U.S. government is based. | 1. Students will define and provide examples of fundamental principles and core values of American political and civic life. 2. Students will evaluate how the Constitution both preserves fundamental societal values and responds to changing circumstances and beliefs. 3. Students will evaluate how well the federal and state governments protect individual rights and promote the general welfare. |
| | | 4. Students will compare the philosophy, structure, and operations of governments of other countries with the U.S. government. |
|---|---|---|
| B. Beliefs and Principles of United States Democracy | The student will know sources of power and authority of the United States government. | 1. Students will analyze the sources of authority and explain popular sovereignty, or consent of the governed, as the source of legitimate authority of government in a representative democracy or republic. 2. Students will describe the provisions of the U.S. Constitution, which delegate to the federal government the powers necessary to fulfill the purposes for which it was established. 3. Students will distinguish between the powers granted to the government and those retained by the people. 4. Students will explain how a constitutional democracy provides majority rule with equal protection for the rights of the minority through limited government and the rule of law. |
| B. Beliefs and Principles of United States Democracy | The student will understand tensions that exist between key principles of government in the United States. | 1. Students will explain the current and historical interpretations of the principle of equal protection of the law. 2. Students will examine the tension between the government’s dual role of protecting individual rights and promoting the general welfare, the tension between majority rule and minority rights, and analyze the conflict between diversity and unity, which is captured in the concept “E Pluribus Unum.” 3. Students will describe the principles embedded in the Preamble to the Constitution and evaluate the progress of the United States in |
| Sub-Strand | Standards | Benchmarks | Curriculum |
|---|---|---|---|
| | | realizing those goals. 4. Students will analyze the role of civil disobedience in the United States. | |
| C. Roots of the Republic | The student will understand the forces that impacted the founding of the United States | 1. Students will describe the transplanting of English political and legal institutions to the colonies; explain how political and legal rights were defined and practiced; and analyze the development of representative government. 2. Students will recognize and analyze the impact of early documents on the development of the government of the United States. 3. Students will explain how key principles of the United States government were modeled after other political philosophies. 4. Students will describe revolutionary government structure and operations at national and state levels, and evaluate the major achievements and problems of the Confederation period. | |
| C. Roots of the Republic | The student will demonstrate knowledge of the continuing impact of the Declaration of Independence in the U.S. and worldwide. | 1. Students will analyze principles in the Declaration of Independence, including self- evident truths and inalienable rights, and its impact on the development of the United States government. 2. Students will make comparisons of the Declaration of Independence to other documents that used it as a source of reference and inspiration. | |
| C. Roots of the Republic | The student will understand the process of creating the U.S. Constitution. | 1. Students will describe and analyze the debates over the Articles of Confederation and the process and content of the Constitutional Convention, which led to the creation of the U.S. Constitution. 2. Students will analyze the debate over ratification of the Constitution. |
|---|---|---|
| C. Roots of the Republic | The student will know how constitutional amendments and Supreme Court interpretations of the Constitution have increased the impact of the Constitution on people's lives. | 1. Students will describe the development and ratification of the Bill of Rights. 2. Students will describe the events leading to later amendments. 3. Students will describe the development of the Supreme Court’s function in interpreting the Constitution. |
| D. Governmental Processes and Institutions | The student will know how the U.S. Constitution seeks to prevent the abuse of power. | 1. Students will describe the concepts of separation of powers and checks and balances and analyze how they limit the powers of state and federal governments. 2. Students will define federalism and describe how power is distributed between the federal government and state governments, or retained by the people of the United States. 3. Students will explain the process of amending the U.S. Constitution. |
| D. Governmental Processes and Institutions | The student will understand how public policy is made, enforced, and interpreted by the legislative, executive, and judicial branches. | 1. Students will explain the powers and operations of the legislative branch as defined in Article I of the Constitution and describe and evaluate the procedures involved in passing laws. 2. Students will explain the powers and operations of the executive branch as defined in Article II of the Constitution and describe the roles and responsibilities of the president. 3. Students will explain the powers and |
| | | operations of the judicial branch as defined in Article III of the Constitution and describe and evaluate the process used by the Supreme Court in choosing to hear, analyze, and decide a case. 4. Students will apply knowledge of the roles and responsibilities of the branches of the federal government to analyze historic and current public policy issues. |
|---|---|---|
| D. Governmental Processes and Institutions | The student will understand the sovereign status of American Indian nations. | 1. Students will explain and analyze the unique relationship between American Indian Nations and the United States Government. |
| D. Governmental Processes and Institutions | The student will understand the role and influence of political processes and organizations. | 1. Students will describe the procedures involved in the Minnesota and national voting, and election process, including the Minnesota caucus system. 2. Students will examine the impact of American political parties and on elections and public policy. 3. Students will examine the role of interest groups, think tanks, the media, and public opinion on the political process and public policy formation. |
| D. Governmental Processes and Institutions | The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world affairs. | 1. Students will describe how the world is aligned politically and give examples of the ways nation states interact. 2. Students will compare and contrast the structure and organization of various forms of political systems, including the U.S. government. 3. Students will describe how governments interact in world affairs and explain reasons for conflict among nation states. |
| Sub-Strand | Standards | Benchmarks | Curriculum |
|---|---|---|---|
| | | 4. Students will describe the ways the U.S. government develops and carries out U.S. foreign policy and analyze how individuals, businesses, labor, and other groups influence U.S. foreign policy. 5. Students will explain and evaluate international organizations and international law and how participation in these organizations and international law is voluntary. 6. Students will explain the effects of developments in other nations on state and community life in Minnesota, and explain the role of individuals in world affairs. | |
| D. Governmental Processes and Institutions | The student will understand Minnesota state and local government structure and political processes. | 1. Students will examine the structure and process of Minnesota Government as created by the Minnesota Constitution. 2. Students will compare the Minnesota Constitution with the U.S. Constitution. 3. Students will describe powers, features, and procedures of local government in Minnesota. | | | <urn:uuid:992f6751-eb9a-4ff1-90dd-841b271c8db7> | CC-MAIN-2014-15 | http://www.education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=005317&RevisionSelectionMethod=latestReleased&Rendition=primary | 2014-04-21T14:40:10Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00122-ip-10-147-4-33.ec2.internal.warc.gz | 405,516,053 | 20,201 | eng_Latn | eng_Latn | 0.995788 | eng_Latn | 0.995428 | [
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Evidence Based Library and Information Practice
Article
Creation of a Research Community in a K-12 School System Using Action Research and Evidence Based Practice
Susan D. Ballard Director, Library Media and Technology Londonderry School District Londonderry, New Hampshire, United States of America E-mail: firstname.lastname@example.org
Gail March Library Media Specialist Londonderry High School Londonderry, New Hampshire, United States of America E-mail: email@example.com
Jean K. Sand Library Media Specialist Matthew Thornton School Londonderry, New Hampshire, United States of America E-mail: firstname.lastname@example.org
Received: 15 January 2009
Accepted: 27 April 2009
© 2009 Ballard, March and Sand. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Objective - The purpose of this study was to apply skills developed from an Action Research Training Model (Gordon) in the design of two action research projects to ensure that students are ethical users of ideas and information. It was deemed necessary to assess prior knowledge and attitudes of students and teachers in order to identify issues to be addressed.
Methods - Both projects employed the use of survey instruments, which presented students with scenarios involving aspects of information use, and asked whether or not the actions in the scenarios were examples of ethical use. The high school survey was administered to 381 students in tenth grade English classes. The elementary survey was administered to 87 students in fifth grade.
A more comprehensive survey was administered at the high school level. For each student behavior addressed by the survey, there were two questions: one eliciting the teacher's perception of how often students engaged in that behavior, and the second how often the teacher had to confront a student about the same behavior. Participation was voluntary, and 36 teachers took the survey.
Results - Surveys administered at the high school level showed that most students have a good understanding of the ethical use of information regarding clear instances of plagiarism. Students' understanding was less clear in two major areas: creating a bibliography that accurately reflects the sources used to create the work, and the level of collaboration or assistance that is appropriate in completing a research assignment.
The teacher surveys showed some discrepancy between perception of the frequency of certain types of unethical student behavior and how often teachers challenged students on that behavior. The surveys showed that teachers found plagiarism to be the most prevalent behavior, while obtaining copies of exams and buying papers were the least frequently occurring behaviors.
At the elementary level, results indicated that understanding how to properly cite sources was a major area of concern. Students were also confused about whom to ask for help during the research process. Instructional intervention was developed and applied. The survey was re-administered with the addition of items that were based on the interventions. Responses showed a marked improvement in understanding by at least 20%. Some responses improved by as much as 60%.
Conclusion - The study validated the Action Research Training Model as the first dimension and conceptual framework that informs and guides instructional practices of school library media specialists and teachers in a K-12 school district. After using the model to examine student-teacher knowledge and understanding of ethical use of information (second dimension), there was recognition of the need to clarify the school's position on the ethical use of information for teachers and students and provide intentional instruction and interventions for students beginning at an earlier grade level. After being made aware of the results, teachers were anxious to work with library media specialists to address issues and to look for opportunities within research units to collaborate.
Introduction: Background of the Action Research Project
Why would an award-winning school district engage in a rigorous and challenging action research project? The school district was already aware of evidence based practice as defined by Todd: ‚Evidencebased practice is where day-by-day professional work is directed toward demonstrating the tangible impact and outcomes of sound decisions making and
implementation of organizational goals and objectives‛ (7). The school district had embraced this concept of evidence based practice in their decision making and in their teaching. They had established a district data team representative of all schools, conducted a comprehensive data inventory as well as a gap analysis to determine what additional data were needed in order to improve teaching and learning. However, they were not convinced that they were seeing benefits through improved transactions between school librarians and teachers, school librarians and students, and teachers and students.
As Todd notes, evidence based practice offers six key benefits:
1. It provides local evidence at the school level that library initiatives make a visible contribution to learning, and that administrators, teachers and parents can see the real impacts<;
2. It convinces administrators and community funders that the money invested in the school library is worth it<;
3. It demonstrates the teacherlibrarian's commitment to learning outcomes<;
4. It helps teacher-librarians plan more effective instructional interventions and information services<;
5. It contributes to job satisfaction<;
6. It moves beyond anecdotal, guess work, hunches, advocacy, and touting of research findings< (7).
The moment of realization came in October 2001 at the 10th annual AASL (American Association of School Librarians) Conference and Exhibition held in Indianapolis, Indiana. Dr. Carol Kuhlthau and Dr. Ross Todd, both from Rutgers University, presented a transformational session entitled, ‚Research Process and Evidence based Practice‛. Two school library media professionals from Londonderry, New Hampshire were in attendance and afterward connected with Dr. Carol Gordon, then at Boston University, now at Rutgers. The two library media professionals began a conversation with Dr. Gordon about their recognition of what they described as a ‚missing ingredient‛ in the Londonderry program. Although recipients of the AASL School Library Media Program of the Year award in 2000, they had an intuitive sense that the program needed to make the next step. The vision generated by Dr. Kuhlthau and Dr. Todd of what ‚should be‛ was reinforced by the conversation with Dr. Gordon, who proposed the idea of action research because it was well-suited to improving teaching and learning. ‚Action research, as a tool of evidence based practice, structures reflective practice‛ (Gordon). Action research is problem-focused, context-specific, and future-oriented, and aims at improvement and involvement (Hart and Bond). Although well-conceived in its purpose and well-described in its intent, there is, however, a lack of consensus about its methodology. Boomer defined action research as a ‚deliberate, group or personally owned and conducted, solutionoriented investigation‛ (8). Anderson, Herr, and Nihlen defined it as ‚insider research done by practitioners using their own site as the focus of their study. <it is oriented to some action or cycle of actions that practitioners wish to take to address a particular situation‛ (2). The components of action research are reflection, inquiry and action (Patterson and Shannon).
As a result, a plan of action, or action research, was developed to move the program to a dimension where it would be
both collaborative and authentic. The hope was that this effort would ensure enhanced student achievement and success as well as improving the professional practice of the school library media specialists through their reflective practice in the design, delivery, and assessment of instruction. The library media professionals' moment of realization was the connection they made between evidence based practice, as it was defined by Todd, and action research, which offered a structure for the gathering and analysis of evidence. The next step was for the Director of Library Media and Technology Services to marshal the resources (i.e. support from the superintendent) to sanction a proposal to work with a university-level research mentor, find a source of funding and gain the approval of the Londonderry School Board. Another critical component was to introduce the concept of action research to the other school library media specialists and convince them that because action research is problem-focused and provides solution-oriented investigation, it would serve the program and address ongoing concerns regarding improved student learning. There was definite resistance on the part of the already over-scheduled library media specialists to commit to something new, and that challenged them to grow professionally.
The university mentor came to the school to conduct an orientation on action research and methodologies for the team of eight school library media specialists, the director and the technology trainer/integrationist. She provided a basic understanding of action research as a tool for systematic, intentional inquiry into one particular aspect of their professional practice in order for them to better understand and improve their work. After that, as one library media specialist observed, the district traveled the ‚bumpy road of action research.‛
Working with their mentor, school library media specialists learned how to pose researchable questions and write proposals (Appendix 1). Using various sources such as diaries, surveys, questionnaires, interviews, and observations, data were collected and shared with participating teachers, administrators, parents and the school board. When the research projects concluded, participants completed an Action Research Summary (Appendix 2) which, in addition to addressing methods and results, provided an opportunity for reflective consideration of how the study had changed their practice and what they had learned. It was soon obvious that through sustained and guided efforts by their research mentor, support from one another and a keen interest from senior administrators, the library media specialists had engaged and found the work meaningful. The added value of the collaborative nature of the work and the empowerment of the school library media specialists to make decisions and take responsibility for their professional growth was meaningful.
As the library media specialists grew more comfortable using action research and shared what they had learned with the administration, it was determined that it was critical to provide ongoing professional development opportunities as well as support their work as mentors to other teachers in the use of evidence based action research methodologies. This strategy would help to address the school district's strategic goal to achieve and sustain a high level of professional competency of all staff members. It would assist district educators to better inform and improve their practice and most importantly, meet the research learning needs of students. This need was one that resonated with both the school library media specialists and their classroom colleagues. Despite their award-winning program and data sets that showed a high
level of student achievement, they felt that students continued to struggle with the research process and resulting projects appeared more ‚repackaged‛ than ‚reflective‛ of understanding the topic or issue. In particular, educators felt that in working on research assignments and projects, students did not clearly understand the concept of ethical use of information. Thus, in addition to other areas of investigation, action research was employed by high school and elementary school library media specialists, in collaboration with classroom teachers, to focus on the critical objective of ensuring that students are ethical users of ideas and information. As a result, the connection between action research and professional development became clear.
Action research incorporates many of the qualities of an 'ideal' staff development program. It is individualized and can be used by a teacher at any developmental level. It assumes teachers are knowledgeable and gives them power to make decisions. It can be carried out collaboratively. It is an on-going process and for that reason can be more effective than a typical one day in-service presentation. One of the more significant qualities of action research is that it puts the teacher in the position of accepting more responsibility for her (his) own professional growth (Wood 1617).
Conceptual Framework for Two Action Research Studies on the Ethical Use of Information
What emerged from this project was a twodimensional model (Gordon) for doing action research in the context of school library instruction (Figure 1). The subject of two of the action research studies was the ethical use of information by children and teens. The first dimension of the model provided the conceptual framework through the establishment of the understanding and use of action research as a tool of evidence based and reflective practice (Gordon). In the second dimension, school library media specialists (with assistance from participating teachers) designed, administered and analyzed results of two action research studies related to student and teacher understanding of the ethical use of ideas and information in order to address immediate concerns and increase their understanding of why students struggle with this issue and what interventions are required. This model is based on a formal research study performed by the university researcher that was concurrent with the action research projects specific to each school library (Gordon).
Dimension One: Action Research as a Tool of Evidence Based Practice
The conceptual framework of the study rests on the use of action research as a tool of evidence based practice. Action research can engage educators in examining the effectiveness of their methods when they have identified an area of concern and use the research process to gather evidence for their theses (Gordon).
As previously noted, through their work with the university mentor, the school library media specialists had learned how to pose researchable questions. They recognized that not only did the research questions need to be measurable, but also meaningful to their work with students. It was also critical that the school library media specialists and teachers recognized the importance of selecting and developing the appropriate data collection instrument. Whether to utilize diaries or journals; preand post-surveys, questionnaires or tests; rubrics, interviews, or observations, was
carefully considered because the instrument had bearing on the reporting of results (evidence) and what was learned. The school library media specialists had been trained by the university mentor to ground their projects in educational theory. As the action researchers considered their research questions, they not only had to think about data collection methods and timelines, but also determine with which educational theorist the approach best aligned. This was a transformational element that allowed for meaningful discussions and exchanges among all participants about how students learn and what interventions are most appropriate (and when) in order to ensure their success.
Research Questions and Theoretical Framework
The two studies presented here were conducted by one high school and two elementary library media specialists and addressed the question, ‚Do our students understand what is ethical or unethical in terms of the use of ideas and information?‛ Both studies are based on understanding students' prior knowledge as it relates to learning and the constructivist theories of Dewey, Piaget, and Vygotsky in order to apply appropriate interventions.
Research has shown that a learner's prior knowledge often confounds an educator's best efforts to deliver ideas accurately. A large body of findings shows that learning proceeds primarily from prior knowledge, and only secondarily from the presented materials. Prior knowledge can be at odds with the presented material, and consequently, learners will distort presented material. Neglect of prior knowledge can result in the audience learning something opposed to the educator's intentions, no matter how well those intentions are executed in an exhibit, book, or lecture (Roschelle 37).
Additionally, in a review of the literature on academic dishonesty and plagiarism among students, Ercegovac and Richardson posited that the ‚seminal writings by John Dewey (1909), Jean Piaget (1997) and Lawrence Kohlberg (1976) could provide a solid theoretical framework in moral reasoning and a good starting point to build on. Their work should be considered by education and library communities in any efforts to design well-grounded academic honesty policies and programs for learners across the educational spectrum‛ (301-2).
This coupled with the authors' additional suggestion that ‚attention also is needed in the areas of mapping research results to pedagogical units and specific disciplinary lesson plans, diagnostic and assessment tools that librarians, media specialists, and instructors could customize for their curricular needs‛ (Ercegovac and Richardson 313) aligns well with the use of action research to investigate learning problems in order to determine and apply instructional interventions.
The high school library media specialist determined it was necessary to assess the attitudes of students and teachers to identify the issues that needed to be addressed. While anecdotal evidence surfaced in among the teachers, little concrete information existed to establish students' understanding of what was and was not ethical use of ideas and information. Additionally, teachers' perceptions of how effectively students could utilize information needed to be understood in order to establish learning expectations, develop effective instruction, and to plan for professional development activities.
At the elementary level, the two library media specialists and four fifth grade teachers also set out to assess students' understanding of the ethical use of information. Their research addressed the following questions: did fifth grade students know the difference between ethical and unethical use of information? And would the teaching of information literacy skills, such as note taking and bibliography, in conjunction with the fifth grade curriculum change student knowledge and practices with regard to ethical use of information?
Limitations of the Studies
It should be noted here that the findings of these two studies are limited in their generalizability to a wider population. Qualitative research is not concerned with effect size or generalizability to a population because it is local and context-specific. Instead, it is said to be transferable to similar populations. Criteria for transferability were met through triangulation, where multiple methods of data collection were used. The findings of these studies are transferable to similar tenth grade high school classes, in the case of the first study, and to similar Grade four level elementary classes, in the case of the second study, within the schools where the action research occurred. The replication of both studies in successive years renders the findings transferable to fourth and tenth grade students in the district over time.
Dimension Two: Study One - Ethical Use of Information at the High School Level
Methods
For the assessment of student understanding of ethical use of information at the high school level, members of the library media staff developed a survey for students (Appendix 3) and adapted a related survey for faculty. They were based
(with permission) to varying degrees on surveys developed by the Academic Integrity Project at Central Connecticut State University.
The teacher survey was more comprehensive than the student survey, with paired questions designed to determine teachers' perceptions of how often students engaged in unethical behavior related to academic integrity, and also the number of times the teachers had challenged students for those behaviors. The behaviors surveyed included copying or allowing others to copy during an exam, using unauthorized materials or devices during exams, submitting work that was not the student's own, fabricating research or laboratory data, plagiarism, buying or selling research papers, and reporting cheating by other students. Participation by faculty was voluntary, and 36 high school teachers took the survey.
It was determined that the student survey, while covering many of the topics in the teacher survey, needed to be presented in a more student-friendly manner. Therefore, the student survey presented twelve scenarios involving aspects of ethical use of information, and asked the students whether or not the actions taken by students in the scenarios were examples of ethical use of information. Two additional questions elicited responses about what students knew about the school's position on ethical use of information, and how they had received information (if any) about the school's position. The student survey was administered to 381 tenth grade students during their English classes. Staff also developed an answer key for use by English teachers who wished to take the opportunity to stimulate discussion with students.
Findings
The results of student surveys showed that most students have a good understanding of the ethical use of information regarding direct instances of plagiarism. For the scenario of a student who fabricates data and the corresponding citation, 87% of responding high school students identified the behavior as unethical. The scenario of a student who copies complete sentences from a source without attribution was identified as unethical by 90% of high school students. The scenario involving cutting and pasting a table from a web site and submitting it as original work was reported unethical by 87% of high school students. A similar percentage of students recognized turning in a paper written by someone else as unethical (84%).
Students' understanding of the ethical use of information was less clear in two major areas: creating a bibliography that accurately reflects the sources used to create the work, and the level of collaboration or assistance that is appropriate in completing a research assignment. At the high school level, 48% of the students felt it was ethical to include random citations to meet the minimum number required by the teacher, while an additional 18% reported they ‚didn't know‛. Only 56% of high school students thought it was unethical to ‚guess‛ which book was the source of a quote used in a research paper.
Student responses showed some confusion over what level of assistance is acceptable for an assignment. High school students overwhelmingly reported brainstorming ideas as a group to be ethical (92%), as well as asking a librarian for assistance in Internet searching (93%). However, thirty percent of high school students thought it was ethical to have a relative conduct the search for information for a project, while 10% reported they ‚didn't know‛. While students overwhelmingly agreed it was ethical to have a parent make suggestions for improvements for a paper (95%), a surprising 56% of high school students thought is was acceptable to have a friend who was a better writer revise and make improvements to a paper.
Most students reported that they knew ‚some‛ or a ‚fair amount‛ about the school's policies on the ethical use of information (64%). However, 28% knew ‚little‛ or ‚nothing,‛ and only 8% felt they knew ‚a lot‛. Most students said they received the information from their teacher (82%), but only 49% said they received the information in the class syllabus.
The teacher survey illustrated a variation in teachers' perceptions of student behavior and the student behaviors they had challenged. For the questions involving students copying or allowing others to copy during an exam, 53% of teachers reported the typical student had done it more than several times. Based on survey response structure, this would mean 3 to 5 times (in high school career). However, 24% of the teachers reported having never challenged a student for that behavior. While 56% of the teachers reported that the typical student turned in another student's work (or prepared work for another student to turn in) occasionally, often or very often, 32% of the teachers reported never having challenged a student on that behavior. The teachers' responses indicated that the most prevalent unethical student behaviors are failing to cite resources (quotes, phrases, figures or data), and in copying information from websites and presenting it as their own work. Eighty-three percent of the teachers reported that the typical student exhibits both of these behaviors. Fifty-nine percent of the teachers reported that they challenge students on these two behaviors often to very often.
Teachers agreed that the typical student did not practice two behaviors: obtaining or distributing an exam in advance (86% never or seldom) and buying papers (88% never or seldom). Similarly, teachers reported they had never challenged a student on this behavior (72% for obtaining a copy of an exam; 83% for student buying an exam). Additionally, teachers reported that the typical student seldom or never reported cheating or plagiarism to faculty (64%).
Student responses to the survey indicate they have a good understanding that it is unethical to copy the work of others, or to fabricate information or data. However, there is less clarity on the ethics of fabricating their sources. This indicates a lack of understanding of the purpose and value of a bibliography. Also, students are unclear in their understanding of how much assistance from others is appropriate. There is not a clear understanding of the difference between getting assistance with searching for information and having someone else search for you. Similarly, there is less clarity about whether having someone else revise and improve a paper is different from receiving suggestions for improvement. Teachers need to make their expectations clear for what level of assistance is appropriate.
While the student surveys indicated students are aware that failing to cite sources, submitting work that is not their own, and fabricating data are unethical, teachers report that it is the unethical behavior most likely to occur. Indications are that students understand the message that they need to use information in an ethical manner, but have difficulty putting that understanding into practice. Teachers need to look beyond one-time admonishments to avoid plagiarism, and to develop instruction and design projects that will build the skills that allow students to confidently create work that reflects their knowledge.
Implications for Practice
Teachers did not always see the library media specialists as equal partners. While initially concerned that teachers might be inclined to consider follow-up and intervention solely the responsibility of the library media specialists, after the results of the study were shared and discussed, overall awareness of student confusion was raised and recognized as everyone's responsibility. Teachers were anxious to work with the library media specialists to address the issues and to look for opportunities within research units to collaborate.
There was also recognition that the school needed to clarify its position regarding the ethical use of information. A statement was developed and included in the student handbook, but it was further recommended to consider the development of a districtwide statement endorsed at the highest level (the school board and senior administration). The proposed statement would not emphasize punitive measures, but rather address the creation of a culture of academic honesty as a value and the norm. It was suggested that this statement be communicated to parents, because of their role in developing and influencing student attitudes.
Dimension Two: Study Two - Ethical Use of Information at the Elementary School Level
Methods
‚Are the following examples fair or unfair ideas?‛ This was a question asked of fifth grade students on a survey that posed various scenarios regarding ethical use of information (Appendix 4). The survey was
adapted from the ethical use of information survey administered at the high school level. The wording and scenarios were changed to better suit an elementary student population. The survey was administered to 87 students in two fifth grade classrooms at each of two elementary schools (total of four classrooms) prior to a unit of study with a required research component.
After the students had completed their unit of study and submitted their research projects the survey was re-administered. Four additional questions were added to allow unstructured student responses and to better assess the success of the process.
1. What is plagiarism? (explain in your own words)
Using the preliminary results of the survey, two library media specialists and four fifth grade teachers determined what areas of ethical use needed focus and attention. They developed lessons to address these areas of weakness as a part of the thematic unit of study in order to assess whether teaching information literacy skills in conjunction with the unit of study would change student knowledge and practices related to the ethical use of information.
2. Why would someone be tempted to plagiarize?
3. Draw the copyright symbol.
4. Explain some things that you can do to make sure that you do not plagiarize and violated copyright laws.
The students' projects were also assessed for ethical use of information.
Table 1: Areas of Concern from Pre- and Post-Survey Responses (F=Fair; NF=Not Fair; NS=Not Sure)
| Question | Pre-Survey Responses |
|---|---|
| Question #2: Okay to ask a librarian for help. | 31%=NF or NS |
| Question #5: Copies two complete sentences from web page without using quotation marks. | 34%= F or NS |
| Question #6: Lists a source she didn’t use to meet teacher’s three-source requirement. | 44%=F or NS |
| Question #9: Copy/paste a chart into your report without including the citation in your bibliography. | 30%=F or NS |
| Question #10: Download copyrighted material. | 32%=F or NS |
| Question #11: Make a video copy for two friends. | 38%=F or NS |
| Question #12: Allow friend to install your new computer software. | 80%=F or NS |
| Question #13: Burn a CD for a friend | 81%=F or NS |
The survey results were reviewed with the students and explanations were provided as to the fairness or unfairness of each scenario. Students had many legal questions and were truly interested in understanding copyright. A parent of a fifth grader who was an intellectual property lawyer volunteered to give a presentation to the students and answer any questions that pertained to copyright infringement.
Findings
The initial survey results indicated areas of misunderstanding amount the students that were of concern to the participating library media specialists and teachers. Of particular concern were questions 2, 5, 6, 9, 10, 11, 12, 13, and 14. The library media specialists were particularly surprised by question two which asks if it is fair or unfair to ask the librarian for help. Thirty-one percent of the students thought that this was unfair and the library media specialists felt strongly that they needed to rectify this misperception. Table 1 contains the combined results of the post-survey for both elementary schools.
Implications for Practice
After analyzing initial survey results and determining the areas of concern, the library media specialists decided to focus on developing lessons on note taking, using bibliography cards, developing a bibliography, and what it means to plagiarize. Lessons addressing these information literacy skills as well as a lesson on copyright (Appendix 5) were presented prior to the students beginning their thematic unit research project. The lesson on copyright (what does copyright mean, which materials are copyrighted, and what constitutes copyright infringement) was taught to address the four additional question items added to the survey; the survey was then re-administered at the end of the unit.
The elementary library media specialists decided to teach the information literacy lessons that were implemented for this project to each fifth grade class and continually emphasize that it is ethical to use the library media specialist as a resource. Another action item was to revise the grade level expectations included in the document Londonderry School District Information Literacy Benchmarks to incorporate the idea of ethical use of information starting in first grade and to continually reinforce these benchmarks through the fifth grade.
Other intervention recommendations included:
1. Develop a district level policy on plagiarism.
2. Include a statement in each Student/Parent Handbook on plagiarism, possibly along with the homework statement.
3. Include a statement on plagiarism on each school web site.
4. Encourage teachers to design assignments that don't lend themselves to plagiarism.
5. Purchase resources for student research at the students' level or below so that students will be able to understand the material and therefore be better able to take notes in their own words.
6. Encourage reading teachers to emphasize how to read non-fiction.
7. Begin the process of taking notes and citing sources starting in second grade.
Conclusions about the Results of the Two Studies and About Action Research
Ethical use surveys at the high school level show that most students have a good understanding of the ethical use of information regarding clear instances of plagiarism. The scenario of a student who copies complete sentences from a source without attribution was identified as unethical by 90% of high school students.
Scenarios involving cutting and pasting a table from a web site and turning in a paper written by someone else were also correctly identified by the majority of the students. Students' understanding of the ethical use of information was less clear in two major areas: creating a bibliography that accurately reflects the sources used to create the work, and the level of collaboration or assistance that is appropriate in completing a research assignment.
The teacher surveys showed some discrepancy between their perception of the frequency of some types of students' unethical behavior and how often the teachers challenged students on that behavior. The surveys showed teachers felt plagiarism was the most prevalent student behavior, while obtaining copies of exams and buying papers were the least frequently occurring student behavior.
At the elementary level, post-survey responses related to the identified areas of concern showed a marked improvement by at least 20% after instructional intervention. Some responses improved by as much as 60%. Answers to the additional survey questions demonstrated that most students understood what plagiarism and copyright are and ways that they could make sure that they do not violate copyright law.
The use of action research as a means to provide a rich and meaningful professional development opportunity for school library media specialists and teachers has transformed instructional practice in the Londonderry School District.
Despite these traditional challenges of collaboration, there was a strengthening of bonds between the library media specialists and participating teachers. The change in dynamics was precipitated by the unique expertise of the library media specialists in designing and implementing action research. This earned the respect of teachers and the enthusiasm of their students. (Gordon)
In fact, a collaborative research culture has been created in which all those responsible for student learning engage in meaningful reflection on instructional and program practices at the local level through an examination of evidence provided through the process.
Since the inception of the use of action research in the school year 2001-02, the school district has conducted 27 action research projects and there are two currently underway. Action research has become part of the way the district does business and when new initiatives are considered, there is a required action research component in order that the initiative be assessed and evaluated in terms of impact and sustainability.
Areas of investigation explored over the last seven years include:
How can we get high schoolers off the Internet and into subscription databases?
How do middle schoolers and high schoolers take notes and how can we teach this skill better?
Can third graders reach higher order thinking skills through project work?
Are our end-users satisfied with the current level of library service?
Additional representative action research projects are provided in Appendix 6.
The school library media specialists have emerged as leaders of evidence based
practice in the school district and have data and evidence on how students learn and achieve in an information environment. Data are regularly shared with decisionmakers and stakeholders to inform practice and provide improved instruction and service to students.
Shared results of the various action research projects include a formal report and presentation to the school board. Senior administrators and board members have been impressed with the findings and have encouraged the continuation of efforts to the point where funding, initially provided by federal dollars, has been incorporated into the general operating budget. School library media specialists are viewed as experts in implementation and leaders in the improvement of instructional practices. Proposed new initiatives are often vetted through a required action research component and most recently, a new element was incorporated into the school district's strategic plan which calls for the implementation of an action research course for students at Londonderry High School. This course will enable students to conduct a semester-long research project, providing the opportunity for the student to be actively engaged in authentic inquiry on a topic of their own choosing, at a deeper level than might be possible in other projects.
Regarding the example of action research used to assess student understanding of the ethical use of information, high school students are getting the message that it is unethical to copy the work of others, or to fabricate information or data. However, the teacher surveys indicate that it is still difficult for students to put that understanding into practice. Teachers will need to move beyond one-time admonishments for plagiarism, and endeavor to build the skills and understanding that allow students to confidently develop and support their own ideas and work.
As a result of our findings at the elementary schools, the library media specialists and teachers have reflected on how improve their own practice. It was decided to continue to teach lessons on information literacy to all fifth grade students, to begin to discuss copyright and plagiarism beginning in the early grades, and to revise district information literacy benchmarks.
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‚Survey of Student Academic Misconduct.‛ Academic Integrity Project. Eds. Antonia Moran, J. D. Conway, and James Conway. 18 Apr. 2004. Central Connecticut State University. 22 Aug.
2008 <http://www.ccsu.edu/ academicintegrity/ Student%20Survey.asp>.
Todd, Ross. ‚Learning in the Information Age School: Opportunities, Outcomes, and Options.‛ International Association of School Librarianship Conference, Durbin, South Africa, July 2003.
Vygotsky, Lev. Thought and Language. Cambridge, MA: MIT Press, 1986.
Wood, Patricia. ‚Action Research: A Field Perspective.‛ American Educational Research Association Conference, New Orleans, LA, USA, April, 1988.
Appendix 1 - Londonderry School District Action Research Proposal
Submitted by:
Date:
Research Question or Hypothesis
Instructional Unit or Initiative
a. Topic:
b. Timelines:
Start:
Interim timelines (if applicable):
Finish:
b. Description of project or unit.
Please include details that would help someone replicate your unit.
Curriculum or other objectives?
Student or other product?
Assessments (formative and summative)?
Lessons taught:
Support materials?
Data Collection: Please include at least two methods (e.g. interviews, questionnaires, grades, observation journal entries, photographs, student products/projects, formative assessments, focus groups, case studies, and content analysis).
Appendix 2 – Londonderry School District Action Research Summary
Researcher:
School:
Date of Report:
Project Date:
RESEARCH QUESTION/HYPOTHESIS:
SUMMARY: (100 word abstract)
Why is this question important to your practice?
Describe the teaching unit:
Describe Data Collection Methods:
.
Major findings:
What I learned that surprised me:
How this will change my practice:
Appendix 3 - Londonderry School District Student Survey – High School
Part 1
| In your opinion, are the following examples of fair (ethical) and appropriate use of ideas and information, or not? | Answer Key |
|---|---|
| 1. Nicole, Kelly, Joe and Andy meet after school to discuss their assignment to write a paper on Global Warming. They brainstorm some ideas together, and then each individual begins to focus in on developing their own paper. | Yes, this is ethical and it is a good idea to review the assignment with others to get a sense of different ways to approach your individual paper. |
| 2. Cassidy visits the school library and asks a member of the library staff for assistance in searching the Internet for information for the report on Global Warming. | Yes, this is ethical and Cassidy is wise to consult with an information specialist to get some assistance in beginning her research. |
| 3. Jason has an uncle who works in a research laboratory. He emails his uncle to search the Internet for him to get the information for his Global Warming report. | This is a gray area. If the teacher has made it clear that students are expected to do their own research, then Jason is out of line because he is asking his uncle to do the searching. If the teacher was not clear on instructions, at the very least, Jason is shortchanging himself because he is not learning anything about the resources. |
| 4. Mike decides that his paper will be better if he is able to cite lab data results on Global Warming, but he runs out of time to do the research, so he “makes up” the information, and also indicates in his bibliography a source for the data. | This is very unethical. Providing made up information is never right. Perhaps if Mike really feels that there has not been enough time to complete the assignment, he might request an extension. |
| 5. Jen has located a very helpful paper on Global Warming posted at a high school web site in an Australia. She downloads the entire paper and uses some ideas and information to develop her own paper, and credits the source in her bibliography. | Yes, this is ethical. As long as Jen credits the ideas and information to the source she is OK, although there may be better sources of information than a high school Web site! |
| 6. Brian finds a great article in an electronic data base that is perfect for his Global Warming paper. He copies two complete sentences from the resource and includes them verbatim (word for word) in his report without using quotation marks, footnotes or other means of attribution. | Brian is exhibiting unethical behavior. This is a clear case of plagiarism by using someone else’s work and not giving credit. |
| 7. Cindy wrote down a great quote about the effects of Global Warming in her notes, but can't remember which book it came from. So, she makes her best guess, and lists that book in her bibliography. | Cindy needs to go back to the resources she utilized and find the correct source for her quote so she can give accurate citation in the bibliography, otherwise, this is unethical. |
| 8. Jim found four great sources for his Global Warming research project, but his teacher required | Jim is wrong. A bibliography is not a list of resources that you found, but a list of |
| seven sources. So, before typing his bibliography, he found three more websites and included them on the list. | those that you actually used in completing a project or a paper. |
|---|---|
| 9. Judy asks her dad to review a draft of her Global Warming Paper in order to spot errors, or make suggestions for changes or improvements, before she completes a final draft. | This is fine and it is often helpful to ask an independent reader to go over your work so that they can point out glaring errors or sections that may need clarification or refinement. |
| 10. Mark connects with his best friend Nate to look over his Global Warming paper and asks Nate, a gifted writer, to go ahead and revise any errors and change anything that he feels will improve the paper. | Mark is also wise to ask a “gifted” friend to read his paper but he is wrong to give him a free hand to change anything as the paper is now at best a joint publication of Mark and Nate, and at worse, it is now Nate’s paper. |
| 11. John finds results from a study on Global Warming at a University Web Site. It includes a very interesting table which he cuts and pastes into his report, and submits as his original work. | This is completely wrong and another example of an act of plagiarism – using someone else’s work and pretending it is your own. |
| 12. Ingrid’s cousin in Florida had a similar assignment on Global Warming last year. Her cousin copies the paper and faxes it to Ingrid, who makes some minor changes, and turns the paper in as her original. | By making a few changes, Ingrid has done nothing to change the fact that this is another instance of plagiarism – even if her cousin was agreeable, Ingrid is submitting someone else’s work as her own and that is wrong. |
Part 2
13. How much do you know about your school's position on (fair) ethical use? (check the appropriate response): A) Nothing B) Very little C) Some D) A fair amount E) A lot
14. – 17. Have you received information on your school's position from:
Yes No
14) A B a course syllabus?
15) A B a teacher (i.e., discussed in class)?
16) A B other students?
17) A B other? (Indicate where and include in comments section on answer form)
18) Your age: A) 12- 14 B) 15 - 17
19) Year of Graduation: A) 2010 B) 2007
20) Your gender: A) Male B) Female
Thank you for your participation
Part 2 used with permission, from the Academic Integrity Project, Central Connecticut State University, Antonia Moran, J.D. and James Conway, Ph.D., Project Directors
Appendix 4 - Londonderry School District Student Survey - Elementary Schools
| Are the following examples FAIR or UNFAIR ideas? | FAIR | UNFAIR | NOT SURE |
|---|---|---|---|
| 1. Joe, Mary and Bobby meet after school to discuss their explorer reports and help each other with ideas. | | | |
| 2. John goes to the library and asks the librarian to help him search the Internet for information for his report on hurricanes. | | | |
| 3. Mike needs 2 written pages for his report, but he only has enough information for 1 page. He decides to “make-up” information in order to complete his 2 pages. | | | |
| 4. Jen found a very helpful book for her explorer report. She writes down some important information she found in the book in her own words, and she fills out a bibliography card to show where her information came from. | | | |
| 5. Lindsey copies 2 complete sentences from a web site and includes them in her report without using quotation marks. | | | |
| 6. Jane needs 3 sources of information for her New Hampshire report. She has only used 2. She lists a source she did not use in her bibliography so she will have the 3 she needs. | | | |
| 7. Judy asks her Dad to look over her report and make suggestions for improvement. | | | |
| 8. Josh asks his Mom to look over his report and she makes the changes for him. | | | |
| 9. Will cuts and pastes a chart for his hurricane report from a web site and doesn’t include the web site in his bibliography. | | | |
| 10. Ben downloads copyrighted music from the Internet. | | | |
| 11. Alex makes copies of a video he bought for 2 of his friends. |
|---|
| 12. Mary has new software for her computer. She lets her friend, Madison, install the software on her computer, too. |
| 13. Sean burns a CD for his friend with his favorite songs from his CD collection. |
| 14. Jillian lets her friend photocopy a guitar music book so her friend will not have to buy it. |
© Londonderry School District, 2005
Appendix 5 – Londonderry School District Lesson Plan
Unit: Ethical Use of Information
School: Matthew Thornton Elementary
Grade Level: 5
Library Media Specialist: Jean K. Sand
Classroom Teachers: Stella Skoropowski, Maureen McKay
Overview:
Students have taken a survey on the ethical use of information. After reviewing the survey questions with the students, a parent who is an intellectual property lawyer spoke to the children and answered their questions. The students are working on a report, which will be evaluated for ethical use, and following this, a post-survey will be administered. Before the post-survey and questionnaire, this lesson will be taught to reinforce the students' knowledge and understanding of plagiarism and copyright.
Objectives:
The students will be able to:
Recognize the copyright symbol Understand what copyright means Understand what plagiarism is
Content/Activities:
LMS asks what ―stealing‖ means
Explains what ―property‖ is—things someone owns
Discuss why stealing is wrong—(hurts others, against the law, wrong to take what is not yours)
LMS reads a book about stealing
Follow up discussion about stealing and the consequences
Discussion of stealing ―ideas‖—things people create. Make a list of things
(stories, poems, music, software) that are ―intellectual property‖.
Wrong to steal ideas? Yes, just like physical things
Show copyright symbol
Define copyright
Define plagiarism
Materials:
Overhead and transparency sheet Vis a vis marker Story book
Appendix 6 - Representative Action Research Projects
Students' Ethical Use of Information
Author: HS Library Media Specialist
Abstract: Are current practices (school policy, instructional practices, library services) effective in ensuring that students are ethical users of information? Are we addressing the factors that lead to student plagiarism? For this project, a two-session workshop was held for teachers interested in the topic where staff development credit was offered. A survey was administered to determine participants' perceptions of plagiarism and cheating at the high school level but there were a very small number of teachers who participated and so these results are not representative of the entire teacher population. The recommendations of the participants show these teachers are aware that there are steps that could be taken. However, other issues such as the importance of and pressure for good grades, and the indifferent attitude of some students, will require a much larger effort to address.
Study Descriptors: Survey, Library Media, Technology, Assessment/Evaluation, Staff
Development, Climate/Culture
Data Collection Methods: Survey, Focus Group, Discussion
Does the time given to quality research improve student knowledge and output?
Author: High School Social Studies
Abstract: This project looked at how to make the research process more concrete by providing a step-by-step program that will guide students independently down the path of researching a topic. The process is outlined in separate pages for each of the steps and before going to the next step, the work has to be approved by the teacher. This process was well-received by the sophomore U.S. History students, as many of them did not know the individual steps that went into research.
Study Descriptors: Social Studies, Library Media, Assessment/Evaluation,
Inquiry/Research
Data Collection Methods: Questionnaire, Student Work, Teacher Journal
Technology in the ECE (Earth and its Changing Environment Classroom)
Authors: High School Library Media Specialists
Abstract: Does the use of technology in the science classroom help students understand the concepts better? The freshmen science classes at Londonderry High School are considered ―technology rich‖ because there are classroom computers to be used by students. But how do the students actually use the computers? Do the students feel as thought they learn better or differently with the computers? 295 students were surveyed in total, garnering useful information about students' interactions with technology. Study Descriptors: Technology Integration, Survey, Library Media, Science,
Technology, Assessment/Evaluation, Instructional Strategies
Data Collection Methods: Survey, Observation
Assessing an Online Learning Forum
Author: High School Reading
Abstract: Literacy is a primary goal of Londonderry High School for the school year. In response to this initiative, a website called Learning Theories was developed. LearningTheories.org is a website designed to for the discussion of young adult literature for both pleasure and as an assessment tool. Teachers and students are given equal authority on the book club style forum and need only to log on once registered. This study looked at whether using an online forum was a practical means of assessment. Study Descriptors: Reading, Technology Integration, Technology, Staff Development, Assessment/Evaluation, At-Risk Students, Learning Styles, Instructional Strategies, Communication, Literacy
Data Collection Methods: Case Study, Questionnaire, Interview
Will 9th grade students demonstrate improvement in evaluating, selecting and assembling information, as well as crediting sources, if provided with a choice of note-taking templates to assist in the research process?
Authors: High School Library Media Specialist with Social Studies Teacher Abstract: Eighty-one ninth grade students in three World History classes participated in a research project titled ―Taking a Closer Look at Renaissance Art.‖ Previous years' projects revealed that students had difficulty putting ideas into their own words and crediting their sources of information. This problem of plagiarism, whether intentional or inadvertent, was the impetus for determining what interventions could improve students' skills in the research process. Results from the study showed that more students completed the project compared to overall freshmen results from the previous year. Also, more students in this study met or exceeded the composite benchmarks compared overall to freshmen from the previous year. Younger high school students need structured guidance in the research process. Something as simple as a note-taking template can help students stay organized, and emphasis on the process can help students avoid taking shortcuts that defeat the purpose of the project.
Study Descriptors: Assessment/Evaluation, Inquiry/Research, Library Media, Social Studies, Instructional Strategies
Data Collection Methods: Survey
If the early research steps are emphasized, i.e. pre-reading and creating questions, will the students see the benefit in their completed project? Will I see a difference in their ability to support their topic as opposed to report writing?
Author: High School Social Studies
Abstract: A good summary is the famous Dickens quote, ―it was the best of times, it was the worse of times.‖ This project has been done for a number of years, but each year the project has been changed slightly to reflect the different classes. This project was given to three heterogeneously grouped freshmen World History classes. Emphasis was placed on understanding the difference between ―reporting‖ and ―researching.‖ Moving from report to research can be difficult, but with planning and resources, it is possible.
Study Descriptors: Assessment/Evaluation, Inquiry/Research, Library Media, Social Studies, Instructional Strategies
Data Collection Methods: Questionnaire, survey.
Author: High School Library Media Specialist
Abstract: A first-year library media specialist developed and distributed a library services survey, which looked at how well the library media center was meeting the students' needs. The survey was distributed to 196 students in total, roughly 50% freshmen and 50% juniors. There were also a few short interviews done with students from each of the classes that asked more specified questions. The students were very candid with their remarks, and made some great suggestions for improvements to the library media center. More importantly, this survey and interview process allowed a person new to the school the opportunity to learn more about what the students would like and what they need from their library media center to be successful.
Study Descriptors: Assessment/Evaluation, Library Media, Survey, Instructional Strategies, Communication, Climate/Culture
Data Collection Methods: Survey, Interview
Research Skills in the High School Science Classroom
Author: High School Science
Abstract: It is so important for students to improve their research skills, to be able to separate fact from fiction, and to be able to defend their viewpoints using reputable supporting evidence. This is especially important in the science field when investigating through experimentation. This research project looked at how to engage students in the research process by both giving them a choice in their topic and by providing assistance and guidance throughout the research process. The overall topic to be studied was nanotechnology, but each student had a choice of what part to study and which direction they took their own research. The goal was for the students to become an ―expert‖ on their topic.
Study Descriptors: Technology, Assessment/Evaluation, Collaboration/Teaming,
Inquiry/Research, Library Media, Science, Instructional Strategies Data Collection Methods: Survey
Does the IIM research method help students synthesize information from multiple resources and reduce plagiarism?
Author: High School Science
Abstract: Sixty-five tenth grade college preparatory biology students participated in a human disease research project. The tenth grade biology curriculum has been aligned with the newly adopted state frameworks and human disease is an addition to the curriculum. The project was designed to allow students to apply what they had learned throughout the school year and learn about how their bodies can fight disease. Students used the IIM research model to conduct their research, as well as to analyze and organize their information. Students had the option to work alone or in groups on a topic of their choice and each step of the research process was outlined for them with specific due dates. Students were given class time to use the resources in the school library. The final products varied from brochures to power point presentations and special consideration was paid to looking to see if the students had truly synthesized information rather than just reporting on the information.
Study Descriptors: Assessment/Evaluation, Collaboration/Teaming, Inquiry/Research, Library Media, Science, Instructional Strategies
Data Collection Methods: Survey
How can I improve my students' ability to read nonfiction and informational text in order to increase their ability to understand science concepts?
Author: Middle School Science
Abstract: Various types of information text were integrated into daily science lessons. In addition to textbook material, magazine and journal articles were utilized through a current events component. The instructor employed a methodology to provide students with strategies for reading comprehension: pre-reading activities (examples and demos) investigation of the organization of the text prior to reading; vocabulary review before reading; text clues to identify critical information; use of pictures, captions and graphics to enhance understanding.
Study Descriptors: Science, Reading, Instructional Strategies, informational text Data Collection Methods: pre/post test, student survey, questionnaire and conferences
How is student writing in a practical level eleventh grade English class changed by the use of AlphaSmart technology?
Author: High School English
Abstract: In these days of high stakes writing, it is imperative students become more comfortable with writing in a classroom setting. Researchers from the Technology and Assessment Study Collaborative of the Lynch School of Education at Boston College analyzed test performance and computer use habits of 986 fourth grade students from 55 classrooms in nine Massachusetts school districts. They found the more students used computers to prepare PowerPoint presentations, surf the Web or play games, the worse they performed on the exam. The more students used computers to write school papers, the better they performed on the MCAS English/Language Arts exam (2004) which suggests that we need to provide our students access to technology specifically for word processing rather than simply unguided access to computers.
This project serves to answer the question of how is student writing in a practical level eleventh grade English class changed by the use of AlphaSmart technology. Specifically, this study sought to answer the following questions: Do students who have historically struggled with writing find the use of AlphaSmarts makes the writing process less tedious? Does the use of AlphaSmarts make students more willing to revise their work? A subordinate purpose for this study was to discover how students' perceptions of themselves as writers change through the use of AlphaSmart technology.
Study Descriptors: Library Media, Technology, Technology Integration, English,
Writing, Assessment/Evaluation, Instructional Strategies
Data Collection: Interview, Observation
Analysis skills during the research process
Authors: Middle School Library Media Specialists with Social Studies Teachers Abstract: As our students have developed their research skills using search engines, web portals, and databases, what analysis guides their selection? Do the recommendations of teachers, Library Media Specialists, or peers help them make a selection? Or, are they
using a less critical approach? How does selecting appropriate search tools aide or frustrate them in developing the final product?
Study Descriptors: Assessment/Evaluation, Collaboration/Teaming, Inquiry/Research, Instructional Strategies
Data Collection Methods: Questionnaire, student reflection, survey
Do Math Skills Books, in conjunction with Problems of the Day, increase students' grades in computation, specifically in the four basic operations on decimals and fractions on standardized tests?
Author: Middle School Math
Abstract: Targeted students weekly assignments from their math skills book as well as a problem-of-the-day, designed to cover the area in which they have historically scored lowest (i.e. four basic operations using decimals and fractions.
Study Descriptors: Technology, Assessment/Evaluation, Math, Instructional Strategies Data Collection Methods: Pre and post-test, standardized test results, student conferences, survey
How Can We Improve Library Services?
Authors: Elementary Library Media Specialists
Abstract: A survey/interview was developed to gather data about student attitudes, perceptions, and needs of the elementary school library media center and its staff. Previously the library media specialist's had surveyed the professional staff regarding Library Media Services. At this time we felt the necessity to survey our important users – the students. After the data was entered and analyzed using Excel, the Library Media Specialist's noted their findings and planned to implement the appropriate changes to their practice and services so they can better serve our school community. The same survey was given at each of the three elementary schools, with separate reports for each school.
Study Descriptors: Survey, Library Media, Assessment/Evaluation, Instructional Strategies, Communication, Climate/Culture
Data Collection Methods: Survey, Interview
Is this ok, is this not ok? Do 5 th grade students know the difference between ethical and unethical use of information?
Authors: Elementary Library Media Specialists with 5 th Grade Teachers Abstract: Can the teaching of information literacy skills (note-taking, bibliographies…) in conjunction with fifth grade thematic units of instruction change student knowledge and practices with regard to the use of information? Instructional units were designed to teach students note-taking skills, how to cite sources, and how to do a bibliography. By teaching these skills, the teachers and librarians hoped to have a positive affect on student behaviors with regard to the ethical use of information. Due to this intervention, there was a marked difference between the pre and post questionnaire results, which demonstrated the change in attitude and student understanding of the material presented. Study Descriptors: Assessment/Evaluation, Instructional Strategies, Communication Data Collection Methods: Pre/Post questionnaire, observation journals, student evaluation of the process.
Does the use of specific Math Software with Grade 4 students increase their math fact fluency?
Authors: Technology Integrationist and 4th Grade Teacher
Abstract: 4 th grade students in a control class used specific math software ton a daily basis. schedules were posted to ensure that all students had at least 15 minutes/day to use the program. Utilization data was recorded automatically through the program and a variety of reports formats available related to student progress.
Level: Elementary
Study Descriptors: Math, Math software, Assessment/Evaluation
Data Collection Methods: Program data, Teacher journal, student questionnaire
After participating in a teacher induction process for a year, how do new teachers to Londonderry view their practice? In what Danielson domain(s) and component(s), can these ideas be categorized?
Author: Teacher Induction Team Member (5 th grade teacher)
Abstract: In order to assess the effectiveness of the Londonderry teacher induction program in regard to participant understanding of the domain of professional responsibility, 34 teachers new to Londonderry (experience ranges from no experience to 14 years) participated in a study designed to determine if the program's activities were meaningful and constructive.
Level: Elementary
Study Descriptors: Induction programs, professional practice, teaching domains and components
Data Collection Methods: Questionnaire
How well do students apply skills taught in class for the reading of non-fiction to the gathering of information for an independent research project?
Author: Elementary Library Media Specialist
Level: Elementary
Study Descriptors: Assessment/Evaluation, Collaboration/Teaming, Inquiry/Research, Reading, Instructional Strategies
Data Collection Methods: Interview, Questionnaire
Abstract: This project looked at how well students apply skills taught for the reading of non-fiction to the gathering of information for an independent reading project. Three teachers worked in collaboration for the project: a reading specialist, a library media specialist, and a Grade 4 classroom teacher. For the assignment, students embarked on a shuttle flight to the international space station where each team of 6 students will have a specific job, such as a pilot, engineer, or scientist, as well as a special assignment like moon walkers, sun trippers, galaxy searchers, and satellite repair crew. All students will research general information on space flight and then gather information for their specific job assignment and outside activity. | <urn:uuid:61879d0c-2332-4b63-95bf-1dc4ad97752e> | CC-MAIN-2014-15 | https://ejournals.library.ualberta.ca/index.php/EBLIP/article/download/5020/5319 | 2014-04-21T16:08:12Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00121-ip-10-147-4-33.ec2.internal.warc.gz | 780,508,422 | 13,786 | eng_Latn | eng_Latn | 0.912992 | eng_Latn | 0.998637 | [
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NANOTECHNOLOGY THE N NEW T THREAT TO TO F FOOD
Hundreds of foods on the supermarket shelves may now contain untested and unlabelled nanotechnology ingredients, yet consumers are none the wiser.
The new assault on holistic agriculture F ollowing on from genetic engineering, nanotechnology represents the latest high-technology attempt to infiltrate our food supply. Senior scientists have warned that nanotechnology—the manipulation of matter at the scale of atoms and molecules— introduces serious new risks to human and environmental health. Yet in the absence of public debate or oversight from regulators, unlabelled foods manufactured using nanotechnology have begun to appear on our supermarket shelves. Around the world there is an increased interest in our food, health and giants' efforts to genetically engineer our food crops. Farmers and food buyers around the world were, and continue to be, enraged by the introduction of genetically engineered food crops. For many, the inevitable conclusion was that whereas the biotechnology companies stood to benefit from the entry of genetically engineered foods into the food chain, consumers, farmers and the environment shouldered all the risks. Now, nanotechnology introduces a new wave of assaults on our foods.
environment. We want to know where, how, why and by whom products are produced, how far they have travelled and how long they have been stored. The organic and local food movements have emerged as an intuitive and practical response to the increasing use of chemicals in food production and to the growing alienation of industrial agribusiness from holistic agricultural systems. People have chosen to eat organic foods because they care about the health of their families and the health of the environment. Organic agriculture also enables people to support integrated, environmentally friendly agriculture and appropriate technology rather than chemical-intensive factory farming. Support for organics has also grown as a direct response to biotechnology
Nanotechnology is the high-technology, atomically processed antithesis of organic agriculture, which values the natural, health-giving properties of fresh, unprocessed wholefoods. It further transforms the farm into an automated extension of the high-technology factory production line, using patented products that will inevitably concentrate corporate control. It also introduces serious new risks for human health and the environment.
materials and the manipulation of structures, devices and systems that exist at the nanoscale, i.e., less than 100 nanometres (nm) in size. To put 100 nm in
Introduction to nanotechnology: what is it, and why is it different? Nanotechnology is a powerful new technology for taking apart and reconstructing nature at the atomic and molecular levels. Nanotechnology embodies the dream that scientists can remake the world from the atom up, using atomic-level manipulation to transform and construct a wide range of new materials, devices, living organisms and technological systems. Nanotechnology and nanoscience involve the study of phenomena and by Georgia Miller and Scott Kinnear © 2007
From the web page: http://nano.foe.org.au/node/198
context, a strand of DNA is 2.5 nm wide, a protein molecule 5 nm, a red blood cell 7,000 nm and a human hair 80,000 nm. The properties of nano-particles are not governed by the
The altered properties of nano-particles have created the possibility for many new and profitable products and applications. Engineered nano-particles are used in literally hundreds of products that are already available on supermarket shelves, including transparent sunscreens, light-diffracting cosmetics, penetration-enhanced moisturisers, stain- and odour-repellent fabrics, dirtrepellent coatings, long-lasting paints and furniture varnishes, and even some food same physical laws as larger particles but by quantum mechanics. The physical and chemical properties of nano-particles—for example, colour, solubility, strength, chemical reactivity and toxicity—can therefore be quite different from those of larger particles of the same substance.
products.
The APEC (Asia-Pacific Economic Cooperation) Center for Technology Foresight has predicted that nanotechnology will revolutionise all aspects of our economy and society, with associated large-scale social upheaval.
How will nanotechnology be used for food production and processing? Industry analysts
There are four key focus areas for nanotechnology food research: • nano-modification of seed and fertilisers/pesticides;
worldwide (see http://www.hkc22.com). It estimates that the global nano-food market was worth US$5.3 billion in 2005 and will rise to US$20.4 billion by 2010. It predicts that nanotechnology will be used in 40 per cent of the food industries by 2015.
* food "fortification" and modification;
* interactive "smart" food;
* "smart" packaging and food tracking.
Nanomodification of seeds and fertilisers/ pesticides
Proponents say that nanotechnology will be used to further automate the modern agribusiness unit. All farm inputs—seeds, fertilisers, pesticides and labour—will become increasingly technologically modified.
In the absence of mandatory product labelling anywhere in the world, it is impossible to tell how many commercial food products now contain nano-ingredients.
and proponents predict that nanotechnology will be used to transform food from the atomic level up. "Thanks to nanotechnology, tomorrow's food will be billions of dollars into nanotechnology research, with an unknown number of unlabelled nano-food products already on the market. In the absence of mandatory product labelling anywhere in the world, it is impossible to tell how many commercial food products now contain nano-ingredients. The Helmut Kaiser Consultancy Group, a pro-
designed by shaping molecules and atoms. Food will be wrapped in 'smart' safety packaging that can detect spoilage or harmful contaminants. Future products will enhance and adjust their color, flavor or nutrient content to accommodate each consumer's taste or health needs. And in agriculture, nanotechnology promises to reduce pesticide use, improve plant and animal breeding, and create new nano-bioindustrial products"—or so states The Project on Emerging Nanotechnologies' 2006 report on the use of nanotechnology in food and agriculture (available at http://www.nanotechproject.org). The food and agriculture industries have been investing nanotechnology analyst, suggests that there are now over 300 nano-food products available on the market
Nanotechnology will take the genetic engineering of agriculture to the next level down: atomic engineering. Atomic engineering could nutrients, moisture, pests or disease to be monitored from far away, significantly reducing the need for on-farm labour input.
enable the DNA of seeds to be rearranged in order to obtain different plant properties including colour, growth season, yield, etc. Highly potent atomically engineered fertilisers and pesticides will be used to maintain plant growth. Nanosensors will enable plant growth, pH levels and the presence of
The concerned organisation, The Action Group on Erosion, Technology and Concentration (ETC), warns in its seminal report "Down on the Farm" (available at http://www.etcgroup.org) that in a nanotechnologyshaped future "the farm will be a wide-area biofactory that can be monitored and managed from a laptop and food will be crafted from designer substances delivering nutrients efficiently to the body".
Food "fortification" and modification
Food "fortification" will be used to increase the nutritional claims that can be made about a given processed food; for example, the inclusion of "medically beneficial" nano-capsules will soon enable chocolate chip cookies or hot chips to be marketed as health promoting or artery cleansing. Nanotechnology will also enable
Nanotech companies are working to fortify processed food with nano-encapsulated nutrients, its appearance and taste boosted by nano-developed colours, its fat and sugar content removed or disabled by nano-modification, and its "mouth feel" improved.
junk foods like ice cream and chocolate to be modified to reduce the amount of fats and sugars that the body can absorb. This could happen either by replacing some of the fats and sugars with other substances or by using nano-particles to prevent the body from digesting or absorbing these components of the food. In this way, the nano-industry could market vitamin- and fibre-fortified, fat- and sugar-blocked junk food as health promoting and weight reducing.
latent nano-capsules. A domestic microwave oven could be used to trigger release of the colour, flavour, concentration and texture of the individual's choice.
Interactive "smart" food Companies such as Kraft and Nestlé are designing "smart" foods that will interact with consumers to "personalise" food, changing colour, flavour or nutrients on demand. Kraft is developing a clear, tasteless drink that contains hundreds of flavours in
"Smart" foods could also sense when an individual is allergic to a food's ingredients and then block the offending ingredient. Alternatively, "smart" packaging could release a dose of additional nutrients to those whom it identifies as having special dietary needs; for example, calcium molecules to people suffering from osteoporosis.
"Smart" packaging and food tracking
Nanotechnology in agriculture is based on the premise that we can improve efficiency and productivity by rearranging atoms in seeds, by developing even more potent chemical inputs, by using high-technology surveillance to allow electronic rather than person-based surveillance of on-farm conditions and by further automating inputs to plant growth. It is assumed that applications of nanotechnology in
It is assumed that applications of nanotechnology in food processing can improve the taste, texture, appearance, nutritional content and longevity of food by manipulating it at the atomic level.
nano-sensors and antimicrobial
Nanotechnology will dramatically extend food shelf life. Mars Inc. already has a patent on an invisible, edible, nano-wrapper which will envelop foods, preventing gas and moisture exchange. "Smart" packaging, containing chips invisible to the human eye, would also act as electronic barcodes. They would emit a signal that would allow food, including fresh food, to be tracked from paddock to factory to supermarket and beyond.
activators, is being developed that will be capable of detecting food spoilage and releasing nano-antimicrobes to extend food shelf life, enabling supermarkets to keep food for even greater periods before its sale. Nano-sensors, embedded into food products as tiny
What are the key concerns about nanotechnology in food and agriculture?
Concerns about the use of nanotechnology in agriculture and food production relate to the further automation and alienation of food production, serious new toxicity risks for humans and the environment, and the further loss of privacy as nano-surveillance tracks each step in the food chain. The failure of governments to introduce laws to protect the public and the environment from nanotechnology's risks is a most serious concern.
food processing can "improve" the taste, texture, appearance, nutritional content and longevity of food by manipulating it at the atomic level. It has even been argued that this will result in food that is "safer". These assumptions are based on the flawed belief that humans can remake the natural world from the atom up—and get a better result. It is assumed that we can predict the consequences of our actions, even when we are dealing with highly unpredictable processes and forces such as quantum mechanics. Unfortunately, history tells us
DDT and asbestos. This suggests that we should take the early-warning signs associated with the toxicity of nanoparticles very seriously. There is a small but growing body of toxicological that we are simply not very good at predicting the outcomes of complex systems. Witness the disasters that resulted from the introduction of biological controls such as the cane toad or of rabbits and foxes for sport. History is similarly littered with examples of huge health and environmental problems that resulted from the failure to respond to early warning signs about previously perceived "wonder" materials such as CFCs,
literature that suggests that nano-particles are more reactive, more mobile and more likely than larger particles to be toxic to humans and the environment. Preliminary scientific research has shown that many types of nano-particles can result in increased oxidative stress, which can cause the formation of free radicals that can lead to cancer, DNA mutation and even cell death. Fullerenes—carbon nano-particles—have been found to cause brain damage in largemouth bass, a species accepted by regulatory agencies as a model for defining
ecotoxicological effects.
The use of nano-surveillance in food packaging will also introduce new privacy concerns. As the food industry's use of nano-tracking increases, it will gain the capacity to track the movement of food from the paddock to the factory to the supermarket and to your dinner plate. This will raise serious new
In its 2004 report, the United Kingdom's Royal Society recognised the serious risks of nanotoxicity and recommended that "ingredients in the form of nanoparticles should undergo a full safety assessment by the relevant scientific advisory body before they are permitted for use in products" (see http://www.nanotec. org.uk/finalReport.htm). Despite this warning, there are still no laws governing the use of nanomaterials in consumer products to ensure that they do not cause harm to the public using them, the workers producing them or the environmental systems in which waste nano-products are released.
privacy issues for which we are poorly prepared.
Alarmingly, despite the release of nanotech food and agriculture products into supermarkets and into the environment, governments worldwide have yet to introduce any regulation to manage nanotechnology's risks.
The struggle for a healthy food future: the alternatives to nanotechnology What will our food and
future. Shop at a farmers' market or buy from a box scheme direct from a farmer. Buy from an organic store or from the organic section in a supermarket. Consider joining a community garden or starting a garden of your own. Start an organic kitchen garden at your local preschool or school. Read product labels. Get involved and interested. Talk to your friends and family about the food issues that matter most to you. Let companies know through their 1-800 feedback lines that you are concerned about the use of nanotechnology in their products. Tell your local member of parliament that you want to see
It is exciting to see food politics debated by our mainstream media and our research and education institutions. However, while there are already unlabelled food products that contain engineered nano-ingredients available in our supermarkets, nanotechnology is only just starting to gain some attention. There are no regulations in place to protect public and environmental health, and almost no corporate or public monies being spent looking at the long-term consequences of manipulating our food at the atomic level. The similarity to the introduction of genetic engineering, with the added risk that there is no regulatory oversight, is chilling. We must all get politically active on nanotechnology, products that contain engineered nano-ingredients labelled to allow you to make an informed purchasing choice.
just as we've done with genetic engineering. It is essential that we get moratoria enacted on the use of
A key way to promote healthy, holistic agriculture is to support it with our purchasing choices. Certified organic foods offer you better health, a better environment and a way for you to support a nano-free food future.
technological future look like? We are in an epic battle for control of our food supply. Corporate or community ownership, global or local, small versus massive, processed versus wholesome—these are the paradigms that we need to choose between. A key way to promote healthy, holistic agriculture is to support it with our purchasing choices. Certified organic foods offer you better health, a better environment and a way for you to support a nano-free food future. With personal care products, buy organic or from a company that states it does not use nanotechnology. There are many ways to help create a healthy food nanotechnology until we have regulatory systems in place to protect human and environmental health and until we have genuine public involvement in decisionmaking regarding nanotechnology's introduction. We must also ensure that our governments put our hard-earned taxpayer dollars into support for the organic sector.
Together we can create a healthy food future that delivers to our community, not to corporate profits. ∞
About the Authors:
Georgia Miller is coordinator of the Friends of the Earth Nanotechnology Project, Australia. Scott Kinnear is a board member of Biological Farmers of Australia and the owner of Organic Wholefoods, based in Melbourne, Australia.
Editor's Note:
See NEXUS 12/04–05 for our coverage of the ETC Group's report "Down on the Farm: The Impact of
This paper was originally published in Clean Food Organic, vol. 4, May 2007, and is available at http://nano.foe.org.au/node/198. A 73-page report, "Out of the Laboratory and on to our Plates: Nanotechnology in Food and Agriculture", written in March 2008 by Georgia Miller and Dr Rye Senjen of the Friends of the Earth Australia Nanotechnology Project, is available as a PDF from web page http://nano.foe.org/au.node/226. A 12-page summary of this report is available at web page http://nano.foe.org.au/node/233. For more information on nanotechnology and the Friends of the Earth Australia Nanotechnology Project, visit the website http://nano.foe.org.au/. | <urn:uuid:343060b2-1017-4696-a1fc-4cb22e0b1dd5> | CC-MAIN-2014-15 | https://www.nexusmagazine.com/articles/doc_view/100-nanotechnology-the-new-threat-to-food | 2014-04-21T15:17:33Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00118-ip-10-147-4-33.ec2.internal.warc.gz | 811,017,201 | 3,513 | eng_Latn | eng_Latn | 0.996789 | eng_Latn | 0.997194 | [
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Sheltering in Place as a Public Protective Action
National Institute for Chemical Studies 2300 MacCorkle Avenue, SE Charleston, WV 25304
This project was made possible through a cooperative agreement with the U.S. Environmental Protection Agency (#CX 824095)
Table of Contents
Introduction
Sheltering in place as a public protective action has received large amounts of attention as a result of the submission of Risk Management Plans (RMP). Although sheltering in place has been used by emergency management officials for many years, very little data have been collected on how it has been used and its effectiveness. Both supporters and critics alike have expressed interest in such a collection of data about sheltering in place.
The National Institute for Chemical Studies (NICS) has had a longstanding interest in public protective actions during chemical emergencies. NICS is a nonprofit organization established in 1985 by a group of community leaders in Charleston, West Virginia following the Bhopal chemical accident. Its mission is to bring industry and the public together to seek ways to protect the health, safety, environment and economic vitality of communities where chemicals are manufactured, stored and transported.
NICS works to fulfill this mission through research and informationsharing on chemical risk; training and support for those with responsibilities for chemical risk management; promotion of industrycommunity dialogue; and facilitation and consulting services to groups and agencies seeking to resolve issues related to chemicals in the community.
Since 1985 NICS has served as an independent, objective third party in addressing chemical risk issues. The organization bases its work on the principles of information sharing and open dialogue, and in building partnerships with diverse stakeholders.
The following report provides a look at chemical accidents where sheltering in place was used as a public protective action.
Protective Actions for the Public during Hazardous Materials Emergencies
Many, if not most communities in the United States are vulnerable to the health and safety impacts of a hazardous materials emergency. These types of emergencies can result from accidents that occur at a wide variety of places including industrial facilities, government and educational institutions, commercial establishments, farms, and during transport. When these events occur, emergency response officials have two basic tools to protect the threatened public. One is to evacuate the public out of the area affected by the hazardous material release. The other is to request that the public "shelter in place, " that is, go indoors, close up the building and wait for the danger to pass.
Evacuation has long been used to move the public away from danger. Its goal in hazardous materials emergencies is to avoid or minimize exposure to dangerous chemicals. When evacuation can be completed before dangerous levels of hazardous materials move into the community, it is the public protective action of choice. This will avoid exposure to the hazardous material completely. It may also be preferable when the leak is large, unpredictable and difficult to control, or when there is a high risk of explosion or flash over. However, evacuations can take a very long time to complete, particularly in areas with high population density. And evacuating has inherent risks unrelated to the hazardous material. Managing an evacuation is a resource-intensive activity for local emergency management agencies.
Shelter in Place as a Public Protective Action
Shelter in place as a public protection tool has gained acceptance as a public protection tool. The goal of sheltering in place during hazardous materials accidents is to minimize the exposure of the threatened public to the dangerous chemical(s). Sheltering in place uses a structure and its indoor atmosphere to temporarily separate people from a hazardous outdoor atmosphere. The people will still be in the endangered area, but will be protected by the barrier created by the shelter and the short-term protection of its indoor atmosphere. Over time, small cracks in buildings will allow contaminated air to enter the indoor atmosphere. Some exposure will occur, but if properly undertaken, sheltering in place can
provide substantial protection from doses high enough to cause injury. The selection of sheltering in place to protect the public may be preferable when the leak is very fast, a migrating toxic vapor cloud could quickly overtake unprotected or evacuating citizens, the material released has a low health hazard, or evacuation would create problems that would outweigh its usefulness.
The amount of protection from sheltering in place varies mainly with the air tightness of the building and the length of time the building is exposed to a hazardous plume. Modern, energy efficient and weatherized homes provide the most effective air movement barrier. But even the most weather-tight home will allow contaminated air to enter slowly. Infiltration of contaminated air into a building can be further reduced by sealing windows, doors and vents with plastic sheeting and duct tape.
Many local emergency planning committees (LEPCs) have adopted shelter in place as an alternative to evacuation. Depending on the risks posed to the community and degree of public education provided, one of four levels of sheltering may be implemented. The Oak Ridge National Laboratory 1 has defined these levels as follows:
Normal Sheltering - Closing all doors and windows and turning off all furnaces, air conditioners or other ventilation equipment.
Expedient Sheltering - In addition normal sheltering, taking simple measures to reduce infiltration. These are placing plastic sheeting over windows and vents and taping over electrical outlets, around doors and other openings.
Enhanced Sheltering - Making modifications to the structure to reduce infiltration. These modifications are steps that are often used in weatherizing homes such as caulking around windows, doors and other places where surfaces meet, using weather stripping and installing storm windows.
Pressurized Sheltering - Using special gas-particulate filterblower units to pressurize a sealed room, building or other enclosure with filtered air. The filter-blower produces a outward flow of air through leakage points which prevents contaminated air from entering the shelter. Pressurized shelters are expensive to implement and are not typically in use for the general public.
Normal and expedient sheltering are the most commonly used sheltering techniques in communities around the country. Both are easy and quick to implement if a chemical emergency occurs. And both will provide protection for occupants of the shelter under certain conditions.
Other factors that affect the amount of protection that can be provided by sheltering in place are weather conditions and behavior of the threatened population. Winds can increase infiltration rates, but also disperse hazardous plumes much more quickly. Large temperature differences between the outside and inside air also will increase infiltration rates.
More important than these factors, however, are the actions of those citizens at risk from a chemical release. To maximize the protective value of sheltering in place, threatened people must know how to shelter effectively and quickly. Public education in emergency preparedness must include information on how and why to shelter in place. In addition, communities must have ways to alert the public to a chemical threat. Emergency alert systems should be able to provide the public with information about the emergency, simple protective action instructions, and information on where to find additional information about protective actions. In many communities, emergency preparedness instructions, including how to shelter in place, can be found in local phone books. LEPCs in various areas also have implemented strong public education programs for emergency preparedness.
Scientific studies of Sheltering as a Protective Action
The reduction in dose from sheltering in place, compared to remaining outside, can be substantial. A number of studies, both modeled and field tested, have shown varying degrees of potential dose reduction under different conditions of sheltering in place. In most studies of sheltering effectiveness, focus is entirely on infiltration rates.
Some experts feel there is a lack of appreciation of the concept of dose by the general public, and that sometimes any exposure to a hazardous material is incorrectly equated with a harmful or fatal exposure. This misunderstanding may account for some of the suspicion of the effectiveness of sheltering in place by some people.
For our purposes, dose can be simply considered a measurement of how much (concentration) and for how long a person is exposed to a toxic material. If a person is exposed to a higher concentration for a longer period of time, the dose received will be higher. And the higher the dose
of toxic material received, the more likely a person will become sick or die as a result of the exposure. If the dose of an accidentally released toxic material can be held to a low level, unhealthy effects of exposure can be minimized or avoided.
Some early studies of sheltering effectiveness calculated that, for a typical dwelling and a plume lasting 10 minutes, the dose indoors would be about one-tenth of the outside dose. For other types of dwellings and releases, the indoor dose could be as little as one percent of that received outdoors. 2
The figure above shows how sheltering in a closed up house helps reduce the amount or concentration of hazardous gas to which a person might be exposed. The graph is a simplified representation of the concentrations both indoors and outdoors after an accidental release has occurred. The numbers on the graph are calculated indoor and outdoor concentrations during a hypothetical toxic gas release of 10 minutes. 3
In this modeled example, a person staying outside would have been exposed to 400 parts per million of the toxic gas for 10 minutes. On the other hand, a person who immediately closed up his house prior to the arrival of the cloud would have been exposed to no more than 60 parts per million during the same 10 minutes. If the hypothetical toxic gas causes harmful effects in a person exposed to 100 parts per million for 10 minutes, it is clear that sheltering in place would have been beneficial to a person using this technique.
Scientific studies conducted by the Army 4 at the Aberdeen Proving Grounds were focused on determining how much protection sheltering in place could provide for residences exposed to nerve agents and mustard gas. The research program was designed to measure the rate at which a tracer gas entered a variety of buildings, that is, to measure infiltration rates for various types of residential structures. The 36 tracer gas experiments showed, in the 12 buildings tested, that air exchange rates varied in the houses from 0.16 air exchanges per hour (ACH) to 0.86 ACH with mean air exchange rates of 0.295 upstairs and 0.313 downstairs.
In two mobile homes, the average air exchange rate was 0.471. The houses were of brick, stone, and frame construction and were built in the 1920s, 1930s and 1950s. All had replacement windows and some had storm windows. The two mobile homes tested had an average air
exchange rate of 0.471 air changes per hour. When expedient sheltering measures were taken in the "safe room", that is, when windows were covered with plastic and doors/vents taped in a pre-selected room in the house, the air exchange rates were significantly reduced. For bathrooms with a window, air exchange rates were, on average, 34.3% lower than in the house as a whole.
Air exchange rates were converted to protection factors from hazardous chemicals in the outdoor atmosphere. For the 12 houses that were tested and for the specific weather conditions that existed during the tests, protection factors for safe rooms using the best sealing methods ranged from 39 to 101 for a ten-minute exposure to hazardous atmospheres and from 7 to 17 for a one-hour exposure. This means that during a tenminute exposure, an occupant in a safe room with good sealing could be expected to receive only 1/39 to 1/101 as much exposure to hazardous chemicals as someone outside.
A second study 5 involved the construction of a small cottage to simulate a typical frame house. The cottage was exposed to the nerve agent, sarin (GB), mustard (HD) vapor and to a chemical that simulated mustard gas. The infiltration rate of the cottage was measured. The experiments placed a steady concentration of the agent in the atmosphere around the cottage for one hour. Samplers and instruments were used to measure the concentration of vapors that entered the cottage.
Based on infiltration rates alone, certain concentrations of agent could be predicted. However, instrument readings showed far lower concentrations of test agent than would have been expected. Researchers have found that the surfaces, cracks and pores of buildings act as a filters. Test agents, as they entered the cottage through those cracks and pores condensed onto surfaces or were absorbed into the building materials.
In hour-long exposures to mustard gas, filtering by the cottage structure increased the protection factors by 15 to50. This means that for the conditions of the test, the protection provided by sheltering in place is up to 50 times greater than would be expected based on infiltration rates alone.
For hour-longs tests with sarin vapor, protection factors were two to three times higher than expected based on infiltration rates. Mustard gas is much less volatile than sarin, and it is expected that, in general, hazardous chemicals with lower volatility will be filtered more effectively
by building structures.
The experiments also showed that filtering by the structure is greater when air exchange rates are reduced. When expedient sheltering techniques are used, air flows into the "safe room" at a slower rate, and chemicals in the air have a longer period of time in contact with building surfaces. Tighter buildings, that is, buildings with low air exchange rates are more efficient filters.
The tests conducted by the Army also showed how important it is to ventilate and/or leave a structure after a contaminated cloud has passed. With tight buildings, any vapors that may have entered the structure during its exposure to hazardous vapors will leave the building very slowly. Chemicals that have sorbed onto building surfaces will also gradually desorb. If an occupant remains in the building without radically increasing the air exchange rate, exposure to the hazardous chemical will continue and dosage of that chemical will increase. By opening windows and turning on air moving equipment, the air exchange rate of the building will be substantially increased, and hazardous vapors will be removed at a greater rate.
Case Studies of Sheltering in Place During Chemical Emergencies
Chemical Plant Explosion 6 West Helena, Arkansas May 8, 1997
Basis of Study: Research study of a chemical plant explosion
Citation: Oak Ridge National Laboratory, 1999, " Description of Survey Data Regarding the Chemical Repackaging Plant Accident; West Helena, Arkansas", Oak Ridge, Tennessee
Protective Actions: Evacuation and shelter-in-place
Abstract: A mid-day explosion occurred at a pesticide packaging plant, which resulted in both evacuations and shelter-in-place actions within a three-mile downwind zone proximal to the incident site.
Several problems were noted in communications and in public confidence in instructions provided by response authorities as well as compliance with these instructions.
Several inaccuracies in media reports also led to the development of problems in both compliance and confidence with respect to evacuation instructions issued by responders to the general public.
Incident Description: The incident began at 10:00 AM on May 8, 1997 with the delivery of agricultural chemicals to the plant, which is located in West Helena, Arkansas. Employees noted that some of the 1500pound bulk containers of azinphos-methyl had a strange odor that was described as "almost rancid".
At approximately 1:00 PM, a container began to emanate fumes causing a smoky haze to develop in the building. This caused the employees to evacuate the facility and call the fire department. The smoke was described as layered with two distinct colors. The lower layer was a smoky gray and the upper layer was a smoky yellow color.
At approximately 1:15 PM, firefighters from the West Helena, Arkansas Fire Department arrived. Twenty minutes later an explosion occurred causing a significant structural collapse and a rapid escalation of the incident.
The building was heavily damaged at this point and approximately 10,000 ponds of mixed chemicals were now involved in the incident. The fire department was not operationally equipped to respond to a HAZMAT incident, however, and attempts to control the fire were made initially with little success. Large volumes of "foul smelling" smoke were noted as moving downwind of the incident.
Local authorities decided to order an evacuation of the 2-mile downwind corridor and to recommend sheltering in place for the 3-mile downwind corridor. Tornado warning sirens were used for initial warning. The Phillips County Office of Emergency Services issued radio broadcasts to advise the residents of the protective action recommendations
The only major medical center in a 50-mile radius was forced to evacuate. It was closed for six days and required extensive decontamination to reopen.
This incident resulted in the deaths of three firefighters, the downwind evacuation of a 2-mile downwind corridor, as well as the sheltering-inplace for a 3-mile downwind corridor.
No civilian fatalities were reported and all injuries were reported as either minor or psychosomatic.
Media reports of the incident prompted the Governor of Arkansas to request a stockpile of atropine (an antidote to the primary chemical involved in the incident) to be brought to the scene from the U.S. Army's Arsenal in Pine Bluff, Arkansas.
The bulk of the fire was eventually extinguished the next day. However spot fires continued to erupt for a week or more during clean up operations. The public was unaware of these fires and any potential dangers that they posed.
Incident Timeline:
Hazardous Materials Involved: The original chemical involved in this incident was azinophos-methyl which is a highly persistent organophosphate-based insecticide. The most notable effect of this chemical is disruption of the nervous system.It is especially toxic to children.
Additionally, as many as eight other chemicals were in the building. The total weight of the involved materials was estimated at 10,000 pounds. The building exploded. The primary route of exposure was inhalation of toxic by-products from the fire and ensuing smoke plume.
Population at Risk: Phillips County, Arkansas is an economically depressed county with a 1995 census of 27,386 people. A high ratio of residents live below the poverty level (43%) and a high percentage of residents are above the age of 65 (14.1%). The county is predominately populated by minorities with the majority of the population being black (54.6%). The housing is old and mostly wood frame construction with poor sealing qualities.
The Phillips County Regional Medical Center is a county-owned medical facility with a 155-bed capacity, including critical care and maternity wards. At the time of the incident, the facility had 4 or 5 serious patients including at least one ventilator-dependent patient, one active maternity patient and 17 rehabilitation patients.
Meteorological Conditions: Weather factors did not play a role in this incident, other than wind direction and speed.
Time Factors: The incident occurred mid-day. A large irritating smoke cloud rapidly migrated toward the populated areas in the down wind zone within 3-miles of the plant.
The evacuated area remained closed to the public until 10:00 PM the evening of the explosion.
A period of 6 days would be required to re-enter and ensure that a thorough decontamination of the medical center had been done.
Communications Capabilities: Initial evacuation alerting was accomplished using two tornado warning sirens with additional warnings issued by radio broadcast by the Phillips County Office of Emergency Services.
Deputies were also utilized for face-to-face notification for evacuation of the immediate area. Telephone problems were noted in respect to the Phillips County Medical Center, and ham radio operators were used for dispersion of information.
Interagency communications between the medical center and the fire department did not exist at the time of the incident. This caused problems in getting needed resources to the hospital for the evacuation to take place.
Some residents in the evacuation zones decided to not evacuate but rather sheltered in place while others in the shelter in place zone decided to evacuate.
Residents typically reported that they complied with the instructions of the authorities, many upwind of the plant did not perceive any danger and chose not to evacuate.
Emergency Response Capabilities: The West Helena Arkansas Fire Department did not have operational level HAZMAT capability. The Helena Arkansas Fire Department was asked to take over command for this incident at the time of the explosion.
The facility was active in the Local Emergency Planning Committee and had supplied the fire department with pre-incident planning assistance for their facility including maps and material safety data sheets. A walk through tour of the facility had been conducted just one month prior to the incident.
The medical center had a recently updated and evaluated evacuation plan in place and a drill had been conducted six months prior to the incident. The plan seemed to work well and the entire evacuation of the medical facility took just 55 minutes to complete.
Site Map
Runaway Chemical Reaction and Vapor Release Paso Robles, California November 12, 1991
Basis of Study: Research of incident, review of agency incident reports and anecdotal reports of responders
Citation: Paso Robles Department of Emergency Services, Incident Report # 97-1748, (sections) Incident Commanders Review, Incident, Narrative, Evacuation Group Log, Update-Hazardous Materials Incident of 11/12/91, Paso Robles, California
Protective Actions: Evacuation and Shelter-In-Place
Abstract: A runaway chain reaction in a chemical process sent clouds of potentially toxic smoke over a relatively rural area of California, as well as several schools and a California Youth Authority detention facility. The incident was ongoing for some 30 hours prior to any request for assistance from the local emergency response community. Several logistical and operational problems were encountered. The incident resulted in numerous evacuations of residents and their livestock, as well as the sheltering in place of over 800 inmates held in the minimum to maximum-security detention facility.
Incident Description: The first request for assistance (via 911) came from the Chemron Corporation in Paso Robles, California at 4:05 AM on November 12, 1997. The caller reported that "a runaway chemical reactor" was causing the plant problems and that a vapor release had occurred. While responding, the Incident Commander noted a gray colored cloud in the vicinity of the plant from approximately two miles way and confirmed this with other responding units prior to arrival.
Plant personnel had been evacuated prior to the arrival of the fire department. The Incident Commander made a decision early in the incident that all responding units would assume a defensive posture. Since there were no lives directly endangered, the incident would be dealt with from a distance and no firefighters should be placed at risk.
It was soon learned that the chemical reactor involved had been experiencing varying degrees of problems since approximately 7:00 PM on Monday November 10 th , some 30 hours prior to the emergency call to
911. The mixing operation that was underway had been completed over 100 times in the past without incident.
However, on this occasion the temperature in the chemical reactor rapidly rose from 150 degrees F (normal operating temperature) to over 400 degrees F. At first, this runaway reaction was being controlled by plant employees and was not considered to be a problem. Employees used water hoses to attempt to cool the chemical mixture. This was continued until approximately 4:05 AM on Wednesday, November 12 th , when the water hose split open and caused the chemical reactor to generate a cloud of vapor that was released into the air. At this time, the call to 911 was placed.
At first, plant representatives were not initially available for the fire department to question about the incident or the materials involved. This caused concern, as responders were unsure of the materials involved and the exact nature of the circumstances and events prior to the release. At 4:45 AM, a plant representative was able to identify the involved product as toluene-2, 4 diisocyanate, a class B poison. Given this information and the fact that the incident had been ongoing for over a day and a half, the Incident Commander ordered that area residents and businesses evacuate the downwind corridor as a precaution. He also ordered the California Youth Authority to shelter in place its entire population, confining them to their living wards. At this time, additional technical resources such as the San Luis Obispo HAZMAT team were requested to respond to the scene, as were several law enforcement agencies to handle the evacuation.
Once the incident scenario was better understood and technical experts consulted, it was determined that the reaction would run its course in twelve hours. At that time, readings would be taken of both the atmosphere and temperature near the involved vessels and chemicals. Based on the information gathered at that time, decisions would then be made as to reducing or modifying the evacuation boundaries.
Later in the incident it was learned that two other chemicals were involved polyethylene glycol and trimetholpropane. This information was significant, however, it did not require any change in response tactics or evacuation considerations.
From early in the incident, the fire department assumed a "worst case" scenario due to lack of information. Based on this approach five
"evacuation zones" were developed and plans to shelter in place the youth detention facility were made.
At 7:45 AM, an uncontrolled release occurred which caused a large black-gray cloud to cover the area immediately adjacent to the facility. This release forced the command post to relocate and evacuation of three of the five "evacuation zones" were ordered as the vapor cloud spread to the populated area.
Entry was made into the facility at 2:11 PM for the purpose of temperature and atmospheric monitoring. It was found that no detectable levels of toxic vapor could be found outside the facility and that the temperature of the product in the chemical reactor since it was last measured had decreased over 100 degrees F.
The emergency response phase of this incident was terminated by the fire department at 3:44 PM and incident command was turned over to Environmental Health. All emergency services activity, including those of the Emergency Operations Center related to this incident, ceased at 4:00 PM
Incident Timeline:
Hazardous Materials Involved: The initial report indicated that only one chemical, toluene-2, 4 diisocyanate was involved in the reaction. However, it was later learned that two additional chemicals were in the chemical reactor as well. This misinformation caused some initial concern to responders, but they learned that the additional chemicals
were unlikely to require a change in operational tactics or to have any adverse affect on the outcome of the incident.
Toluene-2, 4 diisocyanate is toxic chemical with a DOT hazard class of poison B. Generally it is sold and stored in solid form. However, in the process of blending the chemical with two other chemicals in a steam heated pressure vessel, the chemical is in a vapor form. The other chemicals in the blending vessel at the time of the incident were polyethylene glycol, a mild irritant and trimetholpropane, a nonirritating, non-toxic product. The eventual use of the mixture was in the manufacture of polyurethane foam. When mixed, these three chemicals are known to generate a great deal of heat.
The initial vapor release was traveling with the wind in the general direction of the populated area. The chief concern with toluene-2, 4 diisocyanate vapor is the inhalation hazard which can cause respiratory compromise and irritation. The other chemicals presented minimal health problems.
Population at Risk: The immediate area of the release was an airport industrial park with limited employee exposure on the night shift. In the downwind corridor, there was a residential area, several schools and a California Youth Authority Juvenile detention facility.
Several residents in the evacuation areas owned high value pets and livestock and refused to evacuate without them. A decision was made by the Evacuation Coordinator that no animals would be evacuated by emergency response personnel due to manpower limitations. However, an accommodation was made at a nearby fairground to house any animals that residents removed themselves.
The detention facility housed approximately 800 "youth" inmates (13 to 26 years in age), with 150 of those being maximum security inmates on 23 and a half hour a day "lock down". These inmates were housed in approximately 80 wards with a centralized feeding and education/ recreation facilities on a large compound. Each ward housed 10-15 inmates.
Several logistical problems were noted in the decision to shelter-in-place at the detention facility. Since the facility was located wholly within the boundaries of an evacuation zone, workers that would normally report in the morning for normal shift changes were unable to do so. This problem was further compounded by the fact that several of the on-duty (night
shift) personnel were already working a third shift and had not planned on being at the facility beyond normal shift change. Staffing for the overnight shift is reduced when compared to day shift and concerns regarding control of the inmates were raised particularly if the incident continued longer then the anticipated 12 hour window of risk that had been established.
Once it became apparent that meals would be required due to the duration of the incident, logistical problems occurred in terms of how to get the inmates to the centralized feeding facility or get meals to them in their wards without creating an exposure hazard. Also, if the incident ran longer then anticipated at the outset, concern over how to restock the centralized feeding facility was raised.
The limited supplies on hand for expedient sheltering modifications, such as duct tape and sealing film, were quickly exhausted with no means for replenishment.
Meteorological Conditions: The impact of the weather was minor in this incident, as it was mild for the time of year with a temperature of 45 degrees and a light but variable wind speed and direction. The sky was clear and no precipitation was anticipated.
Time Factors: Early in the response, the Incident Commander noted a large gray cloud as being visible from two miles away. This cloud later grew in magnitude when a substantial escalation of the incident occurred. The vapor cloud was propelled only by the winds at the scene.
The time of the incident made residential warning difficult as most residents were sleeping. At the time of significant escalation, the public was generally awake and aware of the incident and the potential need to evacuate. However, schools had already begun their sessions, and this complicated the evacuation and necessitated a shelter in place posture for the schools.
The need for protective action went from a potential need to evacuate, to an actual evacuation and shelter-in-place in approximately 15 minutes, once the incident grew in magnitude.
Communications Capabilities: Communications capabilities were generally not an issue during this event. A separate frequency was available and dedicated to the evacuation operation
so as not to interfere with the tactical operations. Some difficulty was noted in that the scene lacked fax capacity. Several dead spots were observed with regard to the use of cell phones.
Minor issues did arise with respect to interagency communications with regional response units that were called to the scene for technical expertise.
In his "Incident Commanders Review and Summary of Actions" the Incident Commander reported that public information provided by the Public Information Unit "though articulate, was in some cases taken out of context or exaggerated"
One key to communications issues at the detention facility was constant communications between the internal Emergency Operations Center and the wards themselves. Many inmates later stated that they felt as if the facility staff was genuinely concerned for the inmates welfare. This was attributed to the relative calm in the wards during the shelter in place activity.
Emergency Response Capabilities: The initial response consisted of three complete fire stations and a Chief Officer. One unmanned fire station which would normally respond to this incident based on location was enveloped in the vapor cloud at the time of the 911 call and alternate units had to be dispatched.
At the time of the incident, none of the responding units had any state certified HAZMAT Technicians on shift. The responding Chief Officer requested that two of the six HAZMAT technicians on the department be called at home to respond.
HAZMAT units were requested from the San Luis Obispo County Fire department and other mutual aid resources were requested, to respond to this incident and to provide for routine fire protection in the area during this incident.
Several local, county and state law enforcement agencies responded to assist in the evacuation of the area. Units from state and federal environmental agencies were called to the scene for technical assistance and support.
The California Youth Authority activated its internal emergency operations center for the duration of the incident. Existing plans were in
place for both shelter-in-place and evacuation. However, the liaison from the Authority was unaware that an evacuation plan existed.
The primary reason the evacuation plan was in place for the detention facility was the proximity of a nuclear power station to the facility. The evacuation plans included transportation, security and reception center issues that had been resolved in planning, but had never been tested other than a table top exercise.
While the detention facility management staff was very confident that the facility could have been safely and effectively evacuated in a reasonable period of time without incident, other staff members were not as confident on that point.
Site Map:
Chemical Plant Release Nitro, WV December 5, 1995
Basis of Study: Research of incident, review of agency incident reports and anecdotal reports of responders
Citation: Incident report, Kanawha Putnam Emergency Planning Committee , interviews
Protective Actions: Shelter in Place
Abstract: A process vessel at a chemical plant overpressurized and released a phosphorus chloride compound into the diked area around the vessel. In the rain, a hydrochloric acid cloud was formed which drifted offsite into an adjacent office and commercial area.. More than 800 employees of a neighboring chemical plant and several offices sheltered in place while the plume passed over the area. No injuries were reported. Businesses in the area had been trained in sheltering for employees.
Incident Description: At about 1:00 pm on December 5, 1995, a process unit at a chemical plant in a business/industrial park became overheated and began to overpressurize. An alarm at the unit malfunctioned and failed to warn operators that pressure was building in the vessel. A pressure relief valve opened and allowed 1,470 pounds of phosphorus trichloride to spill into the diked area around the vessel. Light rain had been falling and the air was very moist. The moisture reacted with the phosphorus compound. A cloud of hydrochloric acid formed and drifted slowly toward an adjacent chemical plant. Workers at the second plant noted the cloud and called 911 and the emergency response coordinator at the plant where the cloud originated.
A shelter in place recommendation was issued over the community's warning system. Sirens were sounded and the emergency alert system activated. The cloud was slowing moving to the northwest toward the rest of the business/industrial park and the adjacent interstate. Because of the proximity of the two chemical plants, the other businesses in the park had been trained in sheltering in place and had implemented shelter in place plans. The West Virginia Department of Environmental Protection main offices are located in the park. There are also a number of other businesses including a soft drink cannery, trucking companies, warehouses and a piping/valve company.
Nitro Fire and Police personnel implemented the traffic diversion plant and limited access into the threatened area. The main street through Nitro was blocked and other law enforcement agencies blocked the interstate and directed traffic through alternate routes.
The release and subsequent mitigation activities lasted for about four hours. An estimated 800 gallons of phosphorus trichloride discharged to the diked area. Emergency response by plant personnel during that time limited the amount of hydrogen chloride that formed. Sodium bicarbonate was applied to the phosphorus trichloride in the diked area. If all of the phosphorus trichloride would have reacted with water the maximum amount of hydrogen chloride formed would have been about 8,000 pounds.
Hazardous Material Involved: Hydrogen chloride is an acid that can form aerosol clouds. Inhalation of hydrochloric acid can cause serious respiratory problems. It is classified as an extremely hazardous substance by the U.S. Environmental Protection Agency. The hydrochloric acid cloud formed when moisture in the air reacted with the phosphorus trichloride that spilled into the diked area. Light winds slowly moved the cloud out of the plant toward an adjacent chemical plant, a business/industrial park and I-64 to the northeast.
Hydrochloric acid is corrosive and in sufficient concentration is an irritant to eyes, nose, throat and larynx. It can also cause skin burns. The cloud that traveled into the business/industrial park was sufficient to cause irritation to the eyes, nose and throat. An employee of a nearby gas station who ignored the shelter in place advisory said her nose burned a little when she went outside to take readings on the gas pumps.
Based on the amount of phosphorus trichloride released and emergency response mitigation activities, the company reported that significantly less than the maximum release of about 8,000 pounds of hydrogen chloride actually occurred.
Population at Risk: The immediate area of the release was the chemical plant where the chemical leaked. Immediately downwind was another chemical plant, and in the downwind corridor were several businesses. These businesses are in a business/industrial park adjacent to I-64 to the northwest. Other populations potentially at risk included parts of the Nitro business district and a few residences.
Because of the chemical plants, commercial residents of the business/industrial park have been trained in sheltering in place. The West Virginia Department of Environmental Protection has a multi-story office building in the park. Employees conduct shelter in place drills on a regular basis. A piping/valve business with warehouses has taken measures to provide warehouse and pipe yard workers with a secure place to shelter. In one of the warehouses, the company constructed a room with sufficient space to house all of the workers. Their shelter plan allows three minutes for workers to enter the safe room. They have drilled the activity and know that all workers in the warehouse and pipe yard can make it into the shelter room in that time.
The cloud was heading toward the interstate, so traffic was diverted as a precaution. The main road through Nitro (State Route 25) runs parallel to the business/industrial park. Some of the businesses along this road have shelter in place plans, but many of the establishments are retail and fast food services which have not implemented shelter in place policies. Before local public safety personnel could block Route 25, some residents drove through the area. One woman reported an itching rash on her arms and neck. Otherwise, no injuries were reported.
Meteorological Conditions: Weather was a significant factor in this incident. Rain that had fallen prior to the release caused standing water in the diked area. When phosphorus trichloride leaked into the diked area, hydrogen chloride was formed. During the course of the event, intermittent light rain fell and also reacted with the phosphorus trichloride. Although wind measurements were not available, individuals from public safety agencies reported very light winds that were heading generally in a northwest direction.
Time Factors: The release occurred in the middle of the work day. The business/industrial park was fully populated. The slow movement of the cloud allowed emergency warnings to reach the companies in the park in time to take protective action. The cloud was also visible which alerted some people of a problem. The shelter in place lasted for about 2 hours.
Communications Capabilities: Communications capabilities were generally not an issue during this event. Minor issues did arise with respect to interagency communications in implementing traffic diversion. Mostly this was due to heavy traffic on one radio frequency. Communication with the public was effective with the Emergency Alert System, sirens and cable intercept.
Emergency Response Capabilities: The chemical plant where the leak occurred has its own emergency response team.. Non-essential personnel at the site were evacuated. The emergency response team was able to effectively mitigate the accident by spreading sodium bicarbonate over the spilled material.
The 911 Center appropriately alerted local responders and the public. The community's emergency warning system activated through it's siren system, EAS, and the ability to interrupt cable television programming. The Kanawha-Putnam Emergency Planning Commitee emergency response plan was activated. Nitro public safety personnel and WV State Police provided access control to the affected area and temporarily diverted traffic from I-64 to alternate routes.
Overturned Tank Truck Marin County, California July 14, 1999
Basis of Study: Research of incident, review of agency incident reports and anecdotal reports of responders
Citation: Marin County Sheriff's Department, Office of Emergency Services, After Action Report for incident # NF99002203, San Rafael, California
Protective Actions: Shelter-in-place
Abstract:. At 7:42 AM on the morning of July 14, 1999, a traffic accident occurred involving a tractor-trailer carrying two incompatible chemicals. The truck overturned, and the chemicals mixed and reacted. This caused a lingering vapor cloud to form that threatened to envelop sections of highway that became impassable due to stranded motorists. Several hundred motorists were trapped on the highway in their cars in midJuly. The motorists were advised to shelter-in-place from the vapor cloud by remaining in their cars.
Incident Description: At 7:42 AM, a call reporting an accident involving an overturned truck at the intersection of Highway 101 and Highway 37 in the Novato section of Marin County, California was received by the Marin County Sheriff's Department. A complete HAZMAT team was dispatched The Incident Commander reported that a full sized tractortrailer was overturned and that a vapor cloud 15' X 10' was visible at the rear of the truck. The roads were immediately shut down, and it became apparent that several hundred motorists would be stranded in their cars on the highway.
A shelter in place order for people trapped in their cars was given at approximately 8:30 AM. By this time, several motorists had exited their cars and wandered through the area near the accident, potentially becoming exposed to possible contamination.
With several hundred motorists stranded ,the California Highway Patrol was used to conduct an orderly evacuation of the cars by turning each one and having it drive the wrong way on the road to the previous exit. The effort was massive. By the time it began, traffic was backed up for nearly six miles in both directions.
At approximately 1:00 PM, a wind shift occurred causing concern for a number of motorists who had been upwind of the incident. Further shelter-in-place orders were issued to these motorists.
At approximately 8:00 PM, the highway was able to be reopened and all motorists were allowed to leave the area.
There were no significant exposures and no one was injured or needed any medical treatment other then the truck driver who had a minor knee injury from impact of the accident.
Hazardous Materials Involved: The shipping papers indicated that the tractor trailer was carrying 288 gallons of hydrochloric acid, 3,168 gallons of sodium hypochlorite and 400 pounds of sodium thiosulfate. The sodium thyosulfate was not spilled and none was released; the hydrochloric acid and sodium hypochlorite did spill and mixed causing a reaction which generated chlorine gas that enveloped the vehicle. The driver was not seriously injured and was able to assist with product identification. The materials were released in the back of the trailer with the door still shut. A vapor cloud was slowly generated and was beginning to envelop the trailer upon arrival of responders. The primary health concern was the chlorine content of the vapor cloud. The vapor can cause skin, eye and throat irritation in low doses and longer term pulmonary complications can occur with exposure to larger doses.
Population at Risk: At the time of the accident, several hundred cars were trapped behind the incident. Several drivers left their vehicles with most leaving the area. However, a few actually approached the incident to the point of walking near the trailer where the materials might be leaking. Once traffic was stopped, the back up rapidly became massive, reaching as far as six and a half miles from the incident scene. Some cars were abandoned on the roadway. No resources were available for providing water to the drivers of the vehicles.
Initially there were no at-risk populations other then the stranded motorists, until a wind shift occurred and caused concern for homes that were adjacent to the scene. Several person were observing the incident from their yards and might have been endangered if spill mitigation activities caused a rapid generation of a larger vapor cloud. Plans were made to deal with the new at-risk population.
Meteorological Conditions: At one point, a wind shift occurred causing concern that motorists that were in the upwind area might now be in a down wind corridor from the scene. Plans to shelter-in-place were readied, but not immediately implemented.
The responders had access to extremely accurate point source weather data from an on-board collection system carried on the HAZMAT team vehicle.
Time Factors: The incident occurred the height of rush hour. The initial spill generated a vapor cloud that was approximately 10' X 15' in diameter directly to the rear of the trailer doors. As time wore on, the cloud grew at a slow pace and was dissipating at the same time.
Initial actions were directed at removing the trapped motorists from the area. Then product identification and hazard analysis were undertaken.
Communications Capabilities: Interagency communications were not an issue in this incident as the use of the mobile command post and the emergency operations center was well practiced.
Communications with the public in their cars presented a problem and much of this communication had to be done on a face to face basis. A recommendation was made in the after action report for securing the use of mobile radio stations such as those used for traffic construction for emergency broadcasts.
The media presented some challenges as they monitored responder communications via scanners and misunderstood the term shelter-inplace as to mean that shelters had been opened. When they were told that this was not the case, they questioned responders as to why not. This forced the Public Information Officers from the various agencies to "teach" the media about the concept of shelter-in-place while trying to deal with the emerging incident itself.
Another media problem was that, because the incident was on two highways, the media had units located both north and south of the incident. However, the public Information Officer was only located on the north end of the incident. In the absence of guidance from agencies onscene, the media on the southern end of the incident began to interview anyone in the area. This allowed for some misinformation to be made public.
Emergency Response Capabilities: From the outset of the incident, a full HAZMAT response and relatively large law enforcement response was made. This was mostly due to the initial reports of the release coupled with the rush hour time frame.
The HAZMAT team was able to rapidly identify the product and begin to formulate cleanup plans.
Summary of other sheltering cases
Shelter in Place is used across the country as a protective action for the public. But even before formal sheltering in place was common, examples of the effectiveness of staying indoors during chemical emergencies exist. Following are examples from around the United States. Information was gathered from news reports and other printed materials, Lexis/Nexis news service, the federal Chemical Safety Board website (www.csb.gov) and from Risk Management Plans (RMPs) filed with the Environmental Protection Agency. Where there are no citations, the data were collected from RMPs
# Houston, TX on May 11, 1976
A tank truck carrying anhydrous ammonia wrecked on an exit ramp and toppled onto a freeway below. On impact, the tank ruptured and released about 7,500 gallons of ammonia. The ammonia immediately vaporized and formed a thick plume. With winds of about 7 mph, most of the ammonia cloud had dispersed after 5 minutes. The cloud surrounded the nearby Houston Post newspaper building – birds on the roof were killed. For people within 1,000 feet of the release point, 78 were hospitalized for symptoms of ammonia exposure, 100 were treated for less severe injuries, and 4 died as a result of ammonia exposure. The National Transportation Safety Board (NTSB) investigation concluded that people who sheltered and stayed inside buildings (including workers in the Houston Post building) received no harm from the ammonia release. NTSB also concluded that people who stayed in their cars generally received less severe injuries that those who left their cars and tried to escape. 7
# Pensacola, FL on November 9, 1977
A railroad tank car carrying anhydrous ammonia derailed and was punctured resulting in a release of ammonia vapors. Two deaths and 46 injuries were reported for those who were evacuated. In six houses that were very close to the accident site, there was no time to evacuate. Those residents closed their windows and doors and stuffed towels under doors and around windows. NTSB concluded that a breathable and survivable atmosphere was maintained in those houses where the residents were not harmed. 8
# Miamisburg, OH on July 8, 1986 A CSX rail tank car derailed releasing liquid phosphorus. About 30,000 people were evacuated from the surrounding area. However, a local hospital near the accident site was unable to evacuate. The hospital staff and patients sheltered in place and were not injured. (Information from a telephone interview on 1215-97 with Lt. Andy Harp, Miamisburg Fire Department, one of the first responders on the scene, as reported by East Harris, TX Manufacturers Association)
# Texas City, TX on October 30, 1987
An accident at a Marthon Oil refinery released a large amount of hydrogen fluoride (HF). About 3,000 people evacuated. Of those, 500 were treated for burns and respiratory problems. People who stayed in their homes and refused to evacuate were not injured by the HF. In addition, pets and plants that were left inside the homes that were evacuated were not injured while pets and plants left outside perished. (Interview with Texas City Fire Chief Ken Jones on 12-16-98, as reported by East Harris County, TX Manufacturers Association)
# Planquemine, LA in 1987 A Dow Chemical Company accident released chlorine. All of the
employees who stayed in buildings were unaffected. Two employees who tried to evacuate from the cafeteria suffered respiratory problems from inhaling the chlorine. Trees near the gate of the facility were damaged, while houseplants in offices near the accident site were not.
# Henderson, NV on May 6, 1991 Corrosion in a steel piping system caused a failure that released 70 tons of chlorine gas. Two hundred people were hospitalized. Investigators from the U.S. Fire Administration concluded that people who evacuated were exposed to greater risk than those who stayed indoors. (Cited in a Michigan State Police report) 9
# Ludington, MI on February 7, 1993
Michigan State Police reported that a pipe fitting failed releasing bromine gas. Shelter in place was utilized successfully for 3 hours with no injuries. Michigan State Police concluded that in this incident, sheltering in place was an effective protective action and that it was preferred to risking exposure during an evacuation. 8
# Richmond, CA on July 26, 1993
A tank car carrying oleum overheated and ruptured sending a cloud of sulfur trioxide into the air. The Contra Costa County Health Services Department reported that 22,000 people in the community sought medical attention, 22 were hospitalized. Employees of a nearby plant, in the direct path of the plume, sheltered in place and were not injured. Followup health studies by the Agency for Toxic Substances and Disease Registry (ATSDR) concluded that persons with observable symptoms such as wheezing and vomiting were more likely to have been outdoors during the release or did not shelter in place as advised. 8
# Fort Rucker, AL on November 8, 1994 Chlorine gas (150 lbs.) escaped from a sewage treatment facility at the U.S. Army Aviation Center and Fort Rucker. The release occurred in the early evening, 6:10 pm, and lasted for about 2 hours. According to the RMP filed by the facility, 128 people sheltered and 128 people evacuated. This resulted in 21 public responders being hospitalized , 22 workers being injured and injury to one member of the public who was onsite at the time. The chlorine release also damage plants in the area. Stability conditions of F meant that the cloud of chlorine gas dispersed very slowly; temperature was 65 F and wind at 3 knots from the south.
# Westlake, LA on January 24, 1995 Vinyl chloride (6,516 lbs.) and hydrochloric acid (2,754 lbs.) were released from a process vessel at a Georgia Gulf facility at around 9:15 am. Local officials requested a shelter in place for about 1,000 people who lived in the vicinity. The cloud dispersed slowly in the 44°F temperature. Wind speed was about 4.5 mph. Local officials reported no injuries.
# Westlake, LA on March 10, 1995
A process vessel at a Georgia Gulf facility overpressurized which resulted in the release of ethylene, vinyl chloride, propylene, and hydrochloric acid. Although the primary threat from the first three of these chemicals is flammability, 5000 people in the community sheltered in place. Weather conditions during the 7:40 am release were 47°F with winds from the north at 6 mph. No injuries were reported.
# Newport, TN on September 11, 1995 A malfunction at a Great Lakes Chemicals facility resulted in the loss of 475 pounds of phosphorus oxychloride from a storage container. The release occurred at 1:40 pm and lasted for 2 hours 40 minutes. The weather was warm, 85° F, with winds from the east at 6.7 mph. On-site, 13 employees were injured. In the community, 400 people were evacuated while 200 people sheltered in place. One member of the community received medical treatment.
# Nitro, WV on December 5, 1995
A process vessel at an FMC chemical plant overpressurized and released phosphorus trichloride into the diked area around the vessel. In the rain, a hydrochloric acid cloud was formed which drifted offsite into an adjacent office and commercial area.. More than 800 employees of a neighboring chemical plant and several offices sheltered in place while the plume passed over the area. No injuries were reported. Businesses in the area had been trained in sheltering for employees. 10
# Glendale, AZ on January 16, 1996
At Cholla Water Treatment Plant, approximately 100 pounds of chlorine was released when a manifold ruptured. The release lasted for a nearly 2 hours. Approximately 700 residents of the area sheltered in place. No injuries were reported.
# Overland Park, KS on June 24, 1996 The Johnson County wastewater treatment plant suffered an equipment failure which released 1,100 pounds of chlorine into the air. Fifty people in the community sheltered in place with no reported injuries. Plants in the surrounding community were damaged. One worker was injured
# Hammond, IN on February 20, 1997
At a Rhodia, Inc. hazardous waste facility, chloroform (117 lbs.) and hydrogen chloride (1,447 lbs.) were released from a flare on a storage vessel at 1:19 pm. In the community, 2,000 people sheltered in place, 23 people sought medical treatment and 2 were hospitalized. During the more than 6 hours of the release, temperatures were in the upper 30s with wind from the NNW at 5 m/sec.
# Baton Rouge, LA on March 17, 1997
During near flood conditions on the Mississippi River, a barge carrying 420,000 gallons of pyrolysis gasoline capsized and began leaking. The pyrolysis gasoline was 40% benzene and also contained significant amounts of toluene. The accident and subsequent clean-up activities resulted in the forced evacuation of 65 residents and 75 inmates from a work-release center and at least five separate shelter in place recommendations. More than 380 residents were treated at area emergency rooms. There were no injuries reported from those who sheltered in place. 11
# Westlake, LA on June 5, 1997 An overpressurized process vessel at a Georgia Gulf facility
released 533 pounds of vinyl chloride and 21,400 pounds of hydrochloric acid at 10:25 am. Weather conditions were good for dispersal of the plume. The temperature was at 79°F with winds from the east at 7 mph. About 1,000 members of the community sheltered in place. No injuries were reported.
# Pittsburg, CA in 1998
At a refinery, an accident released 900 pounds of chlorine. About 7,000 people in the immediate community were alerted to shelter in place. One employee was injured in the incident, but no injuries were reported from offsite.
# Rodeo, CA on January 7, 1998
A leak in a refinery unit designed to clean sulfur from diesel fuel led to a fire in a ground flare system. The burning flare produced billowing black smoke that contained hydrogen sulfide. The leak occurred at 9:05 am and lasted for two minutes. Emergency management officials were notified of the leak at 9:15 am. The emergency alert system was not activated until 9:26 am because officials were unsure of the direction the fumes were heading. A nearby elementary school sheltered 1,000 children prior to the warning because they saw the smoke and flames and could smell the hydrogen sulfide. Many residents ignored the warning sirens and shelter in place advisories. Health officials said that the amount of hydrogen sulfide released was well below hazardous levels. One possible injury was reported from a resident who complained of respiratory problems. 12
# Huntington, WV on June 20, 1998
A train derailed and spilled 30,000 gallons of formaldehyde at about 12:37 pm near Huntington, WV. About 100 families closest to the railroad were evacuated. Six residents and the train's conductor complained of breathing difficulties and were treated and released by a local hospital. River traffic was closed for about 40 minutes and local highway traffic was diverted until the cleanup was completed. Evacuated residents were not allowed back into their homes until air tests confirmed that the air was clear. Residences about a mile away were warned to shelter in place for about 1.5 hours. None of these residents reported injuries. 13, 14
# Carlyss, LA on August 7, 1998
Two acids mixed by mistake at a Calcasieu Parish chemical plant sent a brown cloud of nitrogen dioxide into the air. The leak lasted from about 11:00 am until noon. Residents living within two miles of the plant were advised to shelter in place. Late that afternoon, the shelter order was lifted after officials tested the air and found no significant levels of the gas near the plant. 15
# Bayport, TX on August 28, 1998
A trimethyl chloride release from a chemical plant drifted into local communities and prompted school officials to order a shelter in place. After an all-clear signal was given, children who went back outside were exposed to lingering traces of the toxic gas and complained of sore throats and nausea. A total of 130 people were treated at area hospitals for breathing problems, chest pains, throat and eye irritation and nausea. 16
# Baton Rouge, LA on June 20, 1998
A tanker truck overturned on a city street releasing about 2,000 gallons of molten sulfur from a "lid that popped open". Hydrogen sulfide gas rose from the spill and moved toward I-110 and to the north. The accident occurred at 9:55 am on a Saturday. Before emergency management officials could notify the public, at least 13 people were exposed and reported skin irritation from exposure to the gas cloud.. Seven of those were treated at local hospitals and released. The others were treated at the scene by paramedics. The Community Alert system notified 276 residences within a half-mile
radius of the spill to shelter in place. None of those residents reported any injuries. The shelter in place lasted from about 10:30 am to 12:30 pm while the spill was mitigated and the truck turned upright. 17
# St.Gabriel, LA on March 2, 1999
An ammonia leak at a fertilizer plant prompted local emergency management to order two neighboring prisons and one school to shelter in place at about 8:30 am until 10:15 am. A total of 176 pounds of ammonia were lost in a plume that was pushed to the west at 3 mph. The plume was headed for an elementary school, the Hunt Correctional Center and the Louisiana Correctional Institute for Women. Odor response teams that were sent into the area reported no trace of ammonia which led to the shelter order being lifted. 18
# Baton Rouge, LA on March 2, 1999 Hydrogen chloride gas leaked from an Allied Signal plant at 10:13 pm. Initially, the plant believed that the cloud would not leave the plant boundary. Ten minutes later, the plant updated its report saying that the leak would be noticeable in the surrounding community. A local Fire Department Hazmat Unit arrived at 10:40 pm and notice a white haze moving south into a residential neighborhood. About 500 nearby residents were advised to shelter in place. After air tests were conducted in the area and showed no detectable levels of hydrogen chloride, theshelter in place order was lifted at around 11:45 pm. No injuries were reported. 13
# Gallipolis Ferry, WV on April 8, 1999 Ethylene oxide was released from the premature rupture of a pressure release device in a process unit. The ethylene oxide vaporized in the 80 F temperature. A cloud was dispersed over the rural community from winds of about 7 mph. Some 250 people sheltered in place. No injuries were reported.
# Texas City, TX on June 25, 1999 At a petrochemical plant, steam was released that contained methyldiethanolamine, a solvent, at about 7:30 pm. A disruption in a sulfur-recovery unit occurred just prior to the release. The steam stayed high in the air at first but a wind shift brought it to ground level. Residents in a 35-block area were advised to shelter in place until 12:20 am on June 26. Sixty people went to a local
hospital for treatment of skin and eye irritation and shortness of breath. Most of these people were not sheltered in their homes. 19
# Valdosta, GA on June 29, 1999
A valve in an ammonia piping system at an Archer Midlands Daniel facility failed and released 7,780 pounds of ammonia. Five workers were injured in the accident. In the surrounding community, 500 people were evacuated, but 20 residents closer to the facility sheltered in place. The potential impact of the accident was minimized due to weather conditions. Although the weather was hot (85° F), it was raining and the wind was blowing at about 10 mph. No offsite injuries were reported.
# Baton Rouge, LA on August 2, 1999
A leaking chemical truck on I-12 near Baton Rouge led to closure of the interstate and protective actionws for nearby residents. Boron trifluoride, a corrosive gas, was leaking from pressurized tubes. Residents within a 1/4 mile radius of the truck were asked to shelter in place at about 12:30 pm while firefighters "knocked down" the cloud of harmful chemicals. The leak could not be patched so the remainder of the chemical was off-loaded through a portable scrubber system. Since this process was somewhat risky and would take several hours, 11 families closest to the truck were evacuated. No one was injured. 20
Pressure in a process vessel at a polymers plant increased to a level that caused a valve blow-out. This released 1,800 pounds of various chemicals including allyl chloride and dimethylamine gas. Twenty-three local residents were treated at local hospitals. One resident close to the accident complained of injuries from previous accidents due to fumes that leaked into the house during a 21
# Pearl River, LA on October 15, 1999 mandatory shelter in place.
# Institute, WV on October 15, 1999
A small hole developed in a vessel within a pesticide production unit and a small amount of phosgene was released into the air. Initially, the chemical was misidentified because company workers thought the leak occurred at a valve very near the hole in the vessel. The leak occurred at about 9 pm on a Friday night. A shelter in place advisory was issued for communities around the plant and highways on both sides of the river were closed. Within the shelter in place advisory area, a high school football game was
underway. When the sirens sounded, the football game was halted. Spectators, players and coaches hurriedly entered the adjacent school where shelter in place procedures were implemented. The leak rapidly dissipated and air monitoring verified that the air was clear. The roads were reopened and the shelter in place order lifted at about 10:15 pm. No injuries were reported. 22, 23
# Corruna, Ontario, Canada on March 16, 2000 A flare went out on a stack at a Shell Canada refinery releasing hydrogen sulfide and mecaptans into the air. The flare was out about 10 minutes. Although fire officals advised area residents to shelter in place, some people were exposed before the advisory was issued. About 200 employees of a call center near the refinery complained of nausea and sore throats, and 21 people were taken to the hospital because of those complaints and dizziness. 24
# Phoenix, AZ on August 3, 2000
A warehouse explosion and fire created smoke containing pesticides, fertilizers and cyanide into a nearby community. Several residents who were evacuated to community shelters complained of headaches and respiratory problems. Residents who could see and smell the smoke were advised to shelter in place. None of these residents reported injuries. 25
Lessons Learned
Examination of news reports, federal databases, incident reports and other data clearly indicates that sheltering in place, either alone or in conjunction with evacuation, is used effectively by emergency managers across the United States. The available data, however, generally lack sufficient detail to draw clear conclusions about effectiveness. To clearly demonstrate effectiveness, one would need to know whether a toxic gas cloud of sufficient concentration to be harmful entered a populated area. It would also be important to know whether the population received warning in a timely manner, whether residents were clear on steps to take to shelter effectively, and whether residents implemented sheltering techniques prior to arrival of the toxic plume.
Only in a few cases can it be determined that a cloud of toxic gas entered an area in sufficient concentrations to be harmful. And in even fewer cases are details of shelter in place education and implementation available. However, the body of available cases lends strong support to the scientific evidence that sheltering in place can be effective and should be a tool in the emergency manager's protective action toolbox.
The three key criteria that determine how effective sheltering in place can be are: 1) the behavior of the public; 2) the characteristics of the structure and its immediate environment; and 3) the characteristics of the chemical.
* Behavior of the public - Perhaps the most important factor in determining how effectively shelter in place protects the public is how the threatened public behaves when advised to take protective action. In order to maximize the effectiveness of sheltering in place, individuals must immediately go inside (or stay inside) when the warning is received. As quickly as possible, all windows and doors of the structure should be closed and locked. If a fireplace is in the home, the damper should be closed. Any air handling equipment such as heating, cooling or ventilating systems should be turned off. This is "normal" sheltering and can be accomplished in a very short time.
If the population has been trained to take additional measures, individuals should go to their safe room and implement "expedient" sheltering in place techniques. The safe room should be a room with few or no windows and should have a radio or television to monitor emergency messages. Plastic sheeting should be installed
over windows and vents with long strips of duct tape to enhance air tightness. The edges of any doors should also be covered with long strips of duct tape. If the space of the bottom of the door is unable to be sealed by duct tape, a towel should be stuffed into the space. Tape can also be placed over electrical outlets, especially over those on outside walls.
Finally, when instructed by emergency management officials, sheltered individuals must terminate sheltering. Sheltering in place minimizes exposure, but does not avoid exposure to hazardous gases that may surround the structure. Small amounts of gases enter the structure through small cracks and pores. When the outside air is clear, it is important that sheltered individuals open all doors and windows and turn on air moving equipment to ventilate the structure. For most incidents, individuals should then go outside until the structure is well ventilated. If people stay sheltered after the outside air is clear, they will continue to be exposed to whatever amount of hazardous gases may have entered the structure.
There are several potential impediments to the public implementing protective actions in a timely manner. Social research has indicated that people need to believe that the threat is real and that the recommended protective action is effective. They must also believe in the credibility of emergency response decision-makers and spokespersons. Emergency response jurisdictions must have effective mechanisms for public warning and instruction. The population must have knowledge on how to effectively implement the protective action. Finally, people will try to assure themselves of the safety of other family members before implementing protective actions. All of these potential impediments can interfere with immediate implementation of protective actions by the threatened public.
Most of these impediments to appropriate public behavior in implementing protective actions can be reduced by effective public education and information programs. Public information programs are especially important for sheltering in place. Evacuation has a longer history as a public protective action and is more intuitive to people. The natural instinct when danger threatens is to get away from the source of the danger. Public education about sheltering in place is more challenging because of the need to provide instruction on techniques and explanations of effectiveness. Strong
public information programs can also build credibility and trust. Communities that learn about emergency plans and the people who are responsible for emergency management develop a greater sense of trust in those plans an d emergency managers. Effective public education about emergency plans for schools and other institutions can also lessen the anxiety for family members' safety.
In the shelter in place events reviewed for this study, public information campaigns are a hallmark of communities that use shelter in place for public protection. Many of the cases in this report are from communities in California, Louisiana, Texas, and West Virginia where petroleum refineries, chemical facilities and transportation of hazardous materials are common. Communities in these chemical-producing regions have undertaken strong and ongoing public information programs to include sheltering in place as an effective alternative to evacuation. These areas are also characterized by strong emergency planning in the school systems and protective action education activities with students. Information about these public education activities is not usually available from databases, but can often be captured from news reports, incident reports and personal interviews with emergency response managers.
* Characteristics of the structure and its immediate environment - Clearly, the type of structure to be used in a shelter in place action has a large impact on how effective sheltering in place will be in protecting the public. Modern, energy efficient homes are more airtight than older homes with single pane windows and little if any insulation. But even older homes can be effective shelters if the safe room is made more airtight by caulking obvious air infiltration points and using expedient sheltering techniques.
For most of the cases of sheltering in place examined in this study, it is difficult to determine the how airtight potentially exposed structures are. However, descriptions of communities in news stories can often allow an estimate of building tightness and air exchange rates. For instance, low income communities around industrial facilities often consist of older frame homes that may have infiltration rates much higher than optimal for sheltering. In these cases, special care must be taken by emergency management officials to inform and educate these communities about expedient sheltering in place techniques.
The primary immediate environment of the structure is weather conditions. Weather can have a major effect on sheltering in place success. From a physical standpoint, weather can affect air infiltration rates. When there is a great difference in indoor and outdoor temperatures, infiltration of air into the structure increases. Wind also can increase infiltration of toxic gases into a structure. However, wind can also be helpful in a toxic gas release since higher winds will disperse gases quickly. Dispersed gases will be in much lower concentration and be much less likely to cause harm. Studies have shown that selection of a safe room on the leeward side of a house can increase the protective value of sheltering in place. 26
Weather can also have an effect on public behavior regarding sheltering in place. When temperatures are extreme, safe rooms can reach uncomfortable temperatures. The longer a shelter in place action lasts under these conditions, the more likely people are to terminate the protective action before the outside air is clear. Emergency response managers must take weather conditions into account while managing public protective actions. Termination of the shelter in place order should be advised as soon as the safety of the outside air is determined.
In the cases examined for this report, termination decisions and times were not always apparent. Sheltering in place should only be used for toxic releases of limited duration – a few hours at most. The cases rarely noted both the time of the shelter in place advice and the "all clear" or terminate shelter order. In many cases, there was no mention of terminating the shelter in place.
* Characteristics of the chemical - The physical state of a hazardous materials influences the choice and effectiveness of protective actions. Clearly, gases and aerosols are the most likely to enter structures when sheltering in place. Typically, materials with higher volatility are more likely to enter structures than those with low er volatility. Another characteristic that is important to sheltering in place as an effective technique is whether or not the chemical is flammable and/or explosive. Chemicals that have the potential to ignite or create a vapor explosion generally call for evacuating populations that may be in or near a potential vapor explosion or fire.
Reports gathered from all sources provided the name of the chemical released. In some cases, an estimate of the amount released into communities was also provided. Although there were no reports of vapor explosions or fires in communities as a result of chemical accidents, there were several reports of sheltering in place being used with releases of chemicals whose primary hazard was flammability. There were insufficient data to determine if the plume was sufficiently concentrated to create a substantial fire or explosion threat. However, emergency managers should be aware of the primary threats of chemicals that may be released in their jurisdictions. Some chemicals are both flammable and toxic, and, in some cases, flammability is a greater threat to the public than toxicity.
In order to implement and manage a successful shelter in place action, emergency management jurisdiction must be able to meet these requirements: 1) a mechanism to alert, warn and instruct the public; 2) structures capable of closure; 3) personnel and equipment to control access to the affected area; 4) a way to determine when the affected areas are free of hazardous gases; and 5) a way to ventilate and/or exit the structure after the emergency is over.
For every case in this study, local emergency managers have the Emergency Alert System (EAS) available to them. In most of the chemical-producing communities, siren systems have been installed and are used for both chemical and natural emergencies. These two mechanisms for alerting, warning and instructing the public are often mentioned in news reports of chemical emergencies. Databases do not provide this information. Other public alert and warning systems used in communities where shelter in place is used are telephone ring-down systems and cable-intercept. Telephone ring-down systems use computer-based dialing to call households in pre-determined sectors with warning and instructions. Cable-intercept systems allow EAS messages to be broadcast on cable channels as well as local, over-the-air stations. Information about these warning systems can sometimes be found in news reports, but was most often discovered during interviews. One issue that arose in one community regarding the EAS system was the computer-generated voice used in the new digital EAS. The computer voice was difficult to understand by many citizens. The LEPC in that jurisdiction is working with the National Weather Service to either improve the computer-generated voice or to use a human voice to tape the emergency warning and instruction message.
The availability of structures was usually found in reports on chemical accidents that used shelter in place as a protective action. Houses were the most commonly used shelters, but office buildings, industrial facilities, schools and prisons were also noted. Structure issues arise with people at recreational facilities such as golf courses, football games, festivals and the like. While an adjacent school might be available for sheltering spectators and participants in football games, it is unlikely that sufficient structures will be available for golfers and other participants in outdoor activities. And in these cases, none of these outdoor populations were mentioned except for a football game where an adjacent school was used to shelter in place. Emergency managers should be aware of outdoor activities in their community and plan accordingly.
Most of the reports also discussed the closing of roads and other transportation modes to prevent access to the areas affected by the chemical release. Some reports, however, were silent on whether access to the area was restricted. Access restriction is important to prevent people from entering an area where chemical exposure is possible. Generally, sheltering in place requires fewer resources to control access than does an evacuation..
Sheltering in place events where the termination of sheltering was discussed usually mentioned that the area was "all clear." For some cases, the way of determining when it was clear and when people should ventilate structures was not apparent. For others, however, the news reports indicated that either public emergency responders or industrial facility personnel went into the community to monitor air quality. The timing of termination of sheltering in place is critical. Emergency responders need to be sure that the air is safe for people to ventilate their homes. However, the longer the terminate shelter order is delayed, the longer people will be exposed to whatever chemicals may have seeped into their homes. Typically, emergency responders are more concerned about verifying that the outside air is clear and prefer to have monitoring results before declaring an end to sheltering in place by the public.
Conclusions
Sheltering in place is an appropriate public protection tool in the right circumstances. For chemical releases of limited duration, it is faster and usually safer to shelter in place than to evacuate. For all the cases examined during this study, there were no fatalities associated with sheltering in place. There were a few cases where injuries were reported in situations where sheltering in place was ordered. Unfortunately, it was impossible to determine whether or not the injured parties actually sheltered in place. For the vast majority of events that have led to the public sheltering in place, there have been no reported injuries. In fact, for a very few cases, clouds of toxic materials of sufficient concentration to cause harm have entered communities and, because sheltering in place has been accepted by the community and was successfully implemented, no one was injured. The body of evidence suggests that if there is insufficient time to complete an evacuation, or the chemical leak will be of limited duration, or conditions would make an evacuation more risky than staying in place, sheltering in place is a good way to protect the public during chemical emergencies.
Appendix A
General Shelter In Place Instructions
Before an accident occurs, select a room in your house as a shelter location. The best sheltering location is a room with few windows and doors. It should also have a telephone.
Prepare a shelter in place kit. A shelter in place kit should contain plastic sheeting to cover any windows or vents, duct tape for installing the plastic and taping around doors, towels for placing at the bottom of doors, water for wetting the towels and for drinking, a battery operated radio and fresh batteries, snacks and games for any children. A flashlight with fresh batteries may be needed if the electricity fails, and a first-aid kit should be included.
Sheltering in place is a technique for minimizing exposure to chemicals that have been released into the air. Sheltering in place is most appropriate for chemical leaks of short duration.
When notified that a shelter in place has been recommended:
1) Go inside your home. Bring pets inside.
2) Shut and lock all exterior windows and doors. Locking provides a tighter seal.
3) Turn off any fans, air conditioners, vents or heating equipment. Shut fireplace dampers.
4) Enter your sheltering room. Shut and lock the door.
5) Tape plastic over any windows in the room. Use long strips of duct tape to make a continuous seal. Overlap tape where necessary. Use long strips of tape to seal the top, bottom and sides of the door. If the space at the bottom of the door is too wide to cover effectively with tape, wet the towels and place them at the bottom of the door.
6) Turn on the radio or TV to listen for emergency instructions. Do not use the telephone unless you have an emergency.
7) When the chemical accident is over, and you hear that an "All Clear" has been issued, leave your shelter room and ventilate your home. Open doors and windows, turn on air handling equipment to move air out of your home.
8) Go outside until your home has been ventilated.
It is very important to leave your home and to ventilate it as soon after a shelter in place has ended as possible. If your house was enclosed in a cloud of chemicals, small amounts of the chemicals may have entered your house. By turning on window fans or the fan on your heating system, you can exchange the air in your house with the clean air outside.
National Institute for Chemical Studies
2300 MacCorkle Avenue, SE Charleston, WV 25304 304-346-6264 www.nicsinfo.org ! email@example.com
References
1. Rogers, G.O., Watson, A.P., Sorensen, J.H., Sharp, R.D. and Carnes, S.A. Evaluating Protective Actions for Chemical Agent Emergencies, ORNL-6615, Oak Ridge National Laboratory, Oak Ridge, TN, April 1990.
2. Prugh, R.W. Mitigation of Vapor Cloud Hazards, Plant/Operations Progress, Vol.4, No. 2, April 1985.
3. Davies, P.C. and Purdy, G. Toxic Gas Risk Assessments: The Effects of Being Indoors, North Western Branch Papers, Institution of Chemical Engineers, No. 1, 1986.
4. Blewett, W.K., Reeves, D.W, Arca, V.J., Fatkin, D.P. and Cannon, B.D. Expedient Sheltering in Place: An Evaluation for the Chemical Stockpile Emergency Preparedness Program, ERDEC-TR-336, U.S. Army ERDEC, Aberdeen Proving Ground, MD, June 1996.
5. Blewett, W.K. and Arca, V.J. Experiments in Sheltering in Place: How Filtering affects Protection against Sarin and Mustard Vapor, ECBC-TR-034, U.S. Army ECBC, Aberdeen Proving Ground, MD, June 1999.
6.Vogt, B. and Sorensen, J. Description of Survey Data Regarding the Chemical Repackaging Plant Accident, West Helena, Arkansas. ORNL/TM13722. Oak Ridge National Laboratory, Oak Ridge, TN, March 1999.
7. Noll, G. and Hilldebrand. Hazardous Materials: Managing the Incident, 1995.
8. National Transportation Safety Board. NTSB Report # NTSB-RAR-78-4, 1978.
9. National Institute for Chemical Studies. Protecting the Public: Conference Proceedings, NICS-12-95-01, Charleston, WV, 1995.
10. Charleston Gazette
11. The Advocate, Baton Rouge, LA, March 17-30, 1997
12. The San Francisco Chronicle. January 8, 1998.
13. The Sunday Gazette Mail, Charleston, WV, June 21, 1998
14. National Transportation Safety Board. NTSB Report # NTSB-RAR99/01, 1999.
15. The Associated Press State & Local Wire, August 7, 1998.
16. Houston Press, February 18, 1999
17. The Advocate: Sunday edition, Baton Rouge, LA, June 21, 1998.
18. The Advocate: Metro edition, Baton Rouge, LA, March 3, 1999.
19. The Houston Chronicle, Star Edition, June 26, 1999.
20. The Advocate, Baton Rouge, LA, August 3, 1999.
21. The Times-Picayune. New Orleans, LA, October 28, 1999.
22. The Charleston Gazette, Charleston, WV, October 16-19, 1999.
23. The Charleston Daily Mail, Charleston, WV, October 16-19, 1999.
24. www.acusafe.com. Incident News Summary, March 2000.
25. The Arizona Republic. Phoenix, AZ, August 3, 2000.
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Identifying the better strategy for increasing a student's reading rate 1
Identifying the better strategy to increase a student's reading rate
A Master's Research Project Presented to The Faculty of the College of Education Ohio University
In Partial Fulfillment Of the Requirement for the Degree Master of Education
By
Alyssa Ashcraft
July, 2011
Identifying the better strategy for increasing a student's reading rate 2
This Master's Research Project has been approved
For the Department of Teacher Education
_______________________________________________
William Smith, Associate Professor, Teacher Education
______________________________________________
John Henning, Professor and Chair of the Department of Teacher Education
Abstract
The purpose of this research paper is to identify if reading rate can be improved by students reading multiple stories one time or do they need to read fewer stories multiple times? In this study, four students read one passage three times for one minute each time in one sitting and the other four students read three different passages for one minute each in one sitting. Words per minute read by each student were recorded and compared. This procedure was repeated with these same students three times a week for a total of three weeks. The findings show a larger increase in the student's words per minute from the ABC group than the student's in the AAA group. Students reading rate in the ABC group increased 60 words per minute over all and students from the AAA group only increased 46 words per minute overall. This shows a 14 word difference between the two groups of students.
Table of Contents
Chapter 1
Introduction to the study
All early childhood educators across the country struggle with their student's ability to read and comprehend what they are reading. I believe that one way to better increase reading comprehension is to increase their reading rate. The ability to read fluently has been found to serve as a strong predictor of reading comprehension (Lo, Cooke, & Starling, 2011). As educators, we know that the main goal of reading is to comprehend and understand. If a student doesn't understand or even remember what they read, then why are they reading? Many students feel this way also. They feel that if they can't understand it or remember it, then why read. We need to make sure that they are given the tools and strategies to be successful. We need to make sure that they not only value reading but want to read. One way to ensure this is to increase their reading skills and reading rate. If they are using so much energy and brain power on simply decoding, then they aren't going to be able to focus on the actual meaning of the text.
There are several aspects to fluency; speed, comprehension, expression, and accuracy but for this study the focus is not on true fluency, only on reading rate. Once reading rate is established, the student can then work on the other aspects of fluency.
Description of Research Question
This project is designed to identify the better way to increase a student's reading rate. What is the better way to increase a student's reading rate? Should they read multiple stories one time or do they need to read fewer stories multiple times?
Purpose of the study
There are many reasons for doing this research study. The most important is to find the better way to increase a student's reading rate. As an early childhood teacher, I am constantly looking for ways to increase my students reading rate and fluency. There are many studies on how to increase reading rate and many suggestions on things to try, but we only have a limited time throughout the year to work with these students, so we need a technique or strategy that will get us the most positive results in the least amount of time. There have been several studies done that show a strong correlation between a student's reading rate and their comprehension (Williams, J.C., Klubnik, C., & McCall, M., 2009; Lo, Cooke, & Starling, 2011). Students with a higher reading rate, tend to comprehend what they read better. If they don't have to focus so much on decoding and identifying unknown words, they can focus more on the meaning of the text and therefore gather meaning of the written text. The main goal of reading is to understand. If you don't understand or remember what you read, then why read? So many of my students have trouble comprehending what they read. I feel that if they were able to read more fluently and at a higher rate of words per minute, then they would have better comprehension.
Definition of Terms
Fluency- Fluency is a speech language pathology term that means the smoothness or flow with which sounds, syllables, words and phrases are joined together when speaking quickly. Reading Rate- This refers to the number of words per minute you can read correctly. Comprehension- The act or action of grasping with the intellect; understanding. WPM- Acronym for words per minute.
Limitations
This project includes some limitations. I am the teacher in the classroom where this study is being conducted. The students are familiar and comfortable with me. They are used to reading out loud to me: therefore, they may perform a little better than if they were reading with a stranger. Another limitation is that the students participating in this study are used to repeated
readings and have been doing them throughout the year. Since they are used to repeated readings, this may increase performance. They realize that the goal when performing a repeated reading is to read farther in the passage each time so they try harder each time to read farther than they did before.
Chapter 2
Review of Literature
The purpose of this literature review is to provide research based findings identifying the better way to increase a student's reading rate. All educators know the importance of comprehension. Many may not know how to increase a child's comprehension though. It has been shown that there is a strong correlation between children's reading rate and their reading comprehension (Williams, J.C., Klubnik, C., & McCall, M., 2009; Lo, Cooke, & Starling, 2011).So why not start with increasing their reading rate? But how? This literature review focuses on the importance of reading rate and strategies as to how to increase reading rate. This review is divided into three subsections: 1) What is reading rate? 2) What is the correlation between fluency and comprehension? and 3) What strategies are used to increase a child's reading rate? Through this literature review, the difference between reading rate and fluency, the importance of increasing a child's reading rate, and strategies for increasing reading rate are discussed. Although there has been a substantial amount of research on repeated readings, there isn't a lot on the different types of repeated readings. The results and findings from this research will help to identify the differences as well as suggest the better way to improve a child's reading rate.
What is reading rate and fluency?
One of the key components for attaining reading success is the ability to read fluently (National Reading Panel, 2000). Cathy Block (2005) states "no doubt, mathematics, social studies, science, and other content domains are essential for academic and intellectual development, but to learn information in these disciplines in school, students must know how to read" (p. 2). Depending on whom you ask, fluency means something different. There are many definitions of the word but many will agree that whatever the definition, it is an essential component to the reading process. The National Reading Panel (2000) describes fluency as "the ability to orally read quickly, accurately, and with proper expression." (p. 17) Disfluent readers struggle with word recognition, fail to comprehend various types of text, have little motivation to read, and spend less time reading (Chard, Vaughn, & Tyler, 2002). Block (2005) explains, that reading in general has four characteristics: accuracy and ease in decoding, speed of reading, simultaneous comprehension and decoding, and expression in oral reading prosody: tone, sequences, stresses, and pauses (p. 82). All of these characteristics create a person's overall reading fluency. The term "reading rate" varies slightly from fluency. A child's reading rate focuses solely on their number of words they can read correctly in one minute. It does not take into account all the other aspects of fluency. Many of the researchers tend to use these terms interchangeably. For the purpose of this literature review, I will do the same.
There are no set or universal numbers for how many words per minute a child should be reading at a certain time, but Hasbrouck and Tindal (1991) do offer some guidelines for oral reading fluency (ORF). According to Hasbrouck and Tindal (1991), an "average" 3 rd grade reader should be reading approximately 79 words per minute in the fall, 93 wpm in the winter and 114 wpm in the spring (p. 41). These numbers can be used as a guideline and reference to help identify if a child is struggling with fluency or if he or she should be targeted for intervention.
What is the correlation between fluency and comprehension?
Reading fluency is a key skill of effective readers. The speed and effort-lessness with which readers process text is highly correlated with comprehension. (Hasbrouck, Ihnot, & Rogers, 1999). Steven Krashen (2004) points out that fluent readers score higher on standardized tests. This is because they don't have to spend so much time and effort on decoding and can focus more on meaning. The correlation between fluency and comprehension was clearly established by a large-scale data analysis from the National Assessment of Educational Progress in Reading (Pinnell et al., 1995). In that study, 44% of the subjects were not fluent when reading grade-level appropriate materials; the study also showed a significant, positive relationship between oral reading fluency and reading comprehension. However, the relationship between fluency and comprehension is fairly complex. This complexity was summed up well by Stecker, Roser, & Martinez (1998) in their review of fluency research: "The issue of whether fluency is an outgrowth [of] or a contributor to comprehension is unresolved. There is empirical evidence to support both positions" (p. 300). However, in the end they concluded, "Fluency has been shown to have a 'reciprocal relationship' with comprehension, with each fostering the other" (p. 306).
When LaBerge and Samuels (1974) introduced their theory of automatic information processing, they proposed that to be an efficient reader, a student should be able to recognize and identify words instantly and then connect the words as they read to make meaning. This supports the notion that fluency and comprehension are interrelated and depend upon each other. LaBerge and Samuels also argued that the surface-level processing of words in reading should ideally be done at an automatic level, a level that required minimal attentional or cognitive capacity. In doing so, readers could reserve their finite cognitive resources for the more important task in reading--comprehension. LaBerge and Samuels hypothesized that for many readers poor comprehension could be explained by too much investment of their cognitive resources in the surface-level aspects of reading or slow, laborious, conscious-filled decoding of words. This investment of resources into the surface-level component of reading depleted or
exhausted what could be invested in making sense of what they read. If he/she is spending all of their efforts on simply sounding out or decoding the words of a text, then they cannot and are not putting enough effort into actually making meaning of the text.
Comprehension is one of the hardest concepts to teach to a young child. How do you teach a child to "think" and "understand"? Throughout my career as an educator, I have found it hardest to "teach" comprehension. I have found many strategies and graphic organizers to help, but no concrete and best way to teach it. I have decided in my classroom that I will first focus on increasing the children's fluency and then build in teaching the process of comprehending.
Modeling fluency is another essential component to teaching fluency. Many children learn by seeing and mimicking. If we model explicitly how to read fluently, it will give the students a visual and model to guide them. Frayer and Klausmeier 1972, stated that:
The primary task of a school is to teach children subject matter knowledge and skills. This requires communicating information, demonstrating skills, and motivating children to attend to the subject matter and to persist until mastery is achieved. Modeling is an important vehicle for teaching knowledge and skills, motivating children to learn, and helping them to develop a value system. Research has shown that a behavior may be acquired through observing and imitating a model. A behavior that has already been acquired may be inhibited, disinhibited, or elicited by observing and imitating. Thus, modeling may be an effective way of facilitating learning, bringing about desirable behavior, and controlling undesirable behavior in the classroom. (p. 9)
What are some strategies to increase a child's fluency?
There are several strategies and programs on the market today to increase reading rate and fluency. Through much of the research found while conducting the review, repeated readings was the most common and most effective strategy. Most research found (e.g., Therrien, 2004; Williams, J.C., Klubnik, C., & McCall, M., 2009; Silber & Martens, 2010; Lo, Cooke, & Starling, 2011) only referred to repeated readings as reading the same passage multiple times. One article found (Williams, Klubnik, & McCall, 2009) debated whether it's more beneficial to read the same passage 3 times or 6 times. In a study done by Williams, Klubnik, & McCall (2009) results indicated that doubling the number of reading opportunities usually resulted in students reading practice passages with greater fluency but did not significantly increase their fluency on generalization passages. I use the repeated reading strategy a lot in my classroom. I see great results with it. It not only improves their fluency, but it also increases their confidence. It gives my lower readers, who struggle with decoding and automaticity, a chance to be successful. Every child wants to feel successful and by using repeated readings, it lets them be. In my experience, each reading seems to serve a different function. The first reading of a repeated reading usually focuses on the child decoding and identifying the words. The second reading usually focuses on the child reading the words he previously figured out and getting slightly further in the passage. The third reading allows the student to focus a little more on the other components of fluency; speed, accuracy, and expression.
Repeated readings is an evidenced based strategy assigned to increase reading fluency and comprehension. In a meta-analysis done by Therrien (2004), his findings indicate that repeated reading improves the reading fluency and comprehension of both nondisabled students and students with learning disabilities. All students in the study obtained a moderate mean increase in fluency and a somewhat smaller mean increase in comprehension.
Another strategy to help increase a child's reading rate is to practice and teach sight words. Some people refer to them as high frequency words. These sight words occur frequently in the English language. They can comprise between 50-75% of text, making them important to learn. They are often exceptions to phonetic analysis and many are service words which are words that do not provide a visual image (Rebboah, J.,2010).
Read Naturally (RN) is another great strategy used for increasing fluency. Candyce Ihnot, a Title I reading teacher with the Minneapolis Public Schools, developed the RN strategy during her master's degree program. The Read naturally strategy to improve reading fluency combines the three techniques of; reading from a model, repeated readings, and progress monitoring. This four-step strategy combines research--based components into a process that teachers at elementary and middle schools, who work with remedial as well as special education students, have found can have a positive effect on their students' reading fluency and comprehension, as well as on their attitudes and motivation, that exceeds expectations (Hasbrouck, Ihnot, & Rogers, 1999). One of the strengths of the RN strategy is that the majority of activities can be successfully self-directed by the students themselves; the teacher only participates in one step of the process. Before step one even starts, the students' reading levels are assessed to place students in an appropriate level. Once their appropriate level is identified, step one begins. Step one involves an unpracticed cold reading of a student selected passage from their targeted level. Students read the passage for one minute and mark the number of words read correctly. During the second step of this strategy, students practice reading this same passage 3-4 times along with a model. This model can be an audiotape or a trained reader. The important part here is that the student reads along with the model, he/she does not just listen. In step three, the child reads the passage independently. She/he will set the timer again for one minute and read the passage several times until they reach their predetermined goal of so many words per minute. When they reach their goal, they indicate to the teacher that they need to be checked. This is the last step of the strategy, step four. The teacher times the student's reading of the practiced passage for one minute and records the number of correct words read. The teacher then decides if the student "passes" based on three certain criteria; 1) the words correct per minute score meets or exceeds the predetermined goal, 2) three or fewer errors were made, and 3) the student read the passage with correct phrasing and attention to punctuation. If the student "passes" they move on to another passage at the same level, if the goal was not met, they continue practicing the same passage until it is met. Students continue reading passages at this same level for 10-12 passages. At that point, the teacher determines if the child is ready to move up a level or if they feel the child should continue where he/she is. "Since the strategy was developed, teaches in many different settings, from different states, and working with different types and grade levels of students have used RN with demonstrated success" (Hasbrouck, Ihnot, & Rogers, 1999).
Chapter 3
Methodology
Description of participants
There were six 3 rd Grade students who participated in this study. There were three boys and three girls. All of the participants were nine years old at the time of this study. All students participate in the regular education classroom for all subject content areas. When choosing the participants for this study, their Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores were considered (a reading assessments used school wide to determine a child's reading rate). These are scores that have been collected and identified throughout this school year. Their average words per minute (WPM) were used to match the students into pairs. Two students whose averages were similar were pared with one placed in group of students who read one passage three times (the AAA group). The other was placed in group that read three different passages (the ABC group). This process was repeated until there was a total of three students in the AAA group and three students in the ABC group. Then I found two more students with similar averages and divided them into the separate groups. Student 1 and student 2 had similar scores of 60 and 63 WPM respectively. Student 3 and student 4 had similar scores of 94 WPM and 93 WPM respectively. Student 5 and 6 had similar scores of 83 WPM and 82 WPM respectively. Student Gender was not considered in establishing the groups. Interestingly, it did work out that there were even numbers of boys and girls.
Informed consent procedures
The research topic chosen does not require informed consent papers in order to carry out the study. Since the topic, reading rate and repeated readings, is already implemented as a part of our schools curriculum, students were not required to do anything additional that is not already
mandated by the school. Through this research design, the children did not take part in any tasks that would cause harm to themselves or their learning.
Confidentiality
To ensure confidentiality, no names were used in this study. They were assigned a number from 1 to 6 and were identified using their assigned number. When all testing and analysis is complete, all materials and documents containing student's names will be shredded.
Demographics
This study was conducted at a rural Appalachian school district in Ohio. The district is comprised of a single Pre-K -- 12 complex. It currently has approximately 1,652 students. The High School serves approximately 516 students in grades 9 - 12, while the Middle School serves approximately 354 students in grades 6 - 8, and the Elementary School consisting of grades PreK -- 5 has an enrollment of approximately 782 students. There are approximately 130 teachers and administrators. The student/teacher ratio in grades K-6 is one teacher to 21 students.
Instrumentation
This study took place over a three week time period. Each student read a total of 27 one minute timed readings. Students in group AAA read 9 different passages each three times and students in group ABC read 27 different passages, three at a time, each one time. The data was then collected and analyzed to see which group of students gained the most WPM by the conclusion of this study. The passages used in this study were grade level quick read fluency passages selected from Scott Foresman's Reading Street Series. This assured that all passages were research based grade level and comparable to each other.
During week 1, on Monday, student 1 read passage A to me for one minute and I recorded the WPM. I then had the same student read the same passage to me again a second
time, recording the WPM again. The same student repeated this one more time for a total of three one minute readings of the same passage. I then repeated this procedure with students 2 and 3 each reading independently. Then I had student 4 read three different passages (A, B, and C) for one minute each and record the WPM for each reading. I then repeated this procedure with students 5 and 6 each reading independently.
On Wednesday of the same week, I repeated the same process as Monday except using different passages. Students 1, 2 and 3 read passage D three times each for one minute each time for a total of three readings. Students 4, 5, and 6 will read passages D, E, and F for one minute each for a total of three readings.
On Friday of the same week, I repeated the same process as Monday and Wednesday except using different passages. Students 1, 2, and 3 read passage G three times each for one minute each time for a total of three readings. Students 4, 5, and 6 read passages G, H, and I for one minute each for a total of three readings. I did this for a total of three weeks and then analyzed the data to see which set of students gained the most WPM over the three week period.
Chapter 4
Results
The research question posed at the beginning of this Mater's Research Project was what is the better way to increase a child' reading rate? Should he/she read one story multiple times or does he/she need to read multiple stories one time? As an early childhood educator, I am always looking for better ways and strategies to increase my students reading rate and feel that this study will be very beneficial to my classroom as well as other educator's classrooms. During this three week study, the six students who participated read a total of 27 passages for one minute each and their number of words read correctly was recorded. Three of the students read 9 different passages three times each and the remaining three students read 27 different passages. The results from this study were analyzed and presented in this chapter.
Analysis of Data
The following shows the results of the study. Each time of implementation will be displayed in graphic form identifying the student and the number of words read correctly for each reading. Also, the results of the average words read correctly per minute by each student will be compared to identify the strategy that showed the most gains in the student's words per minute.
Baseline Assessment: To begin the study, I wanted a baseline words per minute assessment. As part of our schools curriculum, we use Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as our fluency assessment. For this reason, each students DIBELS scores were used as their baseline assessment. For the baseline assessment, student 1 read 6o WPM, student 2 read 63 WPM, student 3 read 94 WPM, student 4 read 93 WPM, student 5 read 83 WPM, and student 6 read 82 WPM. This assessment was also used to place the students into their assigned group. Since student 1 and student 2 had similar results in WPM, one student was placed into the AAA group and the other student was placed into the ABC group. Since student 3 and 4 had similar WPM, one was placed into the AAA group while the other was placed into the ABC group. Again, since the number of WPM read by student 5 and 6 were similar, one was assigned to group AAA and the other was assigned to group ABC. This assured that each group started with students of similar abilities.
Week One: On Monday of the first week of the study, each of the six students read three one minute timed readings. Students 1, 3, and 5 read passage A (See appendix A for a list of all passages used) three times and students 2, 4, and 6 read passages A, B and C each one time. Each group of students read a total of three one minute readings with the difference being that student 1, 3, and 5 read the same passage and students 2, 4, and 6 read three different passages. After each one minute reading, each student's number of words read correctly was recorded. This same process was repeated on Wednesday and Friday this same week using different passages. On Wednesday, students 1, 3, and 5 read passage D three times and students 2, 4, and 6 read passages D, E, and F one time each. Again after each reading, their number of words read correctly was recorded. On Friday, students 1, 3, and 5 read passage G three times and students 2, 4, and 6 read passages G, H and I one time each with each student's WPM recorded. The following graph shows the results from week one of implementation.
Week Two: On Monday of the second week of the study, each of the six students read three one minute timed readings. Students 1, 3, and 5 read passage J three times and students 2, 4, and 6 read passages J, K and L each one time. Each group of students read a total of three one minute readings with the difference being that student 1, 3, and 5 read the same passage and students 2, 4, and 6 read three different passages. After each one minute reading, each student's number of word read correctly were recorded. This same process was repeated on Wednesday and Friday this same week using different passages. On Wednesday, students 1, 3, and 5 read passage M three times and students 2, 4, and 6 read passages M, N, and O one time each. Again after each reading, their number of words read correctly was recorded. On Friday, students 1, 3, and 5 read passage P three times and students 2, 4, and 6 read passages P, Q, and R one time each with their number of words read correctly recorded. The following graph shows the results from week one of implementation.
Week Three: On Monday of the third week of the study, each of the six students read three one minute timed readings. Students 1, 3, and 5 read passage S three times and students 2, 4, and 6 read passages S, T, and U each one time. Each group of students read a total of three one minute readings with the difference being that student 1, 3, and 5 read the same passage and students 2, 4, and 6 read three different passages. After each one minute reading, each student's number of word read correctly were recorded. This same process was repeated on Wednesday and Friday this same week using different passages. On Wednesday, students 1, 3, and 5 read passage V three times and students 2, 4, and 6 read passages V, W, and X one time each. Again after each reading, their number of words read correctly was recorded. On Friday, students 1, 3, and 5 read passage Y three times and students 2, 4, and 6 read passages Y, Z, and AA one time each with each student's WPM recorded. The following graph shows the results from week one of implementation.
Overall results:
As you can see, the overall results show that students 1, 3, and 5 who participated in group AAA did not gain as many words per minute overall on their cold reads as group ABC did when looking at their baseline assessment number to their end assessment number. It is important to note that all students' words per minute did increase from the start of the project to the end. From the beginning of the study students 1, 3, and 5 gained a total of 46 words per minute and students 2, 4, an6 who participated in group ABC gained a total of 60 words per minute. This is a 14 word difference between the two groups of students. The following graph shows the number of words read for each of the students each time they read during the three week study.
During this study, student 1 increased 6 words per minute, student 2 increased 10 words per minute, student 3 increased 15 words per minute, student 4 increased 21 words per minute, student 5 increased 25 words per minute, and student 6 increased 29 words per minute. The following graph shows each student's beginning baseline assessment and their final words per minute assessment.
Conclusions:
From the data collected, it can be concluded that the students who read 27 different passages one time each as opposed to the students that read 9 different passages three times each gained more words per minute on their overall end reading rate. There was a 14 word difference between the number of words per minute that group AAA read and group ABC read with group ABC reading more. This is a significant difference. It is important to note that all students involved in the study did increase their fluency from the beginning of the study to the end. I believe that either strategy used would be beneficial in a classroom to increase a students reading rate.
Recommendations for Further Research
Although the research I collected had significant results, there are some recommendations I have for further research to seek conformation of my results. This project would benefit from being extended into a long term project. I believe there would be more substantial differences in the number of words read per minute from the very first reading to the very last reading if the project was carried out for a longer period of time. I also believe that the project would have more solid results if it were done with a larger sample size. There would be more data to look at and analyze. I recommend taking a baseline fluency assessment at the beginning of the quarter, carry out this project with all off the students, placing half in the AAA group and the other half in the ABC group, for the entire quarter and then taking another fluency assessment at the end of that quarter and then analyze the results.
Another recommendation for this project would be to add a comprehension factor. It would be greatly beneficial to see if the different types of repeated readings had any influence on a student's overall comprehension of unpracticed text. As an educator, we know the importance of reading comprehension and how hard it is for some student's to understand. It would be ideal to see if either one of these strategies increased their comprehension more than the other.
Also, studies of increasing a child's reading rate could be done by using different strategies. As much of the research pointed out, repeated readings are one of the most popular and most beneficial strategies for increasing reading rate, but it is not the only strategy. It would be nice to compare repeated readings with another strategy to see which one increases their reading rate more significantly.
Overall, the topic of the study done can be changed and modified in many different ways to further confirm the results already found in this study.
References
Block, Cathy Block and Israel, Susan E. "Reading First and Beyond." Corwin Press, Thousand Oaks (California), 2005.
Chard, D. J., Vaughn, S., and Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-407.
Hasbrouck, J.E., Ihnot, C., & Rogers, G.H. (1999, Fall). "Read naturally": a strategy to increase oral reading fluency. Reading Research and Instruction, 39(1), 27-37.
Hasbrouck, J. E., and Tindal, G. (1991). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24(3), 41-44.
Krashen, S. D. (2004). The power of reading: Insights from the research. Westport, Conn: Libraries Unlimited.
LaBerge, D., & Samuels, S.J. (1974). Towards a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
Lo, Y., Cooke, N., & Starling, A.L. (2011). Using a repeated reading program to improve generalization of oral reading fluency. Education and Treatment of Children, 34(1), 115- 140.
National Reading Panel. (2000). Report of the National Reading Panel teaching children to read: An evidence-based assessment fo the scientific research literature on reading and its implications for reading instruction. Washington, DC; National Academy Press.
Pinnell, G.S., Pikulski, J.J., Wixson, K.K., Campbell, J.R., Gough, P.B., & Beatty, A.S. (1995). Listening to children read aloud. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education.
Rebboah, J. (2010, April 27). Increase Your Child's Reading Proficiency Through Sight Words. Retrieved June 19, 2011, from http://ezinearticles.com/?Increase-Your-Childs-Reading-- Proficiency-Through-Sight-Words&id=4188182
Silber, J., & Martens, B. (2010). Programming for the generalization of oral reading fluency: repeated readings of entire text versus multiple exemplars. Juvenile Behavioral Education, 19, 30-46.
Stecker, S.K., Roser, N.L., & Martinez, M.G. (1998). Understanding oral reading fluency. In T. Shanahan & F.V. Rodriguez-Brown (Eds.), 47th yearbook of the National Reading Conference (pp. 295-310). Chicago: National Reading Conference.
Therrien, W. J. (2004). Fluency and Comprehension Gains as a Result of Repeated Reading. Remedial and Special Education, 25(4), 252-261.
Williams, J.C., Klubnik, C., & McCall, M. (2009). Three versus six rereadings of practiced passages. Journal of Applied Behavioral Analysis, 42(2), 375-380.
Appendix A
Student Readings
All passages were taken from the Reading Street 3 rd Grade Reading Series. | <urn:uuid:3c9e0f62-74b2-4a32-b943-3a33b82e0a0a> | CC-MAIN-2014-15 | http://www.ohio.edu/education/academic-programs/teacher-preparation/department-of-teacher-education/masters-programs/loader.cfm?csModule=security/getfile&PageID=2184163 | 2014-04-21T15:31:08Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00118-ip-10-147-4-33.ec2.internal.warc.gz | 583,524,734 | 7,583 | eng_Latn | eng_Latn | 0.979408 | eng_Latn | 0.998854 | [
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Notes
A Child's Guide to Helping Pain
Kids come to the hospital for many different reasons, but all children come to the hospital to get help for their bodies.
Some kids might not feel very well when they are at the hospital, or they may feel pain. What do you think the word pain means?
Pain means that your body hurts or does not feel well.
Do you remember a time when your body had pain?
While you are at the hospital you will meet many new people. These people are your hospital helpers. Their job is to take care of you and your body. It is important to tell your new hospital friends and your family if you are in pain or if your body is hurting. Remember, they are here to help you with your pain.
Some of the hospital helpers you will see are doctors, nurses, child life specialists and pharmacists. There will also be other families like yours.
If and when you are in pain, it is important to tell someone where you hurt.
Do you have any pain?
Make an X on the part of your body that needs help.
It is also important to tell your new hospital friends how your pain feels. When you tell them about your pain they can help. Below are some words that you could use to tell them about your pain.
Circle the words that describe your pain.
Illustration drawn by Helen Stannard, Springfield, Illinois.
Aching Pounding
Thumping Throbbing
Stinging
Pinching
Pressing
3
Burning
Your hospital friends need to know if you have a little or a lot of pain. They might ask you to look at the faces in the picture and tell them which face (or faces) looks the most like how your body is feeling. Remember, it is your pain so please be honest.
Color the face that your body is feeling the most like. It is everyone's job to help you with your pain.
The doctors and nurses might help you with your pain by giving you medicine that you drink or swallow.
Or you might get medicine through a tube called an IV.
How do you get your medicine when you have pain?
Draw a picture of you taking your medicine.
YOU can also help with your pain! How do you think you could help your pain?
Some kids like to stay busy doing something they enjoy. You might meet a child life specialist when you are at the hospital. The child life specialist can help you pick some toys or activities to help you with your pain. Circle the activities below that might help with your pain.
Sometimes when you are at the hospital, one of your new hospital friends might ask you to relax your body to help your pain. What do you think it means to relax? Relaxing means your body and mind should feel calm, quiet, and maybe even floppy. By relaxing your body, you can help your pain.
Here are some ideas to help your body relax.
*Listen to quiet music.
*Close your eyes and think of a special place or time.
*Wrap your body in a warm blanket or place a warm pack on the part of your body that hurts.
*Have someone rub your back.
Another way some kids like to help their pain is to learn to relax by taking long deep breaths. Here are the steps to taking a really good deep breath.
Step 1:
Close your mouth.
Step 2:
With your mouth closed, breath in through your nose very slowly.
Step 3:
Open your mouth.
Step 4:
Breath out very slowly and blow all your pain away.
Step 5:
Repeat steps 1 to 4 and take your time.
Sometimes it's fun to blow bubbles or a pinwheel to help you learn to take deep breaths. Have your new hospital friends or someone in your family practice taking deep breaths with you.
Sometimes kids have different feelings about being at the hospital and having pain. Please share your feelings with one of your new hospital friends or your family so we can help you.
Happy, sad, scared, angry or confused might be some of the feelings you have. Color the picture of how you are feeling today.
10
Now that you know all about how to help your pain, let's go over the ways you can make your pain better.
1. Tell your doctors and nurses if you have pain and where it hurts.
2. Choose toys or activities to play with to help your pain.
3. Practice taking deep breaths to help your body relax.
11
remain with teens · Prepare teen by providing explanation and encouraging questions identify and describe pain, · May experience extreme
• Offer choices during
painful procedures
• Coach the child through
the procedure and
remind them that the
pain will not last forever
• Reward the child often
for positive outcomes
• Reward child often for
positive outcomes and
cooperation
• Caregivers can request to
remain with child during
procedures
• Prepare child by pro-
viding simple explana-
tions through play
• Request a numbing agent*
for procedures involving
injections or needle sticks
• Request procedure room
for painful procedures
• Provide distraction such
and books to distract child
for procedures involving
injections or needle sticks
for painful procedures
Pediatric Treatment Room
Procedure Room or Treatment
Family-centered care
St. John’s Children’s Hospital places a high priority on providing
family-centered care to all of our patients. We believe that you
play a vital role in the health and treatment of your child and as
such we will make every effort to accommodate your family’s
unique needs so that your lives and routines are disrupted as
little as possible by a child’s hospitalization. A pediatric social
worker and a child life specialist can assist you in meeting any
needs that you may have.
When a child is hospitalized, it is often a stressful time for the
entire family, including the child’s brothers and sisters. St. John’s
Children’s Hospital provides support for siblings who are
confused or who are having a difficult time coping with their
sibling being away from home. We provide age appropriate
explanations of the child’s illness and treatment, as well as
activities that focus on the sibling’s feelings and concerns. | <urn:uuid:40a04ae7-2270-4a8e-924e-eda0847dd5a4> | CC-MAIN-2014-15 | https://www.st-johns.org/workarea/downloadasset.aspx?id=1915 | 2014-04-21T14:53:33Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00130-ip-10-147-4-33.ec2.internal.warc.gz | 807,873,383 | 1,281 | eng_Latn | eng_Latn | 0.995433 | eng_Latn | 0.998497 | [
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Oxfam in somalia
Somalis are some of the world's most resilient and resourceful people, yet years of conflict and drought have left many people struggling to survive a humanitarian catastrophe.
In numbers*
700,000 total people helped
how oxfam is helping
After more than 20 years of conflict between rival factions, cycles of drought and flooding, and with no effective central government, Somalia is in the midst of a humanitarian emergency. Oxfam has been working in Somalia since the 1960s, providing immediate life-saving aid and long term development assistance to the most vulnerable people. Somalia is one of the most dangerous places in the world for aid agencies to operate – much of Oxfam's work is implemented by local partner organisations and communities.
*Direct beneficiary figures for the period 2010-11
the afgooye corridor
The camps along the Afgooye Corridor are some of the most densely populated in the world, with 400,000 people crammed into basic shelters along a 15km stretch of road. Most have fled the fighting in Mogadishu, and more people arrive daily. Oxfam is working here with its local partner HIJRA to provide water, sanitation and other vital aid.
In the past year, we've built water tanks and systems to provide people with safe, clean water. We've built more than 3,000 new latrines, benefiting more than 100,000 people. We've given out wheelbarrows, rakes and shovels to help clear up garbage and improve sanitation. And we've given out soap, sanitary towels and clean jerry cans for carrying water to help prevent disease spreading.
also been constructed as part of the project.
"Before the construction of the water system, washing hands was a luxury. There wasn't enough water - a jerry can of 20 litres [was shared by] over eight people. Diarrhoea outbreaks were frequent. However, since Oxfam and HIJRA started supplying us with water, diarrhoea outbreaks have almost disappeared. We are able to wash our clothes and bathe anytime we want. Our latrines are now clean, there are no flies, and above all it feels good."
mogadishu
The country's capital has been left a virtual shell from years of war, famine and poverty. Around 350,000 people in the city have been forced to leave their homes, and face a daily struggle to find enough food and water. Diarrhoea and other waterborne diseases are common.
Rukio Yusufu, Kulan camp, Afgooye
Oxfam, working with HIJRA, is constructing a water system and latrines to benefit 200,000 people. We've also given emergency cash to some of the most vulnerable families. Women have used the cash to start small businesses such as shops and tea stalls – providing a source of income to feed their families.
The majority of people here live in poverty and employment is scarce. Several thousand of the poorest families have benefited from a cash-for- work project, in which Oxfam and HIJRA provide $60 a month for families to make items such as brooms and energy- saving stoves from local materials, which can then be sold to improve the family’s income. Basic classrooms and huts for community meetings have
Ambiyo, is the mother of triplets. All 3 were malnourished, and all 3 entered CTC treatment. Working in partnership, Oxfam Novib and SAACID are helping thousands of malnourished children in Mogadishu to recover from the current food crisis.
We’ve also provided vital aid to some of the city’s hospitals, where local doctors and nurses struggle to meet the needs of victims of disease and violence. A water supply has been set up – previously even the hospitals had no source of clean water, as old tanks and pumps were destroyed. Emergency wards had no doors, windows, beds or clean latrines. In response, latrines have been rebuilt and
beds, mosquito nets and some basic medicine have also been delivered.
Because of the better
Oxfam is a registered charity in England and Wales No 202918 and Scotland SC039042.
Oxfam GB is a member of Oxfam International.
somaliland
Because of the better security situation in the northwestern region of Somalia, Oxfam is able to maintain a functioning office, as well as working with local partner HAVOYOCO. We work with pastoralist communities in Somaliland and along the Ethiopian border. Livestock and agriculture are the most important livelihood activities here, generating income and providing food such as maize, sorghum and vegetables.
veterinary care to livestock.
Because of the relative stability in Somaliland, some people forced from their homes by the violence in Mogadishu and south-central Somalia have fled to camps here. Oxfam is working in camps such as the "15 May Camp" near the town of Burcao, providing water and sanitation to new arrivals, many of whom have lost everything they owned on the long and difficult journey north.
with teary eyes.
After fleeing the fighting in Somalia, many families have ended up in neighbouring countries such as Ethiopia, Yemen and
northeastern kenya
But the region is affected by chronic drought, and we work to help communities and local government prepare. Berkads (traditional rain water reservoirs) have been rebuilt and strengthened, and dams and ponds have been constructed to help store precious rain. Oxfam has also trained animal health workers, to provide
Abdillahi Jimla, a father of five children, has been in 15 May Camp for a few months. He fled with his family from Mogadishu after two of his "little girls" were killed in the city. Along the way, still in shock at losing his two daughters and having to flee his home, he was robbed. He and his family continued on foot but two more of his children died on the way. "I think it's because of malnutrition. I don't know. I don't know what happened. We had to bury them on the side of the road," he said
Kenya. The Dadaab refugee camp in northeastern Kenya is one of the biggest in the world, housing 300,000 people. Some of the residents have been living in Dadaab for many years; others continue to arrive every day. The camp is extremely overcrowded, now sheltering more than three times the number of people for which it was designed. Oxfam is providing water and sanitation systems in parts of Dadaab.
After nearly 11 months without a drop of rain, all of Waridaad village’s
traditional water sources dried up. Oxfam partners Havyoco have been
trucking in clean water every day. The water is pumped into these
community tanks, from where each family queues up to fill their jerrycans.
Oxfam is a registered charity in England and Wales No 202918 and Scotland SC039042.
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Joy eBook
Joy by John Galsworthy
The following sections of this BookRags Literature Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare & Contrast, What Do I Read Next?, For Further Study, and Sources.
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The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". (c)1994-2005, by Walton Beacham.
The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". (c)1994-2005, by Walton Beacham.
All other sections in this Literature Study Guide are owned and copyrighted by BookRags, Inc.
Contents
Table of Contents
Table of Contents
Page 1
ACT I
The time is morning, and the scene a level lawn, beyond which the river is running amongst fields. A huge old beech tree overshadows everything, in the darkness of whose hollow many things are hidden. A rustic seat encircles it. A low wall clothed in creepers, with two openings, divides this lawn from the flowery approaches to the house. Close to the wall there is a swing. The sky is clear and sunny. Colonel hope is seated in a garden-chair, reading a newspaper through pince-nez. He is fifty-five and bald, with drooping grey moustaches and a weather-darkened face. He wears a flannel suit and a hat from Panama; a tennis racquet leans against his chair. Mrs. Hope comes quickly through the opening of the wall, with roses in her hands. She is going grey; she wears tan gauntlets, and no hat. Her manner is decided, her voice emphatic, as though aware that there is no nonsense in its owner's composition. Screened from sight, miss beech is seated behind the hollow tree; and joy is perched on a lower branch hidden by foliage.
Mrs. Hope. I told Molly in my letter that she'd have to walk up, Tom.
Colonel. Walk up in this heat? My dear, why didn't you order Benson's fly?
Mrs. Hope. Expense for nothing! Bob can bring up her things in the barrow. I've told Joy I won't have her going down to meet the train. She's so excited about her mother's coming there's no doing anything with her.
Colonel. No wonder, after two months.
Mrs. Hope. Well, she's going home to-morrow; she must just keep herself fresh for the dancing tonight. I'm not going to get people in to dance, and have Joy worn out before they begin.
Colonel. [Dropping his paper.] I don't like Molly's walking up.
Mrs. Hope. A great strong woman like Molly Gwyn! It isn't half a mile.
Colonel. I don't like it, Nell; it's not hospitable.
Mrs. Hope. Rubbish! If you want to throw away money, you must just find some better investment than those wretched 3 per cents. of yours. The greenflies are in my roses already! Did you ever see anything so disgusting? [They bend over the roses they have grown, and lose all sense of everything.] Where's the syringe? I saw you mooning about with it last night, Tom.
Colonel. [Uneasily.] Mooning!
[He retires behind his paper. Mrs. Hope enters the hollow of the tree.]
There's an account of that West Australian swindle. Set of ruffians! Listen to this, Nell! "It is understood that amongst the share-holders are large numbers of women, clergymen, and Army officers." How people can be such fools!
[Becoming aware that his absorption is unobserved, he drops his glasses, and reverses his chair towards the tree.]
Page 2
Mrs. Hope. [Reappearing with a garden syringe.] I simply won't have Dick keep his fishing things in the tree; there's a whole potful of disgusting worms. I can't touch them. You must go and take 'em out, Tom.
[In his turn the Colonel enters the hollow of the tree.]
Mrs. Hope. [Personally.] What on earth's the pleasure of it? I can't see! He never catches anything worth eating.
[The Colonel reappears with a paint pot full of worms; he holds them out abstractedly.]
Mrs. Hope. [Jumping.] Don't put them near me!
Miss beech. [From behind the tree.] Don't hurt the poor creatures.
Colonel. [Turning.] Hallo, Peachey? What are you doing round there?
[He puts the worms down on the seat.]
Mrs. Hope. Tom, take the worms off that seat at once!
Colonel. [Somewhat flurried.] Good gad! I don't know what to do with the beastly worms!
Mrs. Hope. It's not my business to look after Dick's worms. Don't put them on the ground. I won't have them anywhere where they can crawl about. [She flicks some greenflies off her roses.]
Colonel. [Looking into the pot as though the worms could tell him where to put them.] Dash!
Miss beech. Give them to me.
Mrs. Hope. [Relieved.] Yes, give them to Peachey.
[There comes from round the tree Miss beech, old-fashioned, barrel-shaped, balloony in the skirts. She takes the paint pot, and sits beside it on the rustic seat.]
Miss beech. Poor creatures!
Mrs. Hope. Well, it's beyond me how you can make pets of worms-wriggling, crawling, horrible things!
[Rose, who is young and comely, in a pale print frock, comes from the house and places letters before her on a silver salver.]
[Taking the letters.]
What about Miss joy's frock, Rose?
Rose. Please, 'm, I can't get on with the back without Miss Joy.
Mrs. Hope. Well, then you must just find her. I don't know where she is.
Rose. [In a slow, sidelong manner.] If you please, Mum, I think Miss Joy's up in the——
[She stops, seeing Miss beech signing to her with both hands.]
Mrs. Hope. [Sharply.] What is it, Peachey?
Miss beech. [Selecting a finger.] Pricked meself!
Mrs. Hope. Let's look!
[She bends to look, but Miss beech places the finger in her mouth.]
Rose. [Glancing askance at the Colonel.] If you please, Mum, it's below the waist; I think I can manage with the dummy.
Page 3
Mrs. Hope. Well, you can try. [Opening her letter as Rose retires.] Here's Molly about her train.
Miss beech. Is there a letter for me?
Mrs. Hope. No, Peachey.
Miss beech. There never is.
Colonel. What's that? You got four by the first post.
Miss beech. Exceptions!
Colonel. [Looking over his glasses.] Why! You know, you get 'em every day!
Mrs. Hope. Molly says she'll be down by the eleven thirty. [In an injured voice.] She'll be here in half an hour! [Reading with disapproval from the letter.] "Maurice Lever is coming down by the same train to see Mr. Henty about the Tocopala Gold Mine. Could you give him a bed for the night?"
[Silence, slight but ominous.]
Colonel. [Calling into his aid his sacred hospitality.] Of course we must give him a bed!
Mrs. Hope. Just like a man! What room I should like to know!
Colonel. Pink.
Mrs. Hope. As if Molly wouldn't have the pink!
Colonel. [Ruefully.] I thought she'd have the blue!
Mrs. Hope. You know perfectly well it's full of earwigs, Tom. I killed ten there yesterday morning.
Miss beech. Poor creatures!
Mrs. Hope. I don't know that I approve of this Mr. Lever's dancing attendance. Molly's only thirty-six.
Colonel. [In a high voice.] You can't refuse him a bed; I never heard of such a thing.
Mrs. Hope. [Reading from the letter.] "This gold mine seems to be a splendid chance. [She glances at the Colonel.] I've put all my spare cash into it. They're issuing some Preference shares now; if Uncle Tom wants an investment"—[She pauses, then in a changed, decided voice ]—Well, I suppose I shall have to screw him in somehow.
Colonel. What's that about gold mines? Gambling nonsense! Molly ought to know my views.
Mrs. Hope. [Folding the letter away out of her consciousness.] Oh! your views! This may be a specially good chance.
Miss beech. Ahem! Special case!
Mrs. Hope. [Paying no attention.] I 'm sick of these 3 per cent. dividends. When you've only got so little money, to put it all into that India Stock, when it might be earning 6 per cent. at least, quite safely! There are ever so many things I want.
Colonel. There you go!
Mrs. Hope. As to Molly, I think it's high time her husband came home to look after her, instead of sticking out there in that hot place. In fact
[Miss beech looks up at the tree and exhibits cerebral excitement]
Page 4
I don't know what Geoff's about; why doesn't he find something in England, where they could live together.
Colonel. Don't say anything against Molly, Nell!
Mrs. Hope. Well, I don't believe in husband and wife being separated. That's not my idea of married life.
[The Colonel whistles quizzically.]
Ah, yes, she's your niece, not mime! Molly's very——
Miss beech. Ouch! [She sucks her finger.]
Mrs. Hope. Well, if I couldn't sew at your age, Peachey, without pricking my fingers! Tom, if I have Mr. Lever here, you'll just attend to what I say and look into that mine!
Colonel. Look into your grandmother! I have n't made a study of geology for nothing. For every ounce you take out of a gold mine, you put an ounce and a half in. Any fool knows that, eh, Peachey?
Miss beech. I hate your horrid mines, with all the poor creatures underground.
Mrs. Hope. Nonsense, Peachey! As if they'd go there if they did n't want to!
Colonel. Why don't you read your paper, then you'd see what a lot of wild-cat things there are about.
Mrs. Hope. [Abstractedly.] I can't put Ernest and Letty in the blue room, there's only the single bed. Suppose I put Mr. Lever there, and say nothing about the earwigs. I daresay he'll never notice.
Colonel. Treat a guest like that!
Mrs. Hope. Then where am I to put him for goodness sake?
Colonel. Put him in my dressing-room, I'll turn out.
Mrs. Hope. Rubbish, Tom, I won't have you turned out, that's flat. He can have Joy's room, and she can sleep with the earwigs.
Joy. [From her hiding-place upon a lower branch of the hollow tree.] I won't.
[Mrs. Hope and the Colonel jump.]
Colonel. God bless my soul!
Mrs. Hope. You wretched girl! I told you never to climb that tree again. Did you know, Peachey? [Miss beech smiles.] She's always up there, spoiling all her frocks. Come down now, Joy; there's a good child!
Joy. I don't want to sleep with earwigs, Aunt Nell.
Miss beech. I'll sleep with the poor creatures.
Mrs. Hope, [After a pause.] Well, it would be a mercy if you would for once, Peachey.
Colonel. Nonsense, I won't have Peachey——
Mrs. Hope. Well, who is to sleep there then?
Joy. [Coaxingly.] Let me sleep with Mother, Aunt Nell, do!
Mrs. Hope. Litter her up with a great girl like you, as if we'd only one spare room! Tom, see that she comes down—I can't stay here, I must manage something. [She goes away towards the house.]
Page 5
Colonel. [Moving to the tree, and looking up.] You heard what your aunt said? Joy. [Softly.] Oh, Uncle Tom! Colonel. I shall have to come up after you. Joy. Oh, do, and Peachey too! Colonel. [Trying to restrain a smile.] Peachey, you talk to her. [Without waiting for miss beech, however, he proceeds.] What'll your aunt say to me if I don't get you down? Miss beech. Poor creature! Joy. I don't want to be worried about my frock. Colonel. [Scratching his bald head.] Well, I shall catch it. Joy. Oh, Uncle Tom, your head is so beautiful from here! [Leaning over, she fans it with a leafy twig.] Miss beech. Disrespectful little toad! Colonel. [Quickly putting on his hat.] You'll fall out, and a pretty mess that'll make on—[he looks uneasily at the ground]—my lawn! [A voice is heard calling "Colonel! Colonel!]" Joy. There's Dick calling you, Uncle Tom. [She disappears.] Dick. [Appearing in the opening of the wall.] Ernie's waiting to play you that single, Colonel! [He disappears.] Joy. Quick, Uncle Tom! Oh! do go, before he finds I 'm up here. Miss. Beech. Secret little creature! [The Colonel picks up his racquet, shakes his fist, and goes away.] Joy. [Calmly.] I'm coming down now, Peachey. [Climbing down.]
Look out! I'm dropping on your head.
Miss beech. [Unmoved.] Don't hurt yourself!
[Joy drops on the rustic seat and rubs her shin. Told you so!]
[She hunts in a little bag for plaster.]
Let's see!
Joy. [Seeing the worms.] Ugh!
Miss beech. What's the matter with the poor creatures?
Joy. They're so wriggly!
[She backs away and sits down in the swing. She is just seventeen, light and slim, brown-haired, fresh-coloured, and grey-eyed; her white frock reaches to her ankles, she wears a sunbonnet.] Peachey, how long were you Mother's governess.
Miss beech. Five years.
Joy. Was she as bad to teach as me?
Miss beech. Worse!
[Joy claps her hands.]
She was the worst girl I ever taught.
Joy. Then you weren't fond of her?
Miss beech. Oh! yes, I was.
Joy. Fonder than of me?
Miss beech. Don't you ask such a lot of questions.
Joy. Peachey, duckie, what was Mother's worst fault?
Miss beech. Doing what she knew she oughtn't.
Page 6
Joy. Was she ever sorry?
Miss beech. Yes, but she always went on doin' it.
Joy. I think being sorry 's stupid!
Miss beech. Oh, do you?
Joy. It isn't any good. Was Mother revengeful, like me?
Miss beech. Ah! Wasn't she?
Joy. And jealous?
Miss beech. The most jealous girl I ever saw.
Joy. [Nodding.] I like to be like her.
Miss beech. [Regarding her intently.] Yes! you've got all your troubles before you.
Joy. Mother was married at eighteen, wasn't she, Peachey? Was she— was she much in love with Father then?
Miss beech. [With a sniff.] About as much as usual. [She takes the paint pot, and walking round begins to release the worms.]
Joy. [Indifferently.] They don't get on now, you know.
Miss beech. What d'you mean by that, disrespectful little creature?
Joy. [In a hard voice.] They haven't ever since I've known them. Miss beech. [Looks at her, and turns away again.] Don't talk about such things.
Joy. I suppose you don't know Mr. Lever? [Bitterly.] He's such a cool beast. He never loses his temper.
Miss beech. Is that why you don't like him?
Joy. [Frowning.] No—yes—I don't know.
Miss beech. Oh! perhaps you do like him?
Joy. I don't; I hate him.
Miss beech. [Standing still.] Fie! Naughty Temper!
Joy. Well, so would you! He takes up all Mother's time.
Miss beech. [In a peculiar voice.] Oh! does he?
Joy. When he comes I might just as well go to bed. [Passionately.] And now he's chosen to-day to come down here, when I haven't seen her for two months! Why couldn't he come when Mother and I'd gone home. It's simply brutal!
Miss beech. But your mother likes him?
Joy. [Sullenly.] I don't want her to like him.
Miss beech. [With a long look at Joy.] I see!
Joy. What are you doing, Peachey?
Miss beech. [Releasing a worm.] Letting the poor creatures go.
Joy. If I tell Dick he'll never forgive you.
Miss beech. [Sidling behind the swing and plucking off Joy's sunbonnet. With devilry.] Ah-h-h! You've done your hair up; so that's why you wouldn't come down!
Joy. [Springing up, anal pouting.] I didn't want any one to see before Mother. You are a pig, Peachey!
Miss beech. I thought there was something!
Joy. [Twisting round.] How does it look?
Page 7
Miss beech. I've seen better. Joy. You tell any one before Mother comes, and see what I do! Miss beech. Well, don't you tell about my worms, then! Joy. Give me my hat! [Backing hastily towards the tree, and putting her finger to her lips.] Look out! Dick! Miss beech. Oh! dear! [She sits down on the swing, concealing the paint pot with her feet and skirts.] Joy. [On the rustic seat, and in a violent whisper.] I hope the worms will crawl up your legs! [Dick, in flannels and a hard straw hat comes in. He is a quiet and cheerful boy of twenty. His eyes are always fixed on joy.] Dick. [Grimacing.] The Colonel's getting licked. Hallo! Peachey, in the swing? Joy. [Chuckling.] Swing her, Dick! Miss beech. [Quivering with emotion.] Little creature! Joy. Swing her! [Dick takes the ropes.] Miss beech. [Quietly.] It makes me sick, young man. Dick. [Patting her gently on the back.] All right, Peachey. Miss beech. [Maliciously.] Could you get me my sewing from the seat? Just behind Joy. Joy. [Leaning her head against the tree.] If you do, I won't dance with you to-night. [Dick stands paralysed. Miss beech gets off the swing, picks up the paint pot, and stands concealing it behind her.] Joy. Look what she's got behind her, sly old thing! Miss beech. Oh! dear! Joy. Dance with her, Dick!
Miss beech. If he dare!
Joy. Dance with her, or I won't dance with you to-night. [She whistles a waltz.]
Dick. [Desperately.] Come on then, Peachey. We must.
Joy. Dance, dance!
Dick seizes Miss beech by the waist. She drops the paint pot.
[ They revolve.] [Convulsed.]
Oh, Peachey, Oh!
[Miss beech is dropped upon the rustic seat. Dick seizes joy's hands and drags her up.]
No, no! I won't!
Miss beech. [Panting.] Dance, dance with the poor young man! [She moves her hands.] La la-la-la la-la la la!
[Dick and joy dance.]
Dick. By Jove, Joy! You've done your hair up. I say, how jolly! You do look——
Joy. [Throwing her hands up to her hair.] I did n't mean you to see!
Dick. [In a hurt voice.] Oh! didn't you? I'm awfully sorry!
Joy. [Flashing round.] Oh, you old Peachey!
[She looks at the ground, and then again at Dick.]
Page 8
Miss beech. [Sidling round the tree.] Oh! dear!
Joy. [Whispering.] She's been letting out your worms. [Miss beech disappears from view.] Look!
Dick. [Quickly.] Hang the worms! Joy, promise me the second and fourth and sixth and eighth and tenth and supper, to-night. Promise! Do!
[Joy shakes her head.]
It's not much to ask.
Joy. I won't promise anything.
Dick. Why not?
Joy. Because Mother's coming. I won't make any arrangements.
Dick. [Tragically.] It's our last night.
Joy. [Scornfully.] You don't understand! [Dancing and clasping her hands.] Mother's coming, Mother's coming!
Dick. [Violently.] I wish——Promise, Joy!
Joy. [Looking over her shoulder.] Sly old thing! If you'll pay Peachey out, I'll promise you supper!
Miss beech. [From behind the tree.] I hear you.
Joy. [Whispering.] Pay her out, pay her out! She's let out all your worms!
Dick. [Looking moodily at the paint pot.] I say, is it true that Maurice Lever's coming with your mother? I've met him playing cricket, he's rather a good sort.
Joy. [Flashing out.] I hate him.
Dick. [Troubled.] Do you? Why? I thought—I didn't know—if I'd known of course, I'd have——
[He is going to say "hated him too!" But the voices of Ernest Blunt and the Colonel are heard approaching, in dispute.]
Joy. Oh! Dick, hide me, I don't want my hair seen till Mother comes.
[She springs into the hollow tree. The Colonel and Ernest appear in the opening of the wall.]
Ernest. The ball was out, Colonel.
Colonel. Nothing of the sort.
Ernest. A good foot out.
Colonel. It was not, sir. I saw the chalk fly.
[Ernest is twenty-eight, with a little moustache, and the positive cool voice of a young man who knows that he knows everything. He is perfectly calm.]
Ernest. I was nearer to it than you.
Colonel. [In a high, hot voice.] I don't care where you were, I hate a fellow who can't keep cool.
Miss beech. [From behind the hollow tree.] Fie! Fie!
Ernest. We're two to one, Letty says the ball was out.
Colonel. Letty's your wife, she'd say anything.
Ernest. Well, look here, Colonel, I'll show you the very place it pitched.
Colonel. Gammon! You've lost your temper, you don't know what you're talking about.
Ernest. [coolly.] I suppose you'll admit the rule that one umpires one's own court.
Page 9
Colonel. [Hotly.] Certainly not, in this case!
Miss beech. [From behind the hollow tree.] Special case!
Ernest. [Moving chin in collar—very coolly.] Well, of course if you won't play the game!
Colonel. [In a towering passion.] If you lose your temper like this, I 'll never play with you again.
[To Letty, a pretty soul in a linen suit, approaching through the wall.]
Do you mean to say that ball was out, Letty?
Letty. Of course it was, Father.
Colonel. You say that because he's your husband. [He sits on the rustic seat.] If your mother'd been there she'd have backed me up!
Letty. Mother wants Joy, Dick, about her frock.
Dick. I—I don't know where she is.
Miss beech. [From behind the hollow tree.] Ahem!
Letty. What's the matter, Peachey?
Miss beech. Swallowed a fly. Poor creature!
Ernest. [Returning to his point.] Why I know the ball was out, Colonel, was because it pitched in a line with that arbutus tree.
Colonel. [Rising.] Arbutus tree! [To his daughter.] Where's your mother?
Letty. In the blue room, Father.
Ernest. The ball was a good foot out; at the height it was coming when it passed me.
Colonel. [Staring at him.] You're a—you're aa theorist! From where you were you could n't see the ball at all. [To Letty.] Where's your mother?
Letty. [Emphatically.] In the blue room, Father!
[The Colonel glares confusedly, and goes away towards the blue room.]
Ernest. [In the swing, and with a smile.] Your old Dad'll never be a sportsman!
Letty. [Indignantly.] I wish you wouldn't call Father old, Ernie! What time's Molly coming, Peachey?
[Rose has come from the house, and stands waiting for a chance to speak.]
Ernest. [Breaking in.] Your old Dad's only got one fault: he can't take an impersonal view of things.
Miss beech. Can you find me any one who can?
Ernest. [With a smile.] Well, Peachey!
Miss beech. [Ironically.] Oh! of course, there's you!
Ernest. I don't know about that! But——
Rose. [To Letty,] Please, Miss, the Missis says will you and Mr. Ernest please to move your things into Miss Peachey's room.
Ernest. [Vexed.] Deuce of a nuisance havin' to turn out for this fellow Lever. What did Molly want to bring him for?
Miss beech. Course you've no personal feeling in the matter!
Rose. [Speaking to Miss beech.] The Missis says you're to please move your things into the blue room, please Miss.
Letty. Aha, Peachey! That settles you! Come on, Ernie!
[She goes towards the house. Ernest, rising from the swing, turns to Miss beech, who follows.] Ernest. [Smiling, faintly superior.] Personal, not a bit! I only think while Molly 's out at grass, she oughtn't to—— Miss beech. [Sharply.] Oh! do you? [She hustles Ernest out through the wall, but his voice is heard faintly from the distance: "I think it's jolly thin."] Rose. [To Dick.] The Missis says you're to take all your worms and things, Sir, and put them where they won't be seen. Dick. [Shortly.] Have n't got any! Rose. The Missis says she'll be very angry if you don't put your worms away; and would you come and help kill earwigs in the blue——? Dick. Hang! [He goes, and Rose is left alone.] Rose. [Looking straight before her.] Please, Miss Joy, the Missis says will you go to her about your frock. [There is a little pause, then from the hollow tree joy's voice is heard.] Joy. No-o! Rose. If you did n't come, I was to tell you she was going to put you in the blue. [Joy looks out of the tree.] [Immovable, but smiling.] Oh, Miss joy, you've done your hair up! [Joy retires into the tree.] Please, Miss, what shall I tell the Missis? Joy. [Joy's voice is heard.] Anything you like. Rose. [Over her shoulder.] I shall be drove to tell her a story, Miss. Joy. All right! Tell it.
[Rose goes away, and joy comes out. She sits on the rustic seat and waits. Dick, coming softly from the house, approaches her.]
Dick. [Looking at her intently.] Joy! I wanted to say something
[Joy does not look at him, but twists her fingers.]
I shan't see you again you know after to-morrow till I come up for the 'Varsity match.
Joy. [Smiling.] But that's next week.
Dick. Must you go home to-morrow?
[Joy nods three times.]
[Coming closer.]
I shall miss you so awfully. You don't know how I——
[Joy shakes her head.]
Do look at me! [Joy steals a look.] Oh! Joy!
[Again joy shakes her head.]
Joy. [Suddenly.] Don't!
Dick. [Seizing her hand.] Oh, Joy! Can't you——
Joy. [Drawing the hand away.] Oh! don't.
Dick. [Bending his head.] It's—it's—so——
Joy. [Quietly.] Don't, Dick!
Dick. But I can't help it! It's too much for me, Joy, I must tell you——
[Mrs. Gwyn is seen approaching towards the house.]
Joy. [Spinning round.] It's Mother—oh, Mother! [She rushes at her.]
[Mrs. Gwyn is a handsome creature of thirty-six, dressed in a muslin frock. She twists her daughter round, and kisses her.]
Mrs. Gwyn. How sweet you look with your hair up, Joy! Who 's this? [Glancing with a smile at Dick.]
Joy. Dick Merton—in my letters you know.
[She looks at Dick as though she wished him gone.]
Mrs. Gwyn. How do you do?
Dick. [Shaking hands.] How d 'you do? I think if you'll excuse me —I'll go in.
[He goes uncertainly.]
Mrs. Gwyn. What's the matter with him?
Joy. Oh, nothing! [Hugging her.] Mother! You do look such a duck. Why did you come by the towing-path, was n't it cooking?
Mrs. Gwyn. [Avoiding her eyes.] Mr. Lever wanted to go into Mr. Henty's.
[Her manner is rather artificially composed.]
Joy. [Dully.] Oh! Is he-is he really coming here, Mother?
Mrs. Gwyn. [Whose voice has hardened just a little.] If Aunt Nell's got a room for him—of course—why not?
Joy. [Digging her chin into her mother's shoulder.]
[Why couldn't he choose some day when we'd gone? I wanted you all to myself.]
Mrs. Gwyn. You are a quaint child—when I was your age——
Joy. [Suddenly looking up.] Oh! Mother, you must have been a chook!
Mrs. Gwyn. Well, I was about twice as old as you, I know that.
Joy. Had you any—any other offers before you were married, Mother?
Mrs. Gwyn. [Smilingly.] Heaps!
Joy. [Reflectively.] Oh!
Mrs. Gwyn. Why? Have you been having any?
Joy. [Glancing at Mrs. Gwyn, and then down.] N-o, of course not!
Mrs. Gwyn. Where are they all? Where's Peachey?
Joy. Fussing about somewhere; don't let's hurry! Oh! you duckie— duckie! Aren't there any letters from Dad?
Mrs. Gwyn. [In a harder voice.] Yes, one or two.
Joy. [Hesitating.] Can't I see?
Mrs. Gwyn. I didn't bring them. [Changing the subject obviously.] Help me to tidy—I'm so hot I don't know what to do.
[She takes out a powder-puff bag, with a tiny looking-glass.]
Joy. How lovely it'll be to-morrow-going home!
Mrs. Gwyn. [With an uneasy look.] London's dreadfully stuffy, Joy. You 'll only get knocked up again.
Joy. [With consternation.] Oh! but Mother, I must come.
Mrs. Gwyn. (Forcing a smile.) Oh, well, if you must, you must!
[Joy makes a dash at her.]
Don't rumple me again. Here's Uncle Tom.
Joy. [Quickly.] Mother, we're going to dance tonight; promise to dance with me—there are three more girls than men, at least—and don't dance too much with—with—you know—because I'm—[dropping her voice and very still]—jealous.
Mrs. Gwyn. [Forcing a laugh.] You are funny!
Joy. [Very quickly.] I haven't made any engagements because of you.
[The Colonel approaches through the wall.]
Mrs. Gwyn. Well, Uncle Tom?
Colonel. [Genially.] Why, Molly! [He kisses her.] What made you come by the towingpath?
Joy. Because it's so much cooler, of course.
Colonel. Hallo! What's the matter with you? Phew! you've got your hair up! Go and tell your aunt your mother's on the lawn. Cut along!
[Joy goes, blowing a kiss.]
Cracked about you, Molly! Simply cracked! We shall miss her when you take her off tomorrow. [He places a chair for her.] Sit down, sit down, you must be tired in this heat. I 've sent Bob for your things with the wheelbarrow; what have you got?—only a bag, I suppose.
Mrs. Gwyn. [Sitting, with a smile.] That's all, Uncle Tom, except— my trunk and hat-box.
Colonel. Phew! And what's-his-name brought a bag, I suppose?
Mrs. Gwyn. They're all together. I hope it's not too much, Uncle Tom.
Colonel. [Dubiously.] Oh! Bob'll manage! I suppose you see a good deal of—of—Lever. That's his brother in the Guards, isn't it?
Mrs. Gwyn. Yes.
Colonel. Now what does this chap do?
Mrs. Gwyn. What should he do, Uncle Tom? He's a Director.
Colonel. Guinea-pig! [Dubiously.] Your bringing him down was a good idea.
[Mrs. Gwyn, looking at him sidelong, bites her lips.]
I should like to have a look at him. But, I say, you know, Molly— mines, mines! There are a lot of these chaps about, whose business is to cook their own dinners. Your aunt thinks——
Mrs. Gwyn. Oh! Uncle Tom, don't tell me what Aunt Nell thinks!
Colonel. Well-well! Look here, old girl! It's my experience never to—what I mean is—never to trust too much to a man who has to do with mining. I've always refused to have anything to do with mines. If your husband were in England, of course, I'd say nothing.
Mrs. Gwyn. [Very still.] We'd better keep him out of the question, had n't we?
Colonel. Of course, if you wish it, my dear.
Mrs. Gwyn. Unfortunately, I do.
Colonel. [Nervously.] Ah! yes, I know; but look here, Molly, your aunt thinks you're in a very delicate position-in fact, she thinks you see too much of young Lever.
Mrs. Gwyn. [Stretching herself like an angry cat.] Does she? And what do you think?
Colonel. I? I make a point of not thinking. I only know that here he is, and I don't want you to go burning your fingers, eh?
[Mrs. Gwyn sits with a vindictive smile.]
A gold mine's a gold mine. I don't mean he deliberately—but they take in women and parsons, and—and all sorts of fools. [Looking down.] And then, you know, I can't tell your feelings, my dear, and I don't want to; but a man about town 'll compromise a woman as soon as he'll look at her, and [softly shaking his head] I don't like that, Molly! It 's not the thing!
[Mrs. Gwyn sits unmoved, smiling the same smile, and the Colonel gives her a nervous look.]
If—if you were any other woman I should n't care—and if—if you were a plain woman, damme, you might do what you liked! I know you and Geoff don't get on; but here's this child of yours, devoted to you, and—and don't you see, old girl? Eh?
Mrs. Gwyn. [With a little hard laugh.] Thanks! Perfectly! I suppose as you don't think, Uncle Tom, it never occurred to you that I have rather a lonely time of it.
Colonel. [With compunction.] Oh! my dear, yes, of course I know it must be beastly.
Mrs. Gwyn. [Stonily.] It is.
Colonel. Yes, yes! [Speaking in a surprised voice.] I don't know what I 'm talking like this for! It's your aunt! She goes on at me till she gets on my nerves. What d' you think she wants me to do now? Put money into this gold mine! Did you ever hear such folly?
Mrs. Gwyn. [Breaking into laughter.] Oh! Uncle Tom!
Colonel. All very well for you to laugh, Molly!
Mrs. Gwyn. [Calmly.] And how much are you going to put in?
Colonel. Not a farthing! Why, I've got nothing but my pension and three thousand India stock!
Mrs. Gwyn. Only ninety pounds a year, besides your pension! D' you mean to say that's all you've got, Uncle Tom? I never knew that before. What a shame!
Colonel. [Feelingly.] It is a, d—d shame! I don't suppose there's another case in the army of a man being treated as I've been.
Mrs. Gwyn. But how on earth do you manage here on so little?
Colonel. [Brooding.] Your aunt's very funny. She's a born manager. She 'd manage the hind leg off a donkey; but if I want five shillings for a charity or what not, I have to whistle for it. And then all of a sudden, Molly, she'll take it into her head to spend goodness knows what on some trumpery or other and come to me for the money. If I have n't got it to give her, out she flies about 3 per cent., and worries me to invest in some wild-cat or other, like your friend's thing, the Jaco what is it? I don't pay the slightest attention to her.
Mrs. Hope. [From the direction of the house.] Tom!
Colonel. [Rising.] Yes, dear! [Then dropping his voice.] I say, Molly, don't you mind what I said about young Lever. I don't want you to imagine that I think harm of people—you know I don't—but so many women come to grief, and—[hotly]—I can't stand men about town; not that he of course——
Mrs. Hope, [Peremptorily.] Tom!
Colonel. [In hasty confidence.] I find it best to let your aunt run on. If she says anything ——
Mrs. Hope. To-om!
Colonel. Yes, dear!
[He goes hastily. Mrs. Gwyn sits drawing circles on the ground with her charming parasol. Suddenly she springs to her feet, and stands waiting like an animal at bay. The Colonel and Mrs. Hope approach her talking.]
Mrs. Hope. Well, how was I to know?
Colonel. Did n't Joy come and tell you?
Mrs. Hope. I don't know what's the matter with that child? Well, Molly, so here you are. You're before your time—that train's always late.
Mrs. Gwyn. [With faint irony.] I'm sorry, Aunt Nell!
[They bob, seem to take fright, and kiss each other gingerly.]
Mrs. Hope. What have you done with Mr. Lever? I shall have to put him in Peachey's room. Tom's got no champagne.
Colonel. They've a very decent brand down at the George, Molly, I'll send Bob over ——
Mrs. Hope. Rubbish, Tom! He'll just have to put up with what he can get!
Mrs. Gwyn. Of course! He's not a snob! For goodness sake, Aunt Nell, don't put yourself out! I'm sorry I suggested his coming.
Colonel. My dear, we ought to have champagne in the house—in case of accident.
Mrs. Gwyn. [Shaking him gently by the coat.] No, please, Uncle Tom!
Mrs. Hope. [Suddenly.] Now, I've told your uncle, Molly, that he's not to go in for this gold mine without making certain it's a good thing. Mind, I think you've been very rash. I'm going to give you a good talking to; and that's not all—you ought n't to go about like this with a young man; he's not at all bad looking. I remember him perfectly well at the Fleming's dance.
[On Mrs. GWYN's lips there comes a little mocking smile.] Colonel. [Pulling his wife's sleeve.] Nell! Mrs. Hope. No, Tom, I'm going to talk to Molly; she's old enough to know better. Mrs. Gwyn. Yes? Mrs. Hope. Yes, and you'll get yourself into a mess; I don't approve of it, and when I see a thing I don't approve of—— Colonel. [Walking about, and pulling his moustache.] Nell, I won't have it, I simply won't have it. Mrs. Hope. What rate of interest are these Preference shares to pay? Mrs. Gwyn. [Still smiling.] Ten per cent. Mrs. Hope. What did I tell you, Tom? And are they safe? Mrs. Gwyn. You'd better ask Maurice. Mrs. Hope. There, you see, you call him Maurice! Now supposing your uncle went in for some of them—— Colonel. [Taking off his hat-in a high, hot voice] I'm not going in for anything of the sort. Mrs. Hope. Don't swing your hat by the brim! Go and look if you can see him coming! [The Colonel goes.] [In a lower voice.] Your uncle's getting very bald. I 've only shoulder of lamb for lunch, and a salad. It's lucky it's too hot to eat. [Miss beech has appeared while she is speaking.] Here she is, Peachey! Miss beech. I see her. [She kisses Mrs. Gwyn, and looks at her intently.] Mrs. Gwyn. [Shrugging her shoulders.] Well, Peachey! What d 'you make of me? Colonel. [Returning from his search.] There's a white hat crossing the second stile. Is that your friend, Molly? [Mrs. Gwyn nods.]
Mrs. Hope. Oh! before I forget, Peachey—Letty and Ernest can move their things back again. I'm going to put Mr. Lever in your room. [Catching sight o f the paint pot on the ground.] There's that disgusting paint pot! Take it up at once, Tom, and put it in the tree.
[The Colonel picks up the pot and bears it to the hollow tree followed by Mrs. Hope; he enters.]
Mrs. Hope. [Speaking into the tree.] Not there!
Colonel. [From within.] Well, where then?
Mrs. Hope. Why—up—oh! gracious!
[Mrs. Gwyn, standing alone, is smiling. Lever approaches from the towing-path. He is a man like a fencer's wrist, supple and steely. A man whose age is difficult to tell, with a quick, good-looking face, and a line between his brows; his darkish hair is flecked with grey. He gives the feeling that he has always had to spurt to keep pace with his own life.]
Mrs. Hope. [Also entering the hollow tree.] No-oh!
Colonel. [From the depths, in a high voice.] Well, dash it then! What do you want?
Mrs. Gwyn. Peachey, may I introduce Mr. Lever to you? Miss Beech, my old governess.
[They shake each other by the hand.]
Lever. How do you do? [His voice is pleasant, his manner easy.]
Miss beech. Pleased to meet you.
[Her manner is that of one who is not pleased. She watches.]
Mrs. Gwyn. [Pointing to the tree-maliciously.] This is my uncle and my aunt. They're taking exercise, I think.
[The Colonel and Mrs. Hope emerge convulsively. They are very hot. Lever and Mrs. Gwyn are very cool.]
Mrs. Hope. [Shaking hands with him.] So you 've got here! Are n't you very hot?—Tom!
Colonel. Brought a splendid day with you! Splendid!
[As he speaks, Joy comes running with a bunch of roses; seeing Lever, she stops and stands quite rigid.]
Miss beech. [Sitting in the swing.] Thunder!
Colonel. Thunder? Nonsense, Peachey, you're always imagining something. Look at the sky!
Miss beech. Thunder!
[Mrs. GWYN's smile has faded. ]
Mrs. Hope. [Turning.] Joy, don't you see Mr. Lever?
[Joy, turning to her mother, gives her the roses. With a forced smile, Lever advances, holding out his hand.]
Lever. How are you, Joy? Have n't seen you for an age!
Joy. [Without expression.] I am very well, thank you.
[She raises her hand, and just touches his. Mrs. Gwyn's eyes are fixed on her daughter. Miss beech is watching them intently. Mrs. Hope is buttoning the colonel's coat.]
The curtain falls.
ACT II
It is afternoon, and at a garden-table placed beneath the hollow tree, the Colonel is poring over plans. Astride of a garden-chair, Lever is smoking cigarettes. Dick is hanging Chinese lanterns to the hollow tree.
Lever. Of course, if this level [pointing with his cigarette] peters out to the West we shall be in a tightish place; you know what a mine is at this stage, Colonel Hope.
Colonel. [Absently.] Yes, yes. [Tracing a line.] What is there to prevent its running out here to the East?
Lever. Well, nothing, except that as a matter of fact it doesn't.
Colonel. [With some excitement.] I'm very glad you showed me these papers, very glad! I say that it's a most astonishing thing if the ore suddenly stops there. [A gleam of humour visits lever's face.] I'm not an expert, but you ought to prove that ground to the East more thoroughly.
Lever. [Quizzically.] Of course, sir, if you advise that——
Colonel. If it were mine, I'd no more sit down under the belief that the ore stopped there than I 'd—–There's a harmony in these things.
Never. I can only tell you what our experts say.
Colonel. Ah! Experts! No faith in them—never had! Miners, lawyers, theologians, cowardly lot—pays them to be cowardly. When they have n't their own axes to grind, they've got their theories; a theory's a dangerous thing. [He loses himself in contemplation of the papers.] Now my theory is, you 're in strata here of what we call the Triassic Age.
Lever. [Smiling faintly.] Ah!
Colonel. You've struck a fault, that's what's happened. The ore may be as much as thirty or forty yards out; but it 's there, depend on it.
Lever. Would you back that opinion, sir?
Colonel. [With dignity.] I never give an opinion that I'm not prepared to back. I want to get to the bottom of this. What's to prevent the gold going down indefinitely?
Lever. Nothing, so far as I know.
Colonel. [With suspicion.] Eh!
Lever. All I can tell you is: This is as far as we've got, and we want more money before we can get any farther.
Colonel. [Absently.] Yes, yes; that's very usual.
Lever. If you ask my personal opinion I think it's very doubtful that the gold does go down.
Colonel. [Smiling.] Oh! a personal opinion a matter of this sort!
Lever. [As though about to take the papers.] Perhaps we'd better close the sitting, sir; sorry to have bored you.
Colonel. Now, now! Don't be so touchy! If I'm to put money in, I'm bound to look at it all round.
Lever. [With lifted brows.] Please don't imagine that I want you to put money in.
Colonel. Confound it, sir! D 'you suppose I take you for a Company promoter?
Lever. Thank you!
Colonel. [Looking at him doubtfully.] You've got Irish blood in you—um? You're so hasty!
Lever. If you 're really thinking of taking shares—my advice to you is, don't!
Colonel. [Regretfully.] If this were an ordinary gold mine, I wouldn't dream of looking at it, I want you to understand that. Nobody has a greater objection to gold mines than I.
Lever. [Looks down at his host with half-closed eyes.] But it is a gold mine, Colonel Hope.
Colonel. I know, I know; but I 've been into it for myself; I've formed my opinion personally. Now, what 's the reason you don't want me to invest?
Lever. Well, if it doesn't turn out as you expect, you'll say it's my doing. I know what investors are.
Colonel. [Dubiously.] If it were a Westralian or a Kaffir I would n't touch it with a pair of tongs! It 's not as if I were going to put much in! [He suddenly bends above the papers as though magnetically attracted.] I like these Triassic formations!
[Dick, who has hung the last lantern, moodily departs.]
Lever. [Looking after him.] That young man seems depressed.
Colonel. [As though remembering his principles.] I don't like mines, never have! [Suddenly absorbed again.] I tell you what, Lever—this thing's got tremendous possibilities. You don't seem to believe in it enough. No mine's any good without faith; until I see for myself, however, I shan't commit myself beyond a thousand.
Lever. Are you serious, sir?
Colonel. Certainly! I've been thinking it over ever since you told me Henty had fought shy. I 've a poor opinion of Henty. He's one of those fellows that says one thing and does another. An opportunist!
Lever. [Slowly.] I'm afraid we're all that, more or less. [He sits beneath the hollow tree.]
Colonel. A man never knows what he is himself. There 's my wife. She thinks she 's ——By the way, don't say anything to her about this, please. And, Lever [nervously], I don't think, you know, this is quite the sort of thing for my niece.
Lever. [Quietly.] I agree. I mean to get her out of it.
Colonel. [A little taken aback.] Ah! You know, she—she's in a very delicate position, living by herself in London. [Lever looks at him ironically.] You [very nervously] see a good deal of her? If it had n't been for Joy growing so fast, we shouldn't have had the child down here. Her mother ought to have her with her. Eh! Don't you think so?
Lever. [Forcing a smile.] Mrs. Gwyn always seems to me to get on all right.
Colonel. [As though making a discovery.] You know, I've found that when a woman's living alone and unprotected, the very least thing will set a lot of hags and jackanapes talking. [Hotly.] The more unprotected and helpless a woman is, the more they revel in it. If there's anything I hate in this world, it's those wretched creatures who babble about their neighbours' affairs.
Lever. I agree with you.
Colonel. One ought to be very careful not to give them—that is—— [checks himself confused; then hurrying on]—I suppose you and Joy get on all right?
Lever. [Coolly.] Pretty well, thanks. I'm not exactly in Joy's line; have n't seen very much of her, in fact.
[Miss beech and joy have been approaching from the house. But seeing Lever, joy turns abruptly, hesitates a moment, and with an angry gesture goes away.]
Colonel [Unconscious.] Wonderfully affectionate little thing! Well, she'll be going home to-morrow!
Miss beech. [Who has been gazing after joy.] Talkin' business, poor creatures?
Lever. Oh, no! If you'll excuse me, I'll wash my hands before tea.
[He glances at the Colonel poring over papers, and, shrugging his shoulders, strolls away.]
Miss beech. [Sitting in the swing.] I see your horrid papers.
Colonel. Be quiet, Peachey!
Miss beech. On a beautiful summer's day, too.
Colonel. That'll do now.
Miss beech. [Unmoved.] For every ounce you take out of a gold mine you put two in.
Colonel. Who told you that rubbish?
Miss beech. [With devilry.] You did!
Colonel. This is n't an ordinary gold mine.
Miss beech. Oh! quite a special thing.
[Colonel stares at her, but subsiding at hey impassivity, he pores again over the papers.]
[Rosy has approached with a tea cloth.]
Rose. If you please, sir, the Missis told me to lay the tea.
Colonel. Go away! Ten fives fifty. Ten 5 16ths, Peachey?
Miss beech. I hate your nasty sums!
[Rose goes away. The Colonel Writes. Mrs. Hope's voice is heard, "Now then, bring those chairs, you two. Not that one, Ernest." Ernest and Letty appear through the openings of the wall, each with a chair.]
Colonel. [With dull exasperation.] What do you want?
Letty. Tea, Father.
[She places her chair and goes away.]
Ernest. That Johnny-bird Lever is too cocksure for me, Colonel. Those South American things are no good at all. I know all about them from young Scrotton. There's not one that's worth a red cent. If you want a flutter——
Colonel. [Explosively.] Flutter! I'm not a gambler, sir!
Ernest. Well, Colonel [with a smile], I only don't want you to chuck your money away on a stiff 'un. If you want anything good you should go to Mexico.
Colonel. [Jumping up and holding out the map.] Go to [He stops in time.] What d'you call that, eh? M-E-X——
Ernest. [Not to be embarrassed.] It all depend on what part.
Colonel. You think you know everything—you think nothing's right unless it's your own idea! Be good enough to keep your advice to yourself.
Ernest. [Moving with his chair, and stopping with a smile.] If you ask me, I should say it wasn't playing the game to put Molly into a thing like that.
Colonel. What do you mean, sir?
Ernest. Any Juggins can see that she's a bit gone on our friend.
Colonel. [Freezingly.] Indeed!
Ernest. He's not at all the sort of Johnny that appeals to me.
Colonel. Really?
Ernest. [Unmoved.] If I were you, Colonel, I should tip her the wink. He was hanging about her at Ascot all the time. It 's a bit thick!
[Mrs. Hope followed by Rose appears from the house.]
Colonel. [Stammering with passion.] Jackanapes!
Mrs. Hope. Don't stand there, Tom; clear those papers, and let Rose lay the table. Now, Ernest, go and get another chair.
[The Colonel looks wildly round and sits beneath the hollow tree, with his head held in his hands. Rose lays the cloth.]
Mrs. Beech. [Sitting beside the Colonel.] Poor creature!
Ernest. [Carrying his chair about with him.] Ask any Johnny in the City, he 'll tell you Mexico's a very tricky country—the people are awful rotters
Mrs. Hope. Put that chair down, Ernest.
[Ernest looks at the chair, puts it down, opens his mouth, and goes away. Rose follows him.]
What's he been talking about? You oughtn't to get so excited, Tom; is your head bad, old man? Here, take these papers! [She hands the papers to the Colonel.] Peachey, go in and tell them tea 'll be ready in a minute, there 's a good soul? Oh! and on my dressing table you'll find a bottle of Eau de Cologne.
Mrs. Beech. Don't let him get in a temper again. That 's three times to-day!
[She goes towards the house. ]
Colonel. Never met such a fellow in my life, the most opinionated, narrow-minded—thinks he knows everything. Whatever Letty could see in him I can't think. Pragmatical beggar!
Mrs. Hope. Now Tom! What have you been up to, to get into a state like this?
Colonel. [Avoiding her eyes.] I shall lose my temper with him one of these days. He's got that confounded habit of thinking nobody can be right but himself.
Mrs. Hope. That's enough! I want to talk to you seriously! Dick's in love. I'm perfectly certain of it.
Colonel. Love! Who's he in love with—Peachey?
Mrs. Hope. You can see it all over him. If I saw any signs of Joy's breaking out, I'd send them both away. I simply won't have it.
Colonel. Why, she's a child!
Mrs. Hope. [Pursuing her own thoughts.] But she isn't—not yet. I've been watching her very carefully. She's more in love with her Mother than any one, follows her about like a dog! She's been quite rude to Mr. Lever.
Colonel. [Pursuing his own thoughts.] I don't believe a word of it.
[He rises and walks about]
Mrs. Hope. Don't believe a word of what?
[The Colonel is Silent.]
[Pursuing his thoughts with her own.]
If I thought there was anything between Molly and Mr. Lever, d 'you suppose I'd have him in the house?
[The Colonel stops, and gives a sort of grunt.]
He's a very nice fellow; and I want you to pump him well, Tom, and see what there is in this mine.
Colonel. [Uneasily.] Pump!
Mrs. Hope. [Looking at him curiously.] Yes, you 've been up to something! Now what is it?
Colonel. Pump my own guest! I never heard of such a thing!
Mrs. Hope. There you are on your high horse! I do wish you had a little commonsense, Tom!
Colonel. I'd as soon you asked me to sneak about eavesdropping! Pump!
Mrs. Hope. Well, what were you looking at these papers for? It does drive me so wild the way you throw away all the chances you have of making a little money. I've got you this opportunity, and you do nothing but rave up and down, and talk nonsense!
Colonel. [In a high voice] Much you know about it! I 've taken a thousand shares in this mine
[He stops dead. There is a silence. ]
Mrs. Hope. You 've—what? Without consulting me? Well, then, you 'll just go and take them out again!
Colonel. You want me to——?
Mrs. Hope. The idea! As if you could trust your judgment in a thing like that! You 'll just go at once and say there was a mistake; then we 'll talk it over calmly.
Colonel. [Drawing himself up.] Go back on what I 've said? Not if I lose every penny! First you worry me to take the shares, and then you worry me not—I won't have it, Nell, I won't have it!
Mrs. Hope. Well, if I'd thought you'd have forgotten what you said this morning and turned about like this, d'you suppose I'd have spoken to you at all? Now, do you?
Colonel. Rubbish! If you can't see that this is a special opportunity!
[He walks away followed by Mrs. Hope, who endeavors to make him see her point of view. Ernest and Letty are now returning from the house armed with a third chair.]
Letty. What's the matter with everybody? Is it the heat?
Ernest. [Preoccupied and sitting in the swing.] That sportsman, Lever, you know, ought to be warned off.
Letty. [Signing to Ernest.] Where's Miss Joy, Rose?
Rose. Don't know, Miss.
[Putting down the tray, she goes.]
[Rose, has followed with the tea tray.]
Letty. Ernie, be careful, you never know where Joy is.
Ernest. [Preoccupied with his reflections.] Your old Dad 's as mad as a hatter with me.
Letty. Why?
Ernest. Well, I merely said what I thought, that Molly ought to look out what's she's doing, and he dropped on me like a cartload of bricks.
Letty. The Dad's very fond of Molly.
Ernest. But look here, d'you mean to tell me that she and Lever are n't——
Letty. Don't! Suppose they are! If joy were to hear it'd be simply awful. I like Molly. I 'm not going to believe anything against her. I don't see the use of it. If it is, it is, and if it is n't, it is n't.
Ernest. Well, all I know is that when I told her the mine was probably a frost she went for me like steam.
Letty. Well, so should I. She was only sticking up for her friends.
Ernest. Ask the old Peachey-bird. She knows a thing or two. Look here, I don't mind a man's being a bit of a sportsman, but I think Molly's bringin' him down here is too thick. Your old Dad's got one of his notions that because this Josser's his guest, he must keep him in a glass case, and take shares in his mine, and all the rest of it.
Letty. I do think people are horrible, always thinking things. It's not as if Molly were a stranger. She's my own cousin. I 'm not going to believe anything about my own cousin. I simply won't.
Ernest. [Reluctantly realising the difference that this makes.] I suppose it does make a difference, her bein' your cousin.
Letty. Of course it does! I only hope to goodness no one will make Joy suspect——
[She stops and buts her finger to her lips, for joy is coming towards them, as the tea-bell sounds. She is followed by Dick and miss beech with the Eau de Cologne. The Colonel and Mrs. Hope are also coming back, discussing still each other's point of view.]
Joy. Where 's Mother? Isn't she here?
Mrs. Hope. Now Joy, come and sit down; your mother's been told tea's ready; if she lets it get cold it's her lookout.
Dick. [Producing a rug, and spreading it beneath the tree.] Plenty of room, Joy.
Joy. I don't believe Mother knows, Aunt Nell.
[Mrs. Gwyn and Lever appear in the opening of the wall.]
Letty. [Touching ERNEST's arm.] Look, Ernie! Four couples and Peachey——
Ernest. [Preoccupied.] What couples?
Joy. Oh! Mums, here you are!
[Seizing her, she turns her back on Lever. They sit in various seats, and Mrs. Hope pours out the tea.]
Mrs. Hope. Hand the sandwiches to Mr. Lever, Peachey. It's our own jam, Mr. Lever.
Lever. Thanks. [He takes a bite.] It's splendid!
Mrs. Gwyn. [With forced gaiety.] It's the first time I've ever seen you eat jam.
Lever. [Smiling a forced smile.] Really! But I love it.
Mrs. Gwyn. [With a little bow.] You always refuse mine.
Joy. [Who has been staring at her enemy, suddenly.] I'm all burnt up! Are n't you simply boiled, Mother?
[She touches her Mother's forehead.]
Mrs. Gwyn. Ugh! You're quite clammy, Joy.
Joy. It's enough to make any one clammy.
[Her eyes go back to lever's face as though to stab him.]
Ernest. [From the swing.] I say, you know, the glass is going down.
Lever. [Suavely.] The glass in the hall's steady enough.
Ernest. Oh, I never go by that; that's a rotten old glass.
Colonel. Oh! is it?
Ernest. [Paying no attention.] I've got a little ripper—never puts you in the cart. Bet you what you like we have thunder before tomorrow night.
Miss beech. [Removing her gaze from joy to Lever.] You don't think we shall have it before to-night, do you?
Lever. [Suavely.] I beg your pardon; did you speak to me?
Miss beech. I said, you don't think we shall have the thunder before to-night, do you?
[She resumes her watch on joy.]
Lever. [Blandly.] Really, I don't see any signs of it.
[Joy, crossing to the rug, flings herself down. And Dick sits cross-legged, with his eyes fast fixed on her.]
Miss beech. [Eating.] People don't often see what they don't want to, do they?
[Lever only lifts his brows.]
Mrs. Gwyn. [Quickly breaking ivy.] What are you talking about? The weather's perfect.
Miss beech. Isn't it?
Mrs. Hope. You'd better make a good tea, Peachey; nobody'll get anything till eight, and then only cold shoulder. You must just put up with no hot dinner, Mr. Lever.
Lever. [Bowing.] Whatever is good enough for Miss Beech is good enough for me.
Miss beech. [Sardonically-taking another sandwich.] So you think!
Mrs. Gwyn. [With forced gaiety.] Don't be so absurd, Peachey.
[Miss beech, grunts slightly.]
Colonel. [Once more busy with his papers.] I see the name of your engineer is Rodriguez—Italian, eh?
Lever. Portuguese.
Colonel. Don't like that!
Lever
. I believe he was born in England.
Colonel. [Reassured.] Oh, was he? Ah!
Ernest. Awful rotters, those Portuguese!
Colonel. There you go!
Letty. Well, Father, Ernie only said what you said.
Mrs. Hope. Now I want to ask you, Mr. Lever, is this gold mine safe? If it isn't—I simply won't allow Tom to take these shares; he can't afford it.
Lever. It rather depends on what you call safe, Mrs. Hope.
Mrs. Hope. I don't want anything extravagant, of course; if they're going to pay their 10 per cent, regularly, and Tom can have his money out at any time—[There is a faint whistle from the swing.] I only want to know that it's a thoroughly genuine thing.
Mrs. Gwyn. [Indignantly.] As if Maurice would be a Director if it was n't?
Mrs. Hope. Now Molly, I'm simply asking——
Mrs. Gwyn. Yes, you are!
Colonel. [Rising.] I'll take two thousand of those shares, Lever.
To have my wife talk like that—I 'm quite ashamed.
Lever. Oh, come, sir, Mrs. Hope only meant——
[Mrs. Gwyn looks eagerly at Lever.]
Dick. [Quietly.] Let's go on the river, Joy.
[Joy rises, and goes to her Mother's chair.]
Mrs. Hope. Of course! What rubbish, Tom! As if any one ever invested money without making sure!
Lever. [Ironically.] It seems a little difficult to make sure in this case. There isn't the smallest necessity for Colonel Hope to take any shares, and it looks to me as if he'd better not.
[He lights a cigarette.]
Mrs. Hope. Now, Mr. Lever, don't be offended! I'm very anxious for Tom to take the shares if you say the thing's so good.
Lever. I 'm afraid I must ask to be left out, please.
Joy. [Whispering.] Mother, if you've finished, do come, I want to show you my room.
Mrs. Hope. I would n't say a word, only Tom's so easily taken in.
Mrs. Gwyn. [Fiercely.] Aunt Nell, how can't you? [Joy gives a little savage laugh.]
Letty. [Hastily.] Ernie, will you play Dick and me? Come on, Dick!
[All three go out towards the lawn.]
Mrs. Hope. You ought to know your Uncle by this time, Molly. He's just like a child. He'd be a pauper to-morrow if I did n't see to things.
Colonel. Understand once for all that I shall take two thousand shares in this mine. I 'm —I 'm humiliated. [He turns and goes towards the house.]
Mrs. Hope. Well, what on earth have I said?
[She hurries after him. ]
Mrs. Gwyn. [In a low voice as she passes.] You need n't insult my friends!
[Lever, shrugging his shoulders, has strolled aside. Joy, with a passionate movement seen only by Miss beech, goes off towards the house. Miss beech and Mrs. Gwyn aye left alone beside the remnants of the feast.]
Miss beech. Molly!
[Mrs. Gwyn looks up startled.]
Take care, Molly, take care! The child! Can't you see? [Apostrophising Lever.] Take care, Molly, take care!
Lever. [Coming back.] Awfully hot, is n't it?
Miss beech. Ah! and it'll be hotter if we don't mind.
Lever. [Suavely.] Do we control these things?
[Miss beech looking from face to face, nods her head repeatedly;
then gathering her skirts she walks towards the house. Mrs.
Gwyn sits motionless, staying before her.]
Extraordinary old lady! [He pitches away his cigarette.] What's the matter with her, Molly?
Mrs. Gwyn, [With an effort.] Oh! Peachey's a character!
Lever. [Frowning.] So I see! [There is a silence.]
Mrs. Gwyn. Maurice!
Lever. Yes.
Mrs. Gwyn. Aunt Nell's hopeless, you mustn't mind her.
Lever. [In a dubious and ironic voice.] My dear girl, I 've too much to bother me to mind trifles like that.
Mrs. Gwyn. [Going to him suddenly.] Tell me, won't you?
[
Lever shrugs his shoulders.]
A month ago you'd have told me soon enough!
Lever. Now, Molly!
Mrs. Gwyn. Ah! [With a bitter smile.] The Spring's soon over.
Lever. It 's always Spring between us.
Mrs. Gwyn. Is it?
Lever. You did n't tell me what you were thinking about just now when you sat there like stone.
Mrs. Gwyn. It does n't do for a woman to say too much.
Lever. Have I been so bad to you that you need feel like that, Molly?
Mrs. Gwyn. [With a little warm squeeze of his arm.] Oh! my dear, it's only that I'm so—–
[She stops.]
Lever. [Gently]. So what?
Mrs. Gwyn. [In a low voice.] It's hateful here.
Lever. I didn't want to come. I don't understand why you suggested it. [Mrs. Gwyn is silent.] It's been a mistake.
Mrs. Gwyn. [Her eyes fixed on the ground.] Joy comes home to-morrow. I thought if I brought you here—I should know——
Lever. [Vexedly.] Um!
Mrs. Gwyn. [Losing her control.] Can't you see? It haunts me? How are we to go on? I must know—I must know!
Lever. I don't see that my coming——
Mrs. Gwyn. I thought I should have more confidence; I thought I should be able to face it better in London, if you came down here openly—and now—I feel I must n't speak or look at you.
Lever. You don't think your Aunt——
Mrs. Gwyn. [Scornfully.] She! It's only Joy I care about.
Lever. [Frowning.] We must be more careful, that's all. We mustn't give ourselves away again, as we were doing just now.
Mrs. Gwyn. When any one says anything horrid to you, I can't help it.
[She puts her hand on the label of his coat.]
Lever. My dear child, take care!
[Mrs. Gwyn drops her hand. She throws her head back, and her throat is seen to work as though she were gulping down a bitter draught. She moves away.]
[Following hastily.] Don't dear, don't! I only meant—Come, Molly, let's be sensible. I want to tell you something about the mine.
Mrs. Gwyn. [With a quavering smile.] Yes-let 's talk sensibly, and walk properly in this sensible, proper place.
[Lever is seen trying to soothe her, and yet to walk properly. As they disappear, they are viewed by joy, who, like the shadow parted from its figure, has come to join it again. She stands now, foiled, a carnation in her hand; then flings herself on a chair, and leans her elbows on the table.]
Joy. I hate him! Pig!
Rose. [Who has come to clear the tea things.] Did you call, Miss?
Joy. Not you!
Rose. [Motionless.] No, Miss!
Joy. [Leaning back and tearing the flower.] Oh! do hurry up, Rose!
Rose. [Collects the tea things.] Mr. Dick's coming down the path! Aren't I going to get you to do your frock, Miss Joy?
Joy. No.
Rose. What will the Missis say?
Joy. Oh, don't be so stuck, Rose!
[Rose goes, but Dick has come.]
Dick. Come on the river, Joy, just for half an hour, as far as the kingfishers—do! [Joy shakes her head.] Why not? It 'll be so jolly and cool. I'm most awfully sorry if I worried you this morning. I didn't mean to. I won't again, I promise. [Joy slides a look at him, and from that look he gains a little courage.] Do come! It'll be the last time. I feel it awfully, Joy.
Joy. There's nothing to hurt you!
Dick. [Gloomily.] Isn't there—when you're like this?
Joy. [In a hard voice.] If you don't like me, why do you follow me about?
Dick. What is the matter?
Joy. [Looking up, as if for want of air.] Oh! Don't!
Dick. Oh, Joy, what is the matter? Is it the heat?
Joy. [With a little laugh.] Yes.
Dick. Have some Eau de Cologne. I 'll make you a bandage. [He takes the Eau de Cologne, and makes a bandage with his handkerchief.] It's quite clean.
Joy. Oh, Dick, you are so funny!
Dick. [Bandaging her forehead.] I can't bear you to feel bad; it puts me off completely. I mean I don't generally make a fuss about people, but when it 's you——
Joy. [Suddenly.] I'm all right.
Dick. Is that comfy?
Joy. [With her chin up, and her eyes fast closed.] Quite.
Dick. I'm not going to stay and worry you. You ought to rest. Only, Joy! Look here! If you want me to do anything for you, any time——
Joy. [Half opening her eyes.] Only to go away.
[Dick bites his lips and walks away.]
Dick—[softly]—Dick!
[Dick stops.]
I didn't mean that; will you get me some water-irises for this evening?
Dick. Won't I? [He goes to the hollow tree and from its darkness takes a bucket and a boat-hook.] I know where there are some rippers!
```
[Joy stays unmoving with her eyes half closed.]
```
Are you sure you 're all right. Joy? You 'll just rest here in the shade, won't you, till I come back?—it 'll do you no end of good. I shan't be twenty minutes.
[He goes, but cannot help returning softly, to make sure.]
You're quite sure you 're all right?
[Joy nods. He goes away towards the river. But there is no rest for joy. The voices of Mrs. Gwyn and Lever are heard returning.]
Joy. [With a gesture of anger.] Hateful! Hateful!
[She runs away.]
[Mrs. Gwyn and Lever are seen approaching; they pass the tree, in conversation.]
Mrs. Gwyn. But I don't see why, Maurice.
Lever. We mean to sell the mine; we must do some more work on it, and for that we must have money.
Mrs. Gwyn. If you only want a little, I should have thought you could have got it in a minute in the City.
Lever. [Shaking his head.] No, no; we must get it privately.
Mrs. Gwyn. [Doubtfully.] Oh! [She slowly adds.] Then it isn't such a good thing!
[And she does not look at him.]
Lever. Well, we mean to sell it.
Mrs. Gwyn. What about the people who buy?
Lever. [Dubiously regarding her.] My dear girl, they've just as much chance as we had. It 's not my business to think of them. There's your thousand pounds——
Mrs. Gwyn. [Softly.] Don't bother about my money, Maurice. I don't want you to do anything not quite——
Lever. [Evasively.] Oh! There's my brother's and my sister's too. I 'm not going to let any of you run any risk. When we all went in for it the thing looked splendid; it 's only the last month that we 've had doubts. What bothers me now is your Uncle. I don't want him to take these shares. It looks as if I'd come here on purpose.
Mrs. Gwyn. Oh! he mustn't take them!
Lever. That 's all very well; but it 's not so simple.
Mrs. Gwyn. [Shyly.] But, Maurice, have you told him about the selling?
Lever. [Gloomily, under the hollow tree.] It 's a Board secret. I'd no business to tell even you.
Mrs. Gwyn. But he thinks he's taking shares in a good—a permanent thing.
Lever. You can't go into a mining venture without some risk.
Mrs. Gwyn. Oh yes, I know—but—but Uncle Tom is such a dear!
Lever. [Stubbornly.] I can't help his being the sort of man he is. I did n't want him to take these shares; I told him so in so many words. Put yourself in my place, Molly: how can I go to him and say, "This thing may turn out rotten," when he knows I got you to put your money into it?
[But joy, the lost shadow, has come back. She moves forward resolutely. They are divided from her by the hollow tree; she is unseen. She stops.]
Mrs. Gwyn. I think he ought to be told about the selling; it 's not fair.
Lever. What on earth made him rush at the thing like that? I don't understand that kind of man.
Mrs. Gwyn. [Impulsively.] I must tell him, Maurice; I can't let him take the shares without ——
[She puts her hand on his arm.]
[Joy turns, as if to go back whence she came, but stops once more.]
Lever. [Slowly and very quietly.] I did n't think you'd give me away, Molly.
Mrs. Gwyn. I don't think I quite understand.
Lever. If you tell the Colonel about this sale the poor old chap will think me a man that you ought to have nothing to do with. Do you want that?
[Mrs. Gwyn, giving her lover a long look, touches his sleeve. Joy, slipping behind the hollow tree, has gone.]
You can't act in a case like this as if you 'd only a principle to consider. It 's the—the special circumstances.
Mrs. Gwyn. [With a faint smile.] But you'll be glad to get the money won't you?
Lever. By George! if you're going to take it like this, Molly
Mrs. Gwyn. Don't!
Lever. We may not sell after all, dear, we may find it turn out trumps.
Mrs. Gwyn. [With a shiver.] I don't want to hear any more. I know women don't understand. [Impulsively.] It's only that I can't bear any one should think that you——
Lever. [Distressed.] For goodness sake don't look like that, Molly! Of course, I'll speak to your Uncle. I'll stop him somehow, even if I have to make a fool of myself. I 'll do anything you want——
Mrs. Gwyn. I feel as if I were being smothered here.
Lever. It 's only for one day.
Mrs. Gwyn. [With sudden tenderness.] It's not your fault, dear. I ought to have known how it would be. Well, let's go in!
[She sets her lips, and walks towards the house with Lever following. But no sooner has she disappeared than joy comes running after; she stops, as though throwing down a challenge. Her cheeks and ears are burning.]
Joy. Mother!
[After a moment Mrs. Gwyn reappears in the opening of the wall.] Mrs. Gwyn. Oh! here you are! Joy. [Breathlessly.] Yes. Mrs. Gwyn. [Uncertainly.] Where—have you been? You look dreadfully hot; have you been running? Joy. Yes——no. Mrs. Gwyn. [Looking at her fixedly.] What's the matter—you 're trembling! [Softly.] Are n't you well, dear? Joy. Yes—I don't know. Mrs. Gwyn. What is it, darling? Joy. [Suddenly clinging to her.] Oh! Mother! Mrs. Gwyn. I don't understand. Joy. [Breathlessly.] Oh, Mother, let me go back home with you now at once—— Mrs. Gwyn. [Her face hardening.] Why? What on earth—— Joy. I can't stay here. Mrs. Gwyn. But why? Joy. I want to be with you—Oh! Mother, don't you love me? Mrs. Gwyn. [With a faint smile.] Of course I love you, Joy.
```
Joy. Ah! but you love him more. Mrs. Gwyn. Love him—whom? Joy. Oh! Mother, I did n't—[She tries to take her Mother's hand, but fails.] Oh! don't. Mrs. Gwyn. You'd better explain what you mean, I think. Joy. I want to get you to—he—he 's—he 'snot——! Mrs. Gwyn. [Frigidly.] Really, Joy! Joy. [Passionately.] I'll fight against him, and I know there's something wrong about—— [She stops.] Mrs. Gwyn. About what? Joy. Let's tell Uncle Tom, Mother, and go away. Mrs. Gwyn. Tell Uncle—Tom—what? Joy. [Looking down and almost whispering.] About—about—the mine. Mrs. Gwyn. What about the mine? What do you mean? [Fiercely.] Have you been spying on me? Joy. [Shrinking.] No! oh, no! Mrs. Gwyn. Where were you? Joy. [Just above her breath.] I—I heard something. Mrs. Gwyn. [Bitterly.] But you were not spying? Joy. I was n't—I wasn't! I didn't want—to hear. I only heard a little. I couldn't help
```
listening, Mother.
Mrs. Gwyn. [With a little laugh.] Couldn't help listening?
Joy. [Through her teeth.] I hate him. I didn't mean to listen, but
I hate him. Mrs. Gwyn. I see. Why do you hate him? [There is a silence.] Joy. He—he——[She stops.] Mrs. Gwyn. Yes? Joy. [With a sort of despair.] I don't know. Oh! I don't know! But I feel—— Mrs. Gwyn. I can't reason with you. As to what you heard, it 's— ridiculous. Joy. It 's not that. It 's—it 's you! Mrs. Gwyn. [Stonily.] I don't know what you mean. Joy. [Passionately.] I wish Dad were here! Mrs. Gwyn. Do you love your Father as much as me? Joy. Oh! Mother, no-you know I don't. Mrs. Gwyn. [Resentfully.] Then why do you want him? Joy. [Almost under her breath.] Because of that man. Mrs. Gwyn. Indeed! Joy. I will never—never make friends with him. Mrs. Gwyn. [Cuttingly.] I have not asked you to. Joy. [With a blind movement of her hand.] Oh, Mother! [Mrs. Gwyn half turns away.] Mother—won't you? Let's tell Uncle Tom and go away from him? Mrs. Gwyn. If you were not, a child, Joy, you wouldn't say such things.
```
Joy. [Eagerly.] I'm not a child, I'm—I'm a woman. I am. Mrs. Gwyn. No! You—are—not a woman, Joy. [She sees joy throw up her arms as though warding off a blow, and turning finds that Lever is standing in the opening of the wall.] Lever. [Looking from face to face.] What's the matter? [There is no answer.] What is it, Joy? Joy. [Passionately.] I heard you, I don't care who knows. I'd listen again. Lever. [Impassively.] Ah! and what did I say that was so very dreadful? Joy. You're a—a—you 're a—coward! Mrs. Gwyn. [With a sort of groan.] Joy! Lever. [Stepping up to joy, and standing with his hands behind him— in a low voice.] Now hit me in the face—hit me—hit me as hard as you can. Go on, Joy, it'll do you good. [Joy raises her clenched hand, but drops it, and hides her face.] Why don't you? I'm not pretending! [Joy makes no sign.] Come, joy; you'll make yourself ill, and that won't help, will it? [But joy still makes no sign.] [With determination.] What's the matter? now come—tell me! Joy. [In a stifled, sullen voice.] Will you leave my mother alone?
```
Mrs. Gwyn. Oh! my dear Joy, don't be silly!
Joy. [Wincing; then with sudden passion.] I defy you—I defy you! [She rushes from their sight.]
Mrs. Gwyn. [With a movement of distress.] Oh!
Lever. [Turning to Mrs. Gwyn with a protecting gesture.] Never mind, dear! It'll be—it'll be all right!
[But the expression of his face is not the expression of his words.]
The curtain falls.
ACT III
It is evening; a full yellow moon is shining through the branches of the hollow tree. The Chinese lanterns are alight. There is dancing in the house; the music sounds now loud, now soft. Miss beech is sitting on the rustic seat in a black bunchy evening dress, whose inconspicuous opening is inlaid with white. She slowly fans herself.
Dick comes from the house in evening dress. He does not see Miss beech.
Dick. Curse! [A short silence.] Curse!
Miss beech. Poor young man!
Dick. [With a start.] Well, Peachey, I can't help it [He fumbles off his gloves.]
Miss beech. Did you ever know any one that could?
Dick. [Earnestly.] It's such awfully hard lines on Joy. I can't get her out of my head, lying there with that beastly headache while everybody's jigging round.
Miss beech. Oh! you don't mind about yourself—noble young man!
Dick. I should be a brute if I did n't mind more for her.
Miss beech. So you think it's a headache, do you?
Dick. Did n't you hear what Mrs. Gwyn said at dinner about the sun? [With inspiration.] I say, Peachey, could n't you—could n't you just go up and give her a message from me, and find out if there 's anything she wants, and say how brutal it is that she 's seedy; it
would be most awfully decent of you. And tell her the dancing's no good without her. Do, Peachey, now do! Ah! and look here!
[He dives into the hollow of the tree, and brings from out of it a pail of water in which are placed two bottles of champagne, and some yellow irises—he takes the irises.]
You might give her these. I got them specially for her, and I have n't had a chance.
Miss beech. [Lifting a bottle.] What 's this?
Dick. Fizz. The Colonel brought it from the George. It 's for supper; he put it in here because of—[Smiling faintly]—Mrs. Hope, I think. Peachey, do take her those irises.
Miss. Beech. D' you think they'll do her any good?
Dick. [Crestfallen.] I thought she'd like—I don't want to worry her—you might try.
[Miss beech shakes her head.]
Why not?
Miss beech. The poor little creature won't let me in.
Dick. You've been up then!
Miss beech. [Sharply.] Of course I've been up. I've not got a stone for my heart, young man!
Dick. All right! I suppose I shall just have to get along somehow.
Miss beech. [With devilry.] That's what we've all got to do.
Dick. [Gloomily.] But this is too brutal for anything!
Miss beech. Worse than ever happened to any one!
Dick. I swear I'm not thinking of myself.
Miss beech. Did y' ever know anybody that swore they were?
Dick. Oh! shut up!
Miss beech. You'd better go in and get yourself a partner.
Dick. [With pale desperation.] Look here, Peachey, I simply loathe all those girls.
Miss beech. Ah-h! [Ironically.] Poor lot, are n't they?
Dick. All right; chaff away, it's good fun, isn't it? It makes me sick to dance when Joy's lying there. Her last night, too!
Miss beech. [Sidling to him.] You're a good young man, and you 've got a good heart.
[She takes his hand, and puts it to her cheek.]
Dick. Peachey—I say, Peachey d' you think there 's—I mean d' you think there'll ever be any chance for me?
Miss beech. I thought that was coming! I don't approve of your making love at your time of life; don't you think I 'm going to encourage you.
Dick. But I shall be of age in a year; my money's my own, it's not as if I had to ask any one's leave; and I mean, I do know my own mind.
Miss beech. Of course you do. Nobody else would at your age, but you do.
Dick. I would n't ask her to promise, it would n't be fair when she 's so young, but I do want her to know that I shall never change.
Miss beech. And suppose—only suppose—she's fond of you, and says she'll never change.
Dick. Oh! Peachey! D' you think there's a chance of that—do you?
Miss beech. A-h-h!
Dick. I wouldn't let her bind herself, I swear I wouldn't. [Solemnly.] I'm not such a selfish brute as you seem to think.
Miss beech. [Sidling close to him and in a violent whisper.] Well— have a go!
Dick. Really? You are a brick, Peachey!
[He kisses her.]
Miss Beach. [Yielding pleasurably; then remembering her principles.] Don't you ever say I said so! You're too young, both of you.
Dick. But it is exceptional—I mean in my case, is n't it?
[The Colonel and Mrs. Gwyn are coming down the lawn.]
Miss beech. Oh! very!
[She sits beneath the tree and fans herself.]
Colonel. The girls are all sitting out, Dick! I've been obliged to dance myself. Phew!
[He mops his brow.]
[Dick swinging round goes rushing off towards the house.]
[Looking after him.] Hallo! What's the matter with him? Cooling your heels, Peachey? By George! it's hot. Fancy the poor devils in London on a night like this, what? [He sees the moon.] It's a full moon. You're lucky to be down here, Molly.
Mrs. Gwyn. [In a low voice.] Very!
Miss beech. Oh! so you think she's lucky, do you?
Colonel. [Expanding his nostrils.] Delicious scent to-night! Hay and roses—delicious.
[He seats himself between them.]
A shame that poor child has knocked up like this. Don't think it was the sun myself—more likely neuralgic—she 's subject to neuralgia, Molly.
Mrs. Gwyn. [Motionless.] I know.
Colonel. Got too excited about your coming. I told Nell not to keep worrying her about her frock, and this is the result. But your Aunt —you know—she can't let a thing alone!
Miss beech. Ah! 't isn't neuralgia.
[Mrs. Gwyn looks at her quickly and averts her eyes.]
Colonel. Excitable little thing. You don't understand her, Peachey.
Miss beech. Don't I?
Colonel. She's all affection. Eh, Molly? I remember what I was like at her age, a poor affectionate little rat, and now look at me!
Miss beech. [Fanning herself.] I see you.
Colonel. [A little sadly.] We forget what we were like when we were young. She's been looking forward to to-night ever since you wrote; and now to have to go to bed and miss the, dancing. Too bad!
Mrs. Gwyn. Don't, Uncle Tom!
Colonel. [Patting her hand.] There, there, old girl, don't think about it. She'll be all right tomorrow.
Miss beech. If I were her mother I'd soon have her up.
Colonel. Have her up with that headache! What are you talking about, Peachey?
Miss beech. I know a remedy.
Colonel. Well, out with it.
Miss beech. Oh! Molly knows it too!
Mrs. Gwyn. [Staring at the ground.] It's easy to advise.
Colonel. [Fidgetting.] Well, if you're thinking of morphia for her, don't have anything to do with it. I've always set my face against morphia; the only time I took it was in Burmah. I'd raging neuralgia for two days. I went to our old doctor, and I made him give me some. "Look here, doctor," I said, "I hate the idea of morphia, I 've never taken it, and I never want to."
Miss beech. [Looking at Mrs. Gwyn.] When a tooth hurts, you should have it out. It 's only puttin' off the evil day.
Colonel. You say that because it was n't your own.
Miss beech. Well, it was hollow, and you broke your principles!
Colonel. Hollow yourself, Peachey; you're as bad as any one!
Miss beech [With devilry.] Well, I know that! [She turns to Mrs. Gwyn.] He should have had it out! Shouldn't he, Molly?
Mrs. Gwyn. I—don't—judge for other people.
[She gets up suddenly, as though deprived of air.]
Colonel. [Alarmed.] Hallo, Molly! Are n't you feeling the thing, old girl?
Miss beech. Let her get some air, poor creature!
Colonel. [Who follows anxiously.] Your Aunt's got some first-rate sal volatile.
Mrs. Gwyn. It's all right, Uncle Tom. I felt giddy, it's nothing, now.
Colonel. That's the dancing. [He taps his forehead.] I know what it is when you're not used to it.
Mrs. Gwyn. [With a sudden bitter outburst.] I suppose you think I 'm a very bad mother to be amusing myself while joy's suffering.
Colonel. My dear girl, whatever put such a thought into your head? We all know if there were anything you could do, you'd do it at once, would n't she, Peachey?
[Miss beech turns a slow look on Mrs. Gwyn.]
Mrs. Gwyn. Ah! you see, Peachey knows me better.
Colonel. [Following up his thoughts.] I always think women are wonderful. There's your Aunt, she's very funny, but if there's anything the matter with me, she'll sit up all night; but when she's ill herself, and you try to do anything for her, out she raps at once.
Mrs. Gwyn. [In a low voice.] There's always one that a woman will do anything for.
Colonel. Exactly what I say. With your Aunt it's me, and by George! Molly, sometimes I wish it was n't.
Miss beech, [With meaning.] But is it ever for another woman!
Colonel. You old cynic! D' you mean to say Joy wouldn't do anything on earth for her Mother, or Molly for Joy? You don't know human nature. What a wonderful night! Have n't seen such a moon for years, she's like a great, great lamp!
[Mrs. Gwyn hiding from Miss BEECH's eyes, rises and slips her arm through his; they stand together looking at the moon.]
Don't like these Chinese lanterns, with that moon-tawdry! eh! By Jove, Molly, I sometimes think we humans are a rubbishy lot—each of us talking and thinking of nothing but our own petty little affairs; and when you see a great thing like that up there —[Sighs.] But there's your Aunt, if I were to say a thing like that to her she 'd— she'd think me a lunatic; and yet, you know, she 's a very good woman.
Mrs. Gwyn. [Half clinging to him.] Do you think me very selfish, Uncle Tom?
Colonel. My dear—what a fancy! Think you selfish—of course I don't; why should I?
Mrs. Gwyn. [Dully.] I don't know.
Colonel. [Changing the subject nervously.] I like your friend, Lever, Molly. He came to me before dinner quite distressed about your Aunt, beggin' me not to take those shares. She 'll be the first to worry me, but he made such a point of it, poor chap—in the end I was obliged to say I wouldn't. I thought it showed very' nice feeling. [Ruefully.] It's a pretty tight fit to make two ends meet on my income—I've missed a good thing, all owing to your Aunt. [Dropping his voice.] I don't mind telling you, Molly, I think they've got a much finer mine there than they've any idea of.
[Mrs. Gwyn gives way to laughter that is very near to sobs.]
[With dignity.] I can't see what there is to laugh at.
Mrs. Gwyn. I don't know what's the matter with me this evening.
Miss beech
. [In a low voice.] I do.
Colonel. There, there! Give me a kiss, old girl! [He kisses her on the brow.] Why, your forehead's as hot as fire. I know—I know-you 're fretting about Joy. Never mind—come! [He draws her hand beneath his arm.] Let's go and have a look at the moon on the river. We all get upset at times; eh! [Lifting his hand as if he had been stung.] Why, you 're not crying, Molly! I say! Don't do that, old girl, it makes me wretched. Look here, Peachey. [Holding out the hand on which the tear has dropped.] This is dreadful!
Mrs. Gwyn. [With a violent effort.] It's all right, Uncle Tom!
[Miss beech wipes her own eyes stealthily. From the house is heard the voice of Mrs. Hope, calling "Tom."]
Miss beech. Some one calling you.
Colonel. There, there, my dear, you just stay here, and cool yourself—I 'll come back—shan't be a minute. [He turns to go.]
[Mrs. Hope's voice sounds nearer.]
[Turning back.] And Molly, old girl, don't you mind anything I said. I don't remember what it was—it must have been something, I suppose.
[He hastily retreats.]
Mrs. Gwyn. [In a fierce low voice.] Why do you torture me?
Miss beech. [Sadly.] I don't want to torture you.
Mrs. Gwyn, But you do. D' you think I haven't seen this coming—all these weeks. I knew she must find out some time! But even a day counts——
Miss beech. I don't understand why you brought him down here.
Mrs. Gwyn. [After staring at her, bitterly.] When day after day and night after night you've thought of nothing but how to keep them both, you might a little want to prove that it was possible, mightn't you? But you don't understand—how should you? You've never been a mother! [And fiercely.] You've never had a lov——
[Miss beech raises her face-it is all puckered.] [Impulsively.] Oh, I did n't mean that, Peachey! Miss beech. All right, my dear. Mrs. Gwyn. I'm so dragged in two! [She sinks into a chair.] I knew it must come. Miss beech. Does she know everything, Molly? Mrs. Gwyn. She guesses. Miss beech. [Mournfully.] It's either him or her then, my dear; one or the other you 'll have to give up. Mrs. Gwyn. [Motionless.] Life's very hard on women! Miss beech. Life's only just beginning for that child, Molly. Mrs. Gwyn. You don't care if it ends for me! Miss beech. Is it as bad as that? Mrs. Gwyn. Yes. Miss beech. [Rocking hey body.] Poor things! Poor things! Mrs. Gwyn. Are you still fond of me? Miss beech. Yes, yes, my dear, of course I am. Mrs. Gwyn. In spite of my-wickedness? [She laughs.] Miss beech. Who am I to tell what's wicked and what is n't? God knows you're both like daughters to me! Mrs. Gwyn. [Abruptly.] I can't. Miss beech. Molly. Mrs. Gwyn. You don't know what you're asking. Miss beech. If I could save you suffering, my dear, I would. I hate suffering, if it 's only a fly, I hate it.
Mrs. Gwyn. [Turning away from her.] Life is n't fair. Peachey, go in and leave me alone.
[She leans back motionless.]
[Miss beech gets off her seat, and stroking Mrs. GWYN's arm in passing goes silently away. In the opening of the wall she meets Lever who is looking for his partner. They make way for each other.]
Lever. [Going up to Mrs. Gwyn—gravely.] The next is our dance, Molly.
Mrs. Gwyn. [Unmoving.] Let's sit it out here, then.
[Lever sits down.]
Lever. I've made it all right with your Uncle.
Mrs. Gwyn. [Dully.] Oh?
Lever. I spoke to him about the shares before dinner.
Mrs. Gwyn. Yes, he told me, thank you.
Lever
. There 's nothing to worry over, dear.
Mrs. Gwyn. [Passionately.] What does it matter about the wretched shares now? I 'm stifling.
[She throws her scarf off.]
Lever. I don't understand what you mean by "now."
Mrs. Gwyn. Don't you?
Lever. We were n't—Joy can't know—why should she? I don't believe for a minute ——
Mrs. Gwyn. Because you don't want to. Lever. Do you mean she does? Mrs. Gwyn. Her heart knows. [Lever makes a movement of discomfiture; suddenly Mrs. Gwyn looks at him as though to read his soul.] I seem to bring you nothing but worry, Maurice. Are you tired of me? Lever. [Meeting her eyes.] No, I am not. Mrs. Gwyn. Ah, but would you tell me if you were? Lever. [Softly.] Sufficient unto the day is the evil thereof. [Mrs. Gwyn struggles to look at him, then covers her face with her hands.] Mrs. Gwyn. If I were to give you up, you'd forget me in a month. Lever. Why do you say such things? Mrs. Gwyn. If only I could believe I was necessary to you! Lever. [Forcing the fervour of his voice.] But you are! Mrs. Gwyn. Am I? [With the ghost of a smile.] Midsummer day! [She gives a laugh that breaks into a sob.] [The music o f a waltz sounds from the house.] Lever. For God's sake, don't, Molly—I don't believe in going to meet trouble. Mrs. Gwyn. It's staring me in the face. Lever. Let the future take care of itself! [Mrs. Gwyn has turned away her face, covering it with her hands.] Don't, Molly! [Trying to pull her hands away.] Don't! Mrs. Gwyn. Oh! what shall I do?
[There is a silence; the music of the waltz sounds louder from the house.]
[Starting up.] Listen! One can't sit it out and dance it too. Which is it to be, Maurice, dancing—or sitting out? It must be one or the other, must n't it?
Lever. Molly! Molly!
Mrs. Gwyn. Ah, my dear! [Standing away from him as though to show herself.] How long shall I keep you? This is all that 's left of me. It 's time I joined the wallflowers. [Smiling faintly.] It's time I played the mother, is n't it? [In a whisper.] It'll be all sitting out then.
Lever. Don't! Let's go and dance, it'll do you good.
[He puts his hands on her arms, and in a gust of passion kisses her lips and throat.]
Mrs. Gwyn. I can't give you up—I can't. Love me, oh! love me!
[For a moment they stand so; then, with sudden remembrance of where they are, they move apart.]
Lever. Are you all right now, darling?
Mrs. Gwyn. [Trying to smile.] Yes, dear—quite.
Lever. Then let 's go, and dance. [They go.]
[For a few seconds the hollow tree stands alone; then from the house Rose comes and enters it. She takes out a bottle of champagne, wipes it, and carries it away; but seeing Mrs. GWYN's scarf lying across the chair, she fingers it, and stops, listening to the waltz. Suddenly draping it round her shoulders, she seizes the bottle of champagne, and waltzes with abandon to the music, as though avenging a long starvation of her instincts. Thus dancing, she is surprised by Dick, who has come to smoke a cigarette and think, at the spot where he was told to "have a go." Rose, startled, stops and hugs the bottle.]
Dick. It's not claret, Rose, I should n't warm it.
[Rose, taking off the scarf, replaces it on the chair; then with the half-warmed bottle, she retreats. Dick, in the swing, sits thinking of his fate. Suddenly from behind the hollow tree he sees Joy darting forward in her day dress with her hair about her neck, and her skirt all torn. As he springs towards her, she turns at bay.]
Dick. Joy!
Joy. I want Uncle Tom.
Dick. [In consternation.] But ought you to have got up—I thought you were ill in bed; oughtn't you to be lying down?
Joy. If have n't been in bed. Where's Uncle Tom?
Dick. But where have you been?-your dress is all torn. Look! [He touches the torn skirt.]
Joy. [Tearing it away.] In the fields. Where's Uncle Tom?
Dick. Are n't you really ill then?
[Joy shakes her head.]
Dick, [showing her the irises.] Look at these. They were the best I could get.
Joy. Don't! I want Uncle Tom!
Dick. Won't you take them?
Joy. I 've got something else to do.
Dick. [With sudden resolution.] What do you want the Colonel for?
Joy. I want him.
Dick. Alone?
Joy. Yes.
Dick. Joy, what is the matter?
Joy. I 've got something to tell him.
Dick. What? [With sudden inspiration.] Is it about Lever?
Joy. [In a low voice.] The mine.
Dick. The mine?
Joy. It 's not—not a proper one.
Dick. How do you mean, Joy?
Joy. I overheard. I don't care, I listened. I would n't if it had been anybody else, but I hate him.
Dick. [Gravely.] What did you hear?
Joy. He 's keeping back something Uncle Tom ought to know.
Dick. Are you sure?
[Joy makes a rush to pass him.]
[Barring the way.] No, wait a minute—you must! Was it something that really matters? —I don't want to know what.
Joy. Yes, it was.
Dick. What a beastly thing—are you quite certain, Joy?
Joy. [Between her teeth.] Yes.
Dick. Then you must tell him, of course, even if you did overhear. You can't stand by and see the Colonel swindled. Whom was he talking to?
Joy. I won't tell you.
Dick. [Taking her wrist.] Was it was it your Mother?
[Joy bends her head.]
But if it was your Mother, why does n't she——
Joy. Let me go!
Dick. [Still holding her.] I mean I can't see what——
Joy. [Passionately.] Let me go!
Dick. [Releasing her.] I'm thinking of your Mother, Joy. She would never——
Joy. [Covering her face.] That man!
Dick. But joy, just think! There must be some mistake. It 's so queer—it 's quite impossible!
Joy. He won't let her.
Dick. Won't let her—won't let her? But [Stopping dead, and in a very different voice.] Oh!
Joy. [Passionately.] Why d' you look at me like that? Why can't you speak?
[She waits for him to speak, but he does not.]
I'm going to show what he is, so that Mother shan't speak to him again. I can—can't I —if I tell Uncle Tom?—can't I——?
Dick. But Joy—if your Mother knows a thing like—that——
Joy. She wanted to tell—she begged him—and he would n't.
Dick. But, joy, dear, it means——
Joy. I hate him, I want to make her hate him, and I will.
Dick. But, Joy, dear, don't you see—if your Mother knows a thing like that, and does n't speak of it, it means that she—it means that you can't make her hate him—it means ——If it were anybody else— but, well, you can't give your own Mother away!
Joy. How dare you! How dare you! [Turning to the hollow tree.] It is n't true—Oh! it is n't true!
Dick. [In deep distress.] Joy, dear, I never meant, I didn't really!
[He tries to pull her hands down from her face.]
Joy. [Suddenly.] Oh! go away, go away!
[Mrs. Gwyn is seen coming back. Joy springs into the tree. Dick quickly steals away. Mrs. Gwyn goes up to the chair and takes the scarf that she has come for, and is going again when joy steals out to her.]
Mother!
[Mrs. Gwyn stands looking at her with her teeth set on her lower lip.]
Oh! Mother, it is n't true?
Mrs. Gwyn. [Very still.] What is n't true?
Joy. That you and he are——
[Searching her Mother's face, which is deadly still. In a whisper.]
Then it is true. Oh!
Mrs. Gwyn. That's enough, Joy! What I am is my affair—not yours— do you understand?
Joy. [Low and fierce.] Yes, I do.
Mrs. Gwyn. You don't. You're only a child.
Joy. [Passionately.] I understand that you've hurt [She stops.]
Mrs. Gwyn. Do you mean your Father?
Joy. [Bowing her head.] Yes, and—and me. [She covers her face.] I'm—I'm ashamed.
Mrs. Gwyn. I brought you into the world, and you say that to me? Have I been a bad mother to you?
Joy. [In a smothered voice.] Oh! Mother!
Mrs. Gwyn. Ashamed? Am I to live all my life like a dead woman because you're ashamed? Am I to live like the dead because you 're a child that knows nothing of life? Listen, Joy, you 'd better understand this once for all. Your Father has no right over me and he knows it. We 've been hateful to each other for years. Can you understand that? Don't cover your face like a child—look at me.
[Joy drops her hands, and lifts her face. Mrs. Gwyn looks back at her, her lips are quivering; she goes on speaking with stammering rapidity.]
D' you think—because I suffered when you were born and because I 've suffered since with every ache you ever had, that that gives you the right to dictate to me now? [In a dead voice.] I've been unhappy enough and I shall be unhappy enough in the time to come. [Meeting the hard wonder in Joy's face.] Oh! you untouched things, you're as hard and cold as iron!
Joy. I would do anything for you, Mother.
Mrs. Gwyn. Except—let me live, Joy. That's the only thing you won't do for me, I quite understand.
Joy. Oh! Mother, you don't understand—I want you so; and I seem to be nothing to you now.
Mrs. Gwyn. Nothing to me? [She smiles.]
Joy. Mother, darling, if you're so unhappy let's forget it all, let's go away and I 'll be everything to you, I promise.
Mrs. Gwyn. [With the ghost of a laugh.] Ah, Joy!
Joy. I would try so hard.
Mrs. Gwyn. [With the same quivering smile.] My darling, I know you would, until you fell in love yourself.
Joy. Oh, Mother, I wouldn't, I never would, I swear it.
Mrs. Gwyn. There has never been a woman, joy, that did not fall in love.
Joy. [In a despairing whisper.] But it 's wrong of you it's wicked!
Mrs. Gwyn. If it's wicked, I shall pay for it, not you!
Joy. But I want to save you, Mother!
Mrs. Gwyn. Save me? [Breaking into laughter.]
Joy. I can't bear it that you—if you 'll only—I'll never leave you. You think I don't know what I 'm saying, but I do, because even now I—I half love somebody. Oh, Mother! [Pressing her breast.] I feel—I feel so awful—as if everybody knew.
Mrs. Gwyn. You think I'm a monster to hurt you. Ah! yes! You'll understand better some day.
Joy. [In a sudden outburst of excited fear.] I won't believe it— I—I—can't—you're deserting me, Mother.
Mrs. Gwyn. Oh, you untouched things! You——
[Joy' looks up suddenly, sees her face, and sinks down on her knees.]
Joy. Mother—it 's for me!
Gwyn. Ask for my life, joy—don't be afraid.
[Joy turns her face away. Mrs. Gwyn bends suddenly and touches her daughter's hair; joy shrinks from that touch.]
[Recoiling as though she had been stung.] I forgot—I 'm deserting you.
[And swiftly without looking back she goes away. Joy, left alone under the hollow tree, crouches lower, and her shoulders shake. Here Dick finds her, when he hears no longer any sound o f voices. He falls on his knees beside her.]
Dick. Oh! Joy; dear, don't cry. It's so dreadful to see you! I 'd do anything not to see you cry! Say something.
[Joy is still for a moment, then the shaking of the shoulders begins again.]
Joy, darling! It's so awful, you 'll make yourself ill, and it is n't worth it, really. I 'd do anything to save you pain—won't you stop just for a minute?
```
[Joy is still again.]
```
Nothing in the world 's worth your crying, Joy. Give me just a little look!
Joy. [Looking; in a smothered voice.] Don't!
Dick. You do look so sweet! Oh, Joy, I'll comfort you, I'll take it all on myself. I know all about it.
[Joy gives a sobbing laugh]
I do. I 've had trouble too, I swear I have. It gets better, it does really.
Joy. You don't know—it's—it's——
Dick. Don't think about it! No, no, no! I know exactly what it's like. [He strokes her arm.]
Joy. [Shrinking, in a whisper.] You mustn't.
[The music of a waltz is heard again.]
Dick. Look here, joy! It's no good, we must talk it over calmly.
Joy. You don't see! It's the—it 's the disgrace——
Dick. Oh! as to disgrace—she's your Mother, whatever she does; I'd like to see anybody say anything about her—[viciously]—I'd punch his head.
Joy. [Gulping her tears.] That does n't help.
Dick. But if she doesn't love your Father——
Joy. But she's married to him!
Dick. [Hastily.] Yes, of course, I know, marriage is awfully important; but a man understands these things.
[Joy looks at him. Seeing the impression he has made, he tries again.]
I mean, he understands better than a woman. I've often argued about moral questions with men up at Oxford.
Joy. [Catching at a straw.] But there's nothing to argue about.
Dick. [Hastily.] Of course, I believe in morals.
[They stare solemnly at each other.]
Some men don't. But I can't help seeing marriage is awfully important.
Joy. [Solemnly.] It's sacred.
Dick. Yes, I know, but there must be exceptions, Joy.
Joy. [Losing herself a little in the stress of this discussion.] How can there be exceptions if a thing 's sacred?
Dick. [Earnestly.] All rules have exceptions; that's true, you know; it's a proverb.
Joy. It can't be true about marriage—how can it when——?
Dick. [With intense earnestness.] But look here, Joy, I know a really clever man—an author. He says that if marriage is a failure people ought to be perfectly free; it isn't everybody who believes that marriage is everything. Of course, I believe it 's sacred, but if it's a failure, I do think it seems awful—don't you?
Joy. I don't know—yes—if—[Suddenly] But it's my own Mother!
Dick. [Gravely.] I know, of course. I can't expect you to see it in your own case like this. [With desperation.] But look here, Joy, this'll show you! If a person loves a person, they have to decide, have n't they? Well, then, you see, that 's what your Mother's done.
Joy. But that does n't show me anything!
Dick. But it does. The thing is to look at it as if it was n't yourself. If it had been you and me in love, Joy, and it was wrong, like them, of course [ruefully] I know you'd have decided right. [Fiercely.] But I swear I should have decided wrong. [Triumphantly.] That 's why I feel I understand your Mother.
Joy. [Brushing her sleeve across her eyes.] Oh, Dick, you are so sweet—and—and—funny!
Dick. [Sliding his arm about her.] I love you, Joy, that 's why, and I 'll love you till you don't feel it any more. I will. I'll love you all day and every day; you shan't miss anything, I swear it. It 's such a beautiful night—it 's on purpose. Look' [joy looks; he looks at her.] But it 's not so beautiful as you.
Joy. [Bending her head.] You mustn't. I don't know—what's coming?
Dick. [Sidling closer.] Are n't your knees tired, darling? I—I can't get near you properly.
Joy. [With a sob.] Oh! Dick, you are a funny—comfort!
Dick. We'll stick together, Joy, always; nothing'll matter then.
[They struggle to their feet-the waltz sounds louder.]
You're missing it all! I can't bear you to miss the dancing. It seems so queer! Couldn't we? Just a little turn?
Joy. No, no?
Dick. Oh! try!
[He takes her gently by the waist, she shrinks back.]
Joy. [Brokenly.] No-no! Oh! Dick-to-morrow 'll be so awful.
Dick. To-morrow shan't hurt you, Joy; nothing shall ever hurt you again.
[She looks at him, and her face changes; suddenly she buries it against his shoulder.]
[They stand so just a moment in the moon light; then turning to the river move slowly out of sight. Again the hollow tree is left alone. The music of the waltz has stopped. The voices of miss beech and the Colonel are heard approaching from the house. They appear in the opening of the wall. The Colonel carries a pair of field glasses with which to look at the Moon.]
Colonel. Charming to see Molly dance with Lever, their steps go so well together! I can always tell when a woman's enjoying herself, Peachey.
Miss beech. [Sharply.] Can you? You're very clever.
Colonel. Wonderful, that moon! I'm going to have a look at her! Splendid glasses these, Peachy [he screws them out], not a better pair in England. I remember in Burmah with these glasses I used to be able to tell a man from a woman at two miles and a quarter. And that's no joke, I can tell you. [But on his way to the moon, he has taken a survey of the earth to the right along the river. In a low but excited voice] I say, I say—is it one of the maids—the baggage! Why! It's Dick! By George, she's got her hair down, Peachey! It's Joy!
[Miss beech goes to look. He makes as though to hand the glasses to her, but puts them to his own eyes instead— excitedly.]
It is! What about her headache? By George, they're kissing. I say, Peachey! I shall have to tell Nell!
Miss beech. Are you sure they're kissing? Well, that's some comfort.
Colonel. They're at the stile now. Oughtn't I to stop them, eh? [He stands on tiptoe.] We must n't spy on them, dash it all. [He drops the glasses.] They're out of sight now.
Miss beech. [To herself.] He said he wouldn't let her.
Colonel. What! have you been encouraging them!
Miss beech. Don't be in such a hurry!
[She moves towards the hollow tree.]
Colonel. [Abstractedly.] By George, Peachey, to think that Nell and I were once—Poor Nell! I remember just such a night as this
[He stops, and stares before him, sighing.]
Miss beech, [Impressively.] It's a comfort she's got that good young man. She's found out that her mother and this Mr. Lever are—you know.
Colonel. [Losing all traces of his fussiness, and drawing himself up as though he were on parade.] You tell me that my niece?
Miss beech. Out of her own mouth!
Colonel. [Bowing his head.] I never would have believed she'd have forgotten herself.
Miss beech. [Very solemnly.] Ah, my dear! We're all the same; we're all as hollow as that tree! When it's ourselves it's always a special case!
[The Colonel makes a movement of distress, and Miss beech goes to him.]
Don't you take it so to heart, my dear!
[A silence.]
Colonel. [Shaking his head.] I couldn't have believed Molly would forget that child.
Miss beech. [Sadly.] They must go their own ways, poor things! She can't put herself in the child's place, and the child can't put herself in Molly's. A woman and a girl—there's the tree of life between them!
Colonel. [Staring into the tree to see indeed if that were the tree alluded to.] It's a grief to me, Peachey, it's a grief! [He sinks into a chair, stroking his long moustaches. Then to avenge his hurt.] Shan't tell Nell—dashed if I do anything to make the trouble worse!
Miss beech. [Nodding.] There's suffering enough, without adding to it with our trumpery judgments! If only things would last between them!
Colonel. [Fiercely.] Last! By George, they'd better——
[He stops, and looking up with a queer sorry look.]
I say, Peachey Life's very funny!
Miss beech. Men and women are! [Touching his forehead tenderly.] There, there—take care of your poor, dear head! Tsst! The blessed innocents!
[She pulls the colonel's sleeve. They slip away towards the house, as joy and Dick come back. They are still linked together, and stop by the hollow tree.]
Joy. [In a whisper.] Dick, is love always like this?
Dick. [Putting his arms around her, with conviction.] It's never been like this before. It's you and me!
[He kisses her on the lips.]
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BY ZEV KAHN, M.D.
Special to the Times
Do you have to call your child several times before getting a response? If you have often wondered why your child doesn't listen better, it's possible that he or she may not be ignoring you — your child may have trouble hearing you.
The third most common health problem in the United States, hearing loss affects approximately 36 million Americans and more than half are younger than 65. Today, about one in five adolescents suffers from some type of hearing loss, which is an increase of 30 percent compared to the past two decades.
A growing cause of hearing loss in teenagers is exposure to loud noise. If your child has a hearing problem, it could affect his or her safety as well as ability to excel in the classroom and on the playground.
1 / 4
How we hear
Sound travels into our outer ear as sound waves, hitting our eardrum and causing it to vibrate. As the eardrum vibrates, it presses on tiny bones located in the middle ear, making them move too.
Next, these tiny, vibrating bones cause the fluid in the inner ear to bend very small structures called hair cells. When the hair cells bend, they convert the sound waves into electrical signals, which travel up the auditory nerve and to the brain where they are interpreted as sounds.
Noise-induced hearing loss
Measured in units called decibels, sound can become harmful when it exceeds 90 decibels. Affecting around 5 million children, noise-induced hearing loss (NIHL) occurs when the small hair cells in the inner ear are damaged by long-term exposure to sounds above 90 decibels or one-time exposure to sounds at or above 120 decibels.
2 / 4
One common cause of NIHL in teenagers is long-term exposure to high-intensity volume levels while using earphones with portable musical devices.
Symptoms and treatment
Your child may have a hearing problem if he or she is turning up the volume of the TV excessively high, not replying when you call or experiencing language delays.
Schedule a hearing evaluation with your physician if you are concerned. If your doctor determines that your child does have noise-induced hearing loss, he or she may recommend a hearing aid to help amplify sounds.
Today's hearing aids are like miniature, state-of-the-art computers. Digital and reprogrammable, they can be customized for your child.
3 / 4
Prevention
Fortunately, NIHL in children is 100-percent preventable. Solutions include turning the volume down and using hearing protection, such as ear plugs. Look for noise ratings when buying products, especially when purchasing toys.
Because hearing loss impacts kids in their formative years, it's important to catch it early. Working with your physician, you can keep your child's hearing healthy, which is essential for developing successful academic and social skills.
Zev Kahn, M.D., is a board-certified otolaryngologist and is a part of the Sutter East Bay Medical Foundation. He is affiliated with Eden Medical Center.
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Epstein-Barr Virus Fact Sheet
1. What is Epstein-Barr Virus (EBV)? - EBV is a member of the Herpesvirus family and is one of the most common human viruses. EBV occurs worldwide, and most people become infected with EBV sometime during their lives. In the U.S., as many as 95% of adults between 35 and 40 years of age have been infected. Infants become susceptible to EBV as soon as maternal antibody protection (present at birth) disappears, usually after 6 months of age. Children often become infected with EBV, and these infections usually cause no symptoms or are indistinguishable from the other mild, brief illnesses of childhood. If EBV occurs during adolescence or young adulthood, infectious mononucleosis will result 35% to 50% of the time.
2. What are the Symptoms of Infectious Mononucleosis? – The most common symptoms are fever, sore throat, and swollen lymph glands. Sometimes, a swollen spleen or liver involvement may develop. Heart problems or involvement of the central nervous system occurs only rarely, and infectious mononucleosis is almost never fatal. There are no known associations between active EBV infection and problems during pregnancy, such as miscarriages or birth defects. Although the symptoms of Infectious Mononucleosis usually resolve in 1 or 2 months, EBV remains dormant in a few cells in the throat and blood for the rest of the person's life. Periodically, the virus can reactivate and is commonly found in the saliva of infected persons. This reactivation usually occurs without symptoms of illness.
3. Does EBV cause Other Diseases? – Yes. Since EBV also establishes a lifelong dormant infection in some cells of the body's immune system, a late event is the emergence of Burkitt's lymphoma and nasopharyngeal carcinoma, two rare cancers that are not normally found in the United States. EBV appears to play an important role in these malignancies, but is probably not the sole cause of disease.
4. How is EBV Spread? - Transmission of EBV requires intimate contact with the saliva of an infected person. Occasionally, the virus is transmitted through blood transfusions. Transmission of the virus through air does not normally occur. EBV can be transmitted by persons with asymptomatic infections.
5. What is the Incubation Period? - The time from infection to appearance of symptoms ranges from 4 to 6 weeks. Persons with infectious mononucleosis may be able to spread EBV to others for a period of weeks. However, no special precautions or isolation procedures are recommended, since the virus is also found frequently in the saliva of healthy people.
6. How is Infectious Mononucleosis Diagnosed? - The clinical diagnosis of infectious mononucleosis is based on the symptoms of fever, sore throat, swollen lymph glands, and the age of the patient. Usually, laboratory tests are needed for confirmation. Laboratory findings for persons with infectious mononucleosis include an elevated white blood cell count, an increased percentage of certain atypical white blood cells, and a positive reaction to a "mono spot" test.
7. What is the Treatment for Infectious Mononucleosis? - There is no specific treatment other than treating the symptoms. No antiviral drugs or vaccines are available.
,
8. Is EBV related to Chronic Fatigue Syndrome? - It is important to note that symptoms related to infectious mononucleosis caused by EBV infection seldom last for more than 4 months. When such an illness lasts more than 6 months, it is frequently called chronic EBV infection. However, valid laboratory evidence for continued active EBV infection is seldom found in these patients. The illness should be investigated further to determine if it meets the criteria for chronic fatigue syndrome, or CFS.
9. For more information about Epstein-Barr Virus:
http://www.cdc.gov/ncidod/diseases/ebv.htm
This fact sheet provides general information. Please contact your physician for specific clinical information. | <urn:uuid:c57d2a1d-f34d-4319-9941-b3492211a7fe> | CC-MAIN-2014-15 | http://www.portal.state.pa.us/portal/server.pt?open=18&objID=1066341&mode=2 | 2014-04-21T15:00:00Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00140-ip-10-147-4-33.ec2.internal.warc.gz | 604,296,195 | 833 | eng_Latn | eng_Latn | 0.997703 | eng_Latn | 0.997989 | [
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One good book away from becoming a reader: First Nations literature in a northern classroom
Susan Catlin
Queen's University
I arrived in the isolated, northern community of Big River, Northwest Territories on August 17, 1987. In a pottery class that I had taken that summer in preparation for
teaching Art, just one of many courses I was to teach in addition to English Language
Arts, an astrologist in the class told me that August 17 was a very auspicious day to begin something new. I cannot recall what was happening in the cosmos, but I was glad to hear
that the stars were with me on this career move. On my first teaching day ever, a little more than a year before my arrival in Big River, a tornado swept by the school in central
Ontario where I was to work as a substitute teacher. The skies clouded over that May morning and a great hush descended as I disembarked from my car. By 2 o’clock, my
students and I were huddled against the cement wall of our classroom watching through rain sheeted windows as tree branches snapped, and were hurled through neighboring
sheds, and power lines came spiraling down past uprooted playground equipment.
Perhaps it is best that I was not into astrology or I might have given up teaching then and there, but in spite of the welcome words of my pottery classmate, my arrival in Big River
felt as inauspicious as my first day of teaching in Ontario.
I arrived disheveled from two days of travel and nauseous from the long ride and diesel fumes of the DC 3, the ancient armored airplane that transported me from
Yellowknife. The woman from personnel, who assured me via previous telephone conversations that she would pick me up at the airport, was nowhere in sight. After a long
Language and Literacy
wait, I gave up hope and caught a ride with helicopter pilots into town. Seated between the two, in the cab of a pickup, the older driver teased me about my potential to make the
younger pilot's boring Big River nights more interesting before dumping me at the school with all of my bags. The woman, who was supposed to have picked me up at the airport,
was also supposed to have arranged my living accommodations. I sat on the steps of the school and waited for someone to show up.
Big River did not look like it was supposed to: like the pristine, untouched wilderness of the tourist brochures I’d read down south. From the air, the environs had
looked all brown and green and pot holey, and on the ground the land looked like a place where trees held on for dear life. The town is situated on an island that had been razed to
make room for the government's aluminum sided buildings and the people's small wooden houses. The day was hotter than I expected, and the town was terribly dusty. My
feet were crisscrossed with the dirty pattern made by my fashionable yellow sandal straps, and a plague of locusts hopped against my bare legs. I hadn’t expected
grasshoppers, yet there were hundreds of them; I've never seen them that bad in town since that summer. Finally, the school secretary arrived and gave me a quick tour through
the dark green school. The floors were sloped and bumpy and the carpets smelled like old socks. (Fortunately, the school was renovated a few years later.) The previous teacher had
left all of his castaway junk in my classroom, but as I had arrived two weeks early, I had time to sort it out. The secretary gave me my class lists, and I decided to get a room at the
hotel until someone came back from vacation to help me find a place to live.
I cried as I studied those lists. With only one year of teaching experience as an itinerant French teacher in a rural Ontario town, I was expected to teach 13 levels in five
different courses. There were students in my grade 9 and 10 classes who were nearly as old as I was. I thought about how different the place seemed from what I knew and from
what I had imagined, and I wondered what I would have to offer the young people of this community.
Big River has a European and a Dene name, and is a community of about 1,100
people, the majority of whom are of Dene descent. Big River (not the town's real name)
was originally established as a trading post because of its advantageous position at the juncture of two rivers. Big River’s two claims to fame have been the Pope’s visit, and
before that, the Mackenzie Valley Pipeline Inquiry. From 1974-1977, hearings were conducted in every settlement in the western Northwest Territories. At that time, many
Native people were concerned about the ways the proposed pipeline might affect their traditional lifestyles. Many non-Native people supported the development of the pipeline
for the sake of economic development in the North. When Justice Thomas R. Berger came to Big River, the community was so divided that two hearings were held. After all
of the hearings in the North, the pipeline was postponed until further study could establish the effects of the pipeline on wildlife and the traditional way of living (Berger,
1999). The Berger Inquiry occurred a decade before I arrived, but the presence of two different ways of looking at potential economic development in the North still lingered.
There are two schools in Big River: one for kindergarten to grade 6, and the other for 7 to 12. When I arrived in 1987, the high school had just extended its grades to 10.
After grade 10, students could go to the regional high school in Yellowknife, but many did not go as it was too far from home. The Big River high school continued extending its
grades until it became a full high school in 1991. There are seven smaller communities in
the surrounding region, two of which eventually extended their grade offerings to 12, but during the time I taught at Big River many students came to complete their high school.
I worked in the high school for 11 years. Over the years, I taught a variety of subjects in addition to high school English, but I suspect I taught those subjects grounded
in the pedagogy of my subject discipline. About 70 per cent of the students were Dene (from town and from the outlying communities) and the other 30 per cent were Non-
Dene including the children of long time residents and those of a more transient population. For the most part, all of the students got along very well. Our grade 10 to 12
population was around 80 students, and was divided into academic, general, and basic levels. In the Northwest Territories, we create our own curriculum to grade 9, and then
follow Alberta for secondary school.
After my first few years in the community, I had very few difficulties with classroom management. Once I felt I had the community’s trust, I found the students very
cooperative, thoughtful, and respectful. All of them had dreams for their own happiness, and all hoped to contribute to their community. But as fond as I was of my students, I
cannot characterize very many as zealous overachievers in the terms set by those in authority at school. Attendance and late arrivals were considered a major problem at our
school, as was a general malaise toward study, and homework was rarely completed. I
would also characterize many as reluctant or struggling readers. I did recognize that my students were reading texts outside of school, but I defined reader as Bronwyn Williams
does as "a person who makes particular kinds of intertextual connections, who asks particular kinds of questions of a text, who talks about more than the text’s meaning and
analyzes its nature" (Williams, 2004, p.687).
I struggled to get my students to take on this definition of reader as I felt it would lead to more success in school. Throughout his career, John Ogbu considered the
variance in the achievement of minority students in schools through a comparative study of minority education. Minorities, whom Ogbu (1998) classifies as either voluntary or
involuntary, are defined by the nature of their power relations to the majority group, not by their numbers. Voluntary minorities according to Ogbu, are people who immigrated to
a country in hope of a better life for their family; generally, the children of voluntary minorities have a positive attitude toward schooling and have high success rates.
Involuntary minorities are people who have a history of subordination and exploitation and often struggle in school. Within each group, Ogbu recognizes that there are
individual exceptions, but his work consisted of looking for dominant patterns in beliefs and behaviors in the larger group.
Involuntary minorities in the United States, such as Black Americans, Hispanic
Americans, and Native Americans, desire to succeed in white America but perceive many historical and contemporary obstacles due to their status or race. They respond to these
barriers through the patterned strategies of assimilation, accommodation without assimilation, ambivalence, resistance and opposition, or encapsulation. Ogbu’s cultural-
ecological theory recognizes that many historical, community, and educational factors contribute to school achievement for these students. “Ecology is the ‘setting,’
'environment," or 'world of people'…and 'cultural,' broadly refers to the way people (in this case minorities) see their world and behave in it” (Ogbu & Simon, 1998, p. 2).
His two part theory considers the way minorities are treated or mistreated in schools, in addition to the way that minorities perceive and respond to this treatment. As
a non-First Nations teacher in a First Nations context, I focused my attention on my students’ responses to schooling in an effort to modify my behavior in the classroom. My
primary focus was on what Ogbu (2004) would identify as collective identity which
"refers to people's sense of who they are, their "we-feeling or "belonging" (p.3). Ogbu has suggested that involuntary minorities develop oppositional identities that take some
of their sense of who they are from their response to their treatment by white society. To some extent then, First Nations’ identities are defined by their differences from non-First
Nations'. Thus, my students may not have been willing to give up aspects of themselves, just because I required them to. Ogbu acknowledges that minority students do not reject
the idea of getting good grades; what they reject are "White" attitudes and behaviors conducive to getting those good grades (Ogbu & Simons, 1998).
Ogbu's explanation seems a plausible framework to use to explain my students'
lack of engagement with school. At the time I was puzzling out how to teach, I intuited that my responsibility was to create a classroom that was open and hospitable and
responsive to the needs of my students. I held high standards for the cognitive abilities of my students, and expected their behaviors to meet them. I strived to create a pedagogy
with them: one that began with what was familiar. I participated, observed, and listened in the life of the community, and I began to read literature by First Nations people.
Initially, I had hoped that the literature would help me better understand my students, but
I soon realized that this literature might motivate my students to begin the habit of reading. In my English Language Arts classrooms, I had students read novels on their
own, and in small groups of four or five. During any English Language Arts course, I often read aloud, and I always lead one whole class study of a novel. I worked to get to
know my students, and to identify a starting point for their reading. "Identifying a starting point requires gathering relevant information about students’ skills, abilities, and
knowledge" (Brozo & Hargis, 2003. p. 14).
In my third year of teaching, I came upon the novel that first put the notion in my head that students needed only to find one good book before they would willingly explore
the identity of reader. We have a great book store in Yellowknife, the largest community and capital of the Northwest Territories, and after a visit to town I returned home with
April Raintree by Beatrice Culleton (1984). Many of my students in the late eighties and
early nineties were much older than their southern counterparts. It was not uncommon to find 18 year olds in a grade 10 course. The range of life experiences in my classes were
varied, as I may have had, for example, 15 year old students who were just beginning to be interested in dating along with older students who were already parents. In the grade
10 class where students first readApril Raintree
, all but one were of Dene ancestry, and all by virtue of growing up in our community had intimate knowledge of its social
problems. I believe it is Culleton's frankness in examining the tragedies and struggles in her characters’ lives that touched my students so deeply.
After that book, students always asked for more like it, but I am afraid I had nothing to offer then, that was like Culleton’s first novel. My students said that they
loved Cheryl, the protagonist's fiery sister, who refuses to deny her Metis heritage. As
Cheryl grows older, she wants to be a social worker to help her people and she tries to help herself by talking with elders at the Native Friendship Center. Unfortunately,
Cheryl's feisty nature dissipates over time, and she becomes resigned to a difficult and unhappy life. Cheryl, Beatrice Culleton tells us in an interview in
Contemporary
Challenges Conversations with Canadian Native Authors by Hartmut Lutz (1991), lacks
the cultural foundation she needs to support her through her search, and so her idealism is easily shattered.
I discovered
Contemporary Challenges in 1991, the year it was published, and my
students enjoyed the interview in that collection. Culleton explains that writingApril
Raintree was part of her healing as she, like her characters, was raised in foster care and
had two sisters who committed suicide. As a result of that book, my students and I had powerful discussions about the foster care experience of indigenous people, about racism,
and about the disillusion of young people who are left to their own devices to forge their identity. The book also sparked conversations about writing and its many functions.
Other interviews, by authors whose work they admired such as Tomson Highway, Daniel
David Moses, Rudy Slipperjack, and Jordan Wheeler were of interest to my students. I
often had senior high school students read the interview by Lenore Keeshig-Tobias as she raises the issue of voice appropriation and we had many lively debates in class afterward.
The success of
Contemporary Challenges led me to seek out books of literary
analysis of First Nations literature by First Nations scholars. The full texts were often too complex for my students, so we examined excerpts. In 1993, I designed a First Nations
literature course for my grade 11 students and integrated the minimum amount of the required readings from the Alberta curriculum into that course. My students researched
the history of First Nations writing in Canada, and read various genres of writing by First
Nations writers. Students learned that most of the writing about First Nations people was written by Non-First Nations people, and that the original audience for this writing was
also Non-First Nations. Only in the 1970's did writing by First Nations people and for
First Nations people take root, but this literature has been growing ever since.
Unfortunately, the market for First Nations literature has been dictated by the tastes of the original and longstanding Non-First Nations audience, and by the norms established by
the writing of predominantly Non-First Nations writers. Ironically, at the time I was searching for books for my students, First Nations authors had difficulty breaking into the
niche of the First Nations literature market, and most were published by small independent presses (Young-Ing, 1993). I had to acquire these books from small presses
before they were out of print, as chances were they would not be reprinted. The books were expensive as they were published in small runs, but I was fortunate to have the
support of our school librarian who worked with me over the years to build a library of
First Nations literature and criticism. But despite our inquiry into Canadian First Nations literature, I still could not find other novels that rivaled the overall success of
April
Raintree.
I continued looking and had some success in the classroom with work by
Jeannette Armstrong, Drew Hayden Taylor, Thomas King, and Lee Maracle. By the early nineties I was also reading American writers like Sherman Alexie, Louise Erdrich, Linda
Hogan, Leslie Marmon Silko, and James Welch. I had organized my reading by Canadian
First Nations and American Indian although as Thomas King (2003) says inThe Truth
About Stories
"the border doesn't mean that much to the majority of Native people in either country. It is after all, a figment of someone else’s imagination”(King, 2002, p.
102). In 1996, I came across,The Lesser Blessed, a book had some of the mass appeal of
April Raintree, although I didn't ever teach it as a whole class novel.
The author, Richard Van Camp is a writer of Dene ancestry who was raised in
Fort Smith, Northwest Territories. When he was a junior writer for the CBC television program
North of Sixty, he visited our school.
North of Sixty ran for six years, and was set
in the fictitious settlement of Lynx River in the very real Dehcho region. When the show was in the planning stages, the writers and producers came to town to discuss authenticity
for the show's stories with local elders, and another teacher and I convinced them to come to the school to talk with the students. Often the
North of Sixty people were on that
southern phenomenon called a tight schedule and were unable to visit, but Jordan
Wheeler, a senior writer, often made the effort to come to see us. All of the students enjoyed his visits, especially the young men who had read his book of three novellas
calledBrothers in Arms. (The boys, as I recall, enjoyed the story entitled "Hearse in the
Snow" about two estranged brothers who reunite for their father's funeral. The brothers wind up trapped in the hearse with their dead father’s body, after the car has gone off the
road in a snow storm.) Eventually, other writers did come to visit and toward the end of the run of
North of Sixty
, Richard Van Camp was one of them. He was 22 at the time, and already a published author of short stories and poems. His writing was of real interest to
my students, as he was a northern boy who made good.
The
Lesser Blessed is 119 pages long, and the short length of this novel is an
incentive for many of my students who would not read long books. Personally, I
preferred
The Lesser Blessed to
April Raintree because Van Camp’s characters are, in my
opinion, more fully drawn. In Culleton's story, the two sisters represent two parts of the same person as she struggles to find her identity. I loved Larry, the central character in
The Lesser Blessed, who struggles to come to terms with the events he has witnessed, the
10
things that have been done to him, and the terrible act that he has committed. And I liked his friend Johnny, even though the real life Johnnys aren’t as easy to like in the
classroom!
I offered this book as a choice for individual reading, or for literature circles.
Although, generally speaking, my male students preferred to read books about boys and often stayed unmotivated to read longer than the girls, they had enjoyed
April Raintree. I
think the girl's point of view in that book made it safer for them to engage with and discuss the book’s sensitive issues. The boys who read
The Lesser Blessed liked the story,
but did not make (or admit to) as many personal connections to the text as they had with
April Raintree
. I didn't ever experiment with literature circles that would have had the girls reading
April Raintree and the boys reading
The Lesser Blessed, but in a senior
English class of 10 girls and 10 boys, I had the girls study and then present excerpts from
Tomson Highways
The Rez Sisters, while the boys studied and presented excerpts from
hisDry Lips Oughtta Move to Kapuskasing.
Both the plays by Highway and the novel by Van Camp raise the issue of the appropriateness of the subject matter for classroom texts. Unfortunately, young adult
literature by First Nations writers, Canadian or American, was hard to find in the late eighties and the early nineties. Highway’s characters swear and this is a problem for a
play that is read aloud in school. I offered my students the choice to read the text with the swear words present or deleted, and I modeled both approaches in my own reading.
Modeling and discussion removed the possibility that students would be titillated by the opportunity to swear in class. Students discussed why swearing is so much a part of the
lives of Highway's characters, and while many felt his use of obscenities might be an
Language and Literacy
11
accurate portrayal of life on a reservation, others felt that he was creating a stereotype of
First Nations people. The students with whom I worked were old enough to consider the mature issues of the play and to appreciate Highway’s humor and artistry.
Van Camp also presents an accurate portrayal of certain sectors of the northern teenage population in his book
The Lesser Blessed
. These characters not only use objectionable language (although not as frequently as the characters in Highways plays)
but they also drink and do drugs. On page 37, there is a very thorough description of the boys smoking hash using the hot knives method. The boys in this book are also obsessed
with having sex and in several instances they get what they are after. But I did not feel that Van Camp glorified or made cool this partying life; instead, he examines the
circumstances under which kids get initiated into this life style, and explores its consequences.
Van Camp engages with social issues similar to those in Big Rivers, and creates plausible northern characters in a well crafted book. I think students were surprised to
find a familiar reality represented in literature and appreciated that his book ends on a positive note. Even if it did not, I did not try to motivate my students to read, while
simultaneously ensuring that they encountered an appropriate world in order to
"reposition the self according to norms deemed acceptable" (Greenbaum, 1997, p.19). I
wanted my students to develop into independent readers capable of making meaning for themselves.
Another book that examines the search for identity, but in a less traumatic context, is Richard Wagamese’s
A Quality of Light, published in 1997. This is a
beautifully written book devoid of the behaviors deemed inappropriate for literature read
12
in schools, but this book has the misfortune to be 327 pages long. No matter how good the book, non-reading students would not attempt a book that was more than 160 pages. I
talked about the book and shared passages with my students and I did have one student who was a voracious reader, go on to read the book for herself. Other less experienced
readers would have had difficulty understanding how flashback functions in the narrative structure, but for her, this was not a problem.
The protagonist in the book, Joshua Kane, is an Ojibwa (Anishnabe) boy who was adopted into a loving, white, farming family. He lives a very happy life on the farm and is
totally accepted in his community as "the Kane boy." He finds a friend in Johnny
Gebhart, who moves to town at age eleven, and introduces him to the world of Native people through stories and books. Johnny is fascinated by Native cultures and is rather
disheartened by Joshua's lack of "authentic" Nativeness. John's family life is fraught and he finds refuge in his books and dreams of being a traditional Native person.
When the boys leave behind the security of their small, rural elementary school and move to a larger high school in a neighboring town, Joshua has his first encounter
with racism. Joshua's parents thought they were protecting him from the mean spiritedness of people, but realize that they have failed their son by not preparing him to
face this inevitable, nasty experience. Johnny is his closest ally and is surprised that
Joshua does not lose faith in people because of his experience. Joshua keeps the peaceable approach to life that his adoptive parents have given him. “One of these days
Kane, you're going to run out of cheeks to turn" (p.39), Johnny tells him, but this never happens to Joshua Kane who becomes pastor of a Christian church, marries, and raises a
family.
13
The story picks up years later, when Joshua is asked by the RCMP to come to
Calgary to help talk down Johnny Gebhart who is holding hostages in the Indian Affairs office. Johnny began a full-scale initiation into Native cultures after high school, learning
from various tribal elders and involving himself in militant aboriginal organizations. The novel ends as Joshua and Johnny come face to face with their identities-- their Nativeness
and whiteness, but most importantly, their shared humanity.
The characters in
A Quality of Light could represent the archetypes of the
mystic/healer and the warrior/prophet for boys who are looking for powerful, life - affirming portrayals of men. When contemporary culture is rife with negative images and
stereotypes of men, boys may be longing for more positive images of men (Brozo &
Schmelzer, 1997). The entertainment and sports industries provide "deplorable" role models for boys (p.5) and literature could present the possibilities of tapping into positive
aspects of ancient archetypes. Some students preferred upbeat, less painful narratives with protagonists who are not in dire straits, and many books by writers of First Nations
descent exist that tell the story of exemplary people.
One such book is Barbara Hager'sHonour Song
, a small book about big people published in 1996.
Honour Song is a collection of sixteen interviews that Hager had with
influential First Nations people: architects, politicians, educators, singers, and athletes. I
used this book in my Humanities (combined English Language Arts and Social Studies)
classes. These eight men and eight women discuss their hopes and dreams for themselves and for First Nations people. “Success in aboriginal Canada,” Hager learned, means
becoming a "source of pride for all aboriginal people, and with that comes the responsibility of returning some of that success” (Hager, 1996, p.ix). The students with
14
whom I worked, shared the desire to be a source of pride and to give back to their community.
I left the community in 2001, but if I were still working in Big River today, I
would have many new books to offer my students. My senior students could read
Porcupines and China Dolls, by Robert Alexie (2002), another writer from the Northwest
Territories. The title refers to a recurring image from the protagonist's childhood spent in residential school : the “girls had been scrubbed and powdered to look like china dolls
and the boys had been scrubbed and sheared to look like porcupines" (King, 2002.
p.116). Much more literature by First Nations people has been written, and includes the young adult fiction I could not find previously.
From 2002-2007, when I no longer worked in a predominantly First Nations community, I still offered literature by people of First Nations authors. Boys in my grade
12 class read Joseph Boyden's
Three Day Road in a literature circle. In conversation with
the boys, I learned that they appreciated Boyden's portrayal of the friendship between
Elijah and Xavier, two young Cree men from northern Ontario more than the graphic images of the brutality of World War One. Personally, I liked the second storyline of
Niska, Xavier's aunt, and the way the windigo (a mythic cannibal figure from Anishnabe stories) winds his eerie way through the story. This book was worthy for its many literary
merits, but also because it presented the opportunity for my current students to learn about ways that were not their own. “Literature can open the door to other cultures and
introduce students to ideas and insights they would otherwise not have encountered"
(Landt, 2006 p. 691).
15
But multicultural exposure is certainly not the sole purpose of any book, and it would be wrong for any reader to think that one book could be representative of a culture.
First Nations culture is comprised of many cultures and each one is vibrant and changing.
Writers of First Nations decent contribute to the diversity in literature, and take on subjects and concerns as varied as their backgrounds, experiences, and life styles. And it
seems, according to Thomas King, that many First Nations writers "are making a conscious decision not so much to ignore non-Native readers as to write for the very
people they write about" (King, 2002.p.115). And this is the connection I hoped my students would make so many years ago. At that time, I was looking for books that would
allow my students to see themselves and to recognize their experiences or the experiences of people they knew, in the texts we read at school.
I wanted my students to discover the rich world that waited for them in books.
Johnny Gebhardt describes in one of his letters to Joshua inA Quality of Light
, how he became a reader. He was sent to camp one summer, and after the counselors realized that
he was not going to participate in the activities they left him alone. "They had this little library in the main cabin. Hardy boys, Nancy Drew, Treasure Island, Peter Pan, the usual
stuff for kids. But they also had a book called Indians. That's all, just Indians. I opened that book and I was gone” (Wagamese, 1997. p.77). It is a curious paradox that one loses
oneself in a text, only to find oneself. I wanted my students to find ideas and images for themselves, to extend and challenge their thinking and feeling, and I also hoped that
books might provide some comfort on the journey that was negotiating their identities in school. I hoped that they could take on the identity of “reader” without feeling that they
16
had "to sacrifice their ethnic, cultural, or language identities to assimilate into the dominant culture" (Nieto, 2002 as quoted by McCarthy, 2002 p. 129).
And finally, in addition to what I thought one good book might do for an individual student, those books created a common ground for us, a place where my students and I could meet to discuss our responses to the books, our ideas and our lives.
References
Alexie, R. (2002). Porcupines and china dolls. Toronto, ON: Stoddart Publishing Co.
Berger, T.R. (1999). A long and terrible shadow: White values, Native rights in the Americas since 1492. Toronto: Douglas & McIntyre.
Boyden, J. (2005). Three day road. Toronto: Viking Canada/Penguin
Brozo, W.G., & Hargis, C.H. (2003). Taking seriously the idea of reform: One high school's efforts to make reading more responsive to all students. Journal of Adolescent and Adult Literacy, 47(1), 14-23.
Brozo, W.G., & Scmelzer, R.V. (1997). Wildmen, warriors and lovers: reaching boys through archetypal literature. Journal of Adolescent and Adult Literacy, 41(1), 4-11.
Culleton, B. (1984). April Raintree. Winnipeg, MB: Pemmican Publications.
Greenbaum, V. (1997). Censorship and the myth of appropriateness: reflections on teaching reading in high school. English Journal, 86(2). 16-20.
Hager, B. (1996). Honour song. Vancouver, BC: Raincoast Book Distribution Ltd.
Highway, T. (1988). The Rez sisters. Saskatoon, SK: Fifth House Publishers.
Highway, T. (1989). Dry Lips oughtta move to Kapuskasing. Saskatoon, SK: Fifth House
Publishers.
King, T. (2002). The truth about stories: A Native narrative. Toronto, ON: House of Anansi Press.
Landt, S. M. (2006). Multicultural literature and young adolescents: A kaleidoscope of opportunity. Journal of Adolescent and Adult Literacy, 49(8), 690-697.
Lutz, H. (1991). Contemporary challenges: Conversations with Canadian Native authors. Saskatoon, SK: Fifth House Publishers.
McCarthy, S. J. (2002). Students' identities and literacy learning. Newark: International Reading Association.
Ogbu, J., & Simons, H. (1998). Voluntary and involuntary minorities: A culturalecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29, 155-88.
Ogbu, J. (2004). Collective identity and the burden of "acting white" in black history, community, and education. The Urban Review, 36(1), 1-35.
Van Camp, R. (1996). The Lesser Blessed. Vancouver, BC: Douglas & McIntyre.
Wagamese, R. (1997). A Quality of Light. Toronto, ON: Doubleday Canada Limited.
Wheeler, J. (1989). Brothers in Arms. Winnipeg, MB: Pemmican Publications.
Williams, B.T. (2004). A puzzle to the rest of us: Who is a 'reader' anyway? Journal of Adolescent and Adult Literac,y 47(8). 686-698
Young-Ing, G. (1993). Aboriginal peoples' estrangement: marginalization in the publishing industry. In J. Armstrong (Ed.), Looking at the words of our people:
First Nations analysis of literature. (pp. 177-87). Penticton, BC: Theytus Books Ltd. | <urn:uuid:db0e278b-4208-4681-9e31-942540057251> | CC-MAIN-2014-15 | http://ejournals.library.ualberta.ca/index.php/langandlit/article/download/9771/7686 | 2014-04-21T16:28:53Z | crawl-data/CC-MAIN-2014-15/segments/1397609540626.47/warc/CC-MAIN-20140416005220-00140-ip-10-147-4-33.ec2.internal.warc.gz | 72,937,060 | 7,326 | eng_Latn | eng_Latn | 0.984321 | eng_Latn | 0.999084 | [
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The Scout Programs of Adventure Scouts USA instill in our Scouts the importance of environmental conservation. Accordingly, we provide our Scouts with the opportunity to acquire knowledge about how to be responsible while on their outdoor adventures. Our Scouts value the beauty and majesty of the world in which we live.Â
One of the associations whose principles we incorporate into our Scout Programs is Leave No Trace. Leave No Trace Outdoor Ethics is a series of guidelines for enjoying the outdoors while leaving minimal impact on the environment.
Even when our Scouts are in the outdoors, our Scouts enhance the excitement of their adventures by appreciating the rich diversity of the environment around them. We encourage our Scouts to play a meaningful part in their world by our Scout Programs choosing to partner and participate in the Leave No Trace programÂ
The Seven Principles and What They Mean - Plan Ahead and Prepare -- The first principle is Plan Ahead and Prepare. This includes knowing the regulations of the site you are traveling to, being aware of the weather and potential hazards of that location, avoiding the area during times of high-use, minimizing the size of groups (larger groups can be split up), repackaging food to avoid waste, and using a compass rather than flags or marking trees.
- Camp on Durable Surfaces -- The second principle is to travel and camp on durable surfaces. Durable surfaces include established trails, campsites, rocks, gravel, dry grass, and snow. Avoid camping within 200 feet of lakes and rivers. This also means choosing well-worn campsites first, walking single-file, and avoiding activities near vegetation. If in a pristine region, our Scouts try to prevent the creation of trails and as much human affect as possible. Â
- Proper Disposal of Waste -- The third principle is proper disposal of waste. Food should never be spilled and left. Campsites and rest areas are inspected for trash. All waste must be packed up and taken away.
1 / 3
Â
- Leave What You Find -- The fourth principle is to leave what you find. This involves observing but not removing historical artifacts, and leaving plants, animals and rocks where they are. This also includes never introducing new plant or animal species, and never building structures or digging trenches. Â
- Minimize Fire Impact -- The fifth principle is to minimize campfire impacts. This includes using a lightweight camping stove and a lantern at night. Where fires are permitted, fire rings, pans, and mound fires should be used. Fires should be small and made from sticks already lying on the ground. All fires should be burned to ash and the cool ashes scattered.
Â
- Respect for Wildlife -- The sixth principle is respect for wildlife. Though it may initially seem like a nice thing to do, feeding wild animals can make the animals sick, disrupt their natural feeding patterns, make them easier targets for predators, and encourage them to come to camp looking for food. Food must be stored securely. Pets should be always controlled or left at home, and wild animals are best avoided completely during sensitive times such as nesting and feeding young. Â
- Being Considerate of Other Campers -- The seventh principle is to be considerate of other visitors. This includes always be courteous and letting faster hikers pass, and avoiding loud voices and music. Â
2 / 3
The Scout Programs of Adventure Scouts USA believe in the importance of Leave No Trace. We instill in our Scouts a life long love of nature and an understanding of how their choices affect nature’s delicate balance.
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Access to Medical Care
Level: Grades 3-12
This is a letter that was written by a government official to staff at a Mexican hospital in 1822. He asks that they treat Mexican natives in the same way they treat everyone else.
Read the letter carefully and then Imagine you have to give a speech at a big doctor's meeting trying to convince them that they needed to treat patients who were born in Mexico in the same way they treat patients from everywhere else. What would you say to convince them to do what you ask?
The Esteemed Secretary of the State and of the Office of Interior and Exterior Relations, has communicated the following to me on the 6th of this month:
Esteemed Sir: The Regency of the Empire has served me the following decree:
The Regency of the Empire, interim Governor for lack of the Emperor, to all who are present and who understand: Let it Be Known: That the Sovereign Provisional Government has Decreed the following:
The Sovereign Provisional Government has taken into consideration the exposition that the Esteemed Provincial Deputy of this Corte has made about the gravity of the towns of the Empire that serve the Ministries, through the Hospital, through the Community Chest, has decreed, and decrees:
First. The Contributions of the Ministry, the Hospital, and the Community Chests, through the lack of utility of their functions until today, have injured the Indians again all forms of justice.
Second. The Regency will take charge of all the buildings, structures, and objects of the establishment of the Hospital of the Indians.
Third. The Regency gives the order that all Hospitals admit sick Indians just as in all other citizens.
The Regency understands that all will be done to complete these orders, including printing, publishing, and circulating. Mexico, twenty one of February of 1822, second date of the Independence of the Empire. Jose Maria Gagoaga, President. Jose Ingacio Garcia Illueca, Secretary. Isidro Ignacio de Icaza, Secretary. Jose Maria de Juaregui, Secretary. To the Regency of the Empire.
We send this to all the Courts, Justices, Chiefs, Governors, and all Authorities, civil, military, and ecclesiastic, of all class and dignity, those who guard and are guarded, who must complete and execute the present Decree in all its parts. Understand and comply, and distribute, print, publish, and circulate. Mexico, 6 of March of 1822, second date of the Independence of the Empire. Augstin de Iturbide, President. Manuel de la Barcea. Jose Isidro Yanez. Manuel Velazques de Leon. Antonio, Bishop of Puebla. A.D. Jose Manuel de Herrera.
And I communicate to Your Excellent so that you publish this throughout the Capital and all the other areas of the district under your command.
And so that this news arrives to everyone, and is punctual in its fulfillment, I command that you published this throughout the Capital, and all the other Cities, Valleys, and Places of the district under my command, focusing on the usual areas, and circulating to all. Decreed in Mexico the 28 of March os 1822, second date of the Independence of this Empire.
Anastasio Bustamante
Decreed by His Excellency | <urn:uuid:1365705f-256c-43cf-9ba8-48607988b4ce> | CC-MAIN-2022-21 | https://rosenbach.org/wp-content/uploads/2020/05/Access-to-Medical-Care.pdf | 2022-05-28T20:01:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00786.warc.gz | 555,514,410 | 685 | eng_Latn | eng_Latn | 0.99698 | eng_Latn | 0.997138 | [
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Summer Reading List*
Dig Into Reading! ~ Grades 5-6
Suggested summer reading compiled for the Connecticut Department of Education by Linda Williams, Connecticut State Library
FICTION
The Underneath by Kathi Appelt
An old hound that has been chained up at his hateful owner's run-down shack, and two kittens born underneath the house, endure separation, danger, and many other tribulations before they finally end up reunited and free. Lexile: 830
ALA, National Book Award
Perloo the Bold by Avi
Perloo, a peaceful scholar who has been chosen to succeed Jolaine as leader of the furry underground people called the Montmers, finds himself in danger when Jolaine dies and her evil son seizes control of the burrow. Lexile: 730
Nutmeg Nominee 2003
The Secret Garden by Frances Hodgson Burnett
A ten-year-old orphan comes to live in a lonely house on the Yorkshire moors where she discovers an invalid cousin and the mysteries of a locked garden. Lexile: 970 Classic
Gregor the Overlander by Suzanne Collins
When eleven-year-old Gregor and his two-year-old sister are pulled into a strange underground world, they trigger an epic battle involving men, bats, rats, cockroaches, and spiders while on a quest foretold by ancient prophecy. Lexile: 630
Nutmeg Nominee, Connecticut Author
Family Reminders by Julie Danneberg
In 1890s Cripple Creek, Colorado, when young Mary McHugh's father loses his leg in a mining accident, she tries to help, both by earning money and by encouraging her father to go back to carving wooden figurines and playing piano. Lexile: 780
NCSS
Where the Ground Meets the Sky by Jackie
Davies
During World War II, a twelve-year-old girl is uprooted from her quiet, East coast life and moved to a secluded army post in the New Mexico desert where her father and other scientists are working on a top secret project. Lexile: 590
NCSS
The City of Ember by Jeanne DuPrau
In the year 241, twelve-year-old Lina trades jobs on Assignment Day to be a Messenger to run to new places in her decaying but beloved city, perhaps even to glimpse Unknown Regions. Lexile: 680
ALA, IRA
Seedfolks by Paul Fleischman
One by one, a number of people of varying ages and backgrounds transform a trash-filled inner-city lot into a productive and beautiful garden, and, in doing so, the gardeners are themselves transformed. Lexile: 710 ALA, IRA, NCSS
Out of the Dust by Karen Hesse
In a series of poems, fifteen-year-old Billie Jo relates the hardships of living on her family's wheat farm in Oklahoma during the dust bowl years of the Depression. Lexile: NP ALA
Hoot by Carl Hiaasen
Roy, who is new to his small Florida community, becomes involved in another boy's attempt to save a colony of burrowing owls from a proposed construction site. Lexile: 760
ALA
The Ghost's Grave by Peg Kehret
Apprehensive about spending the summer in Washington State with his Aunt Ethel when his parents get an overseas job, twelve-year-old Josh soon finds adventure when he meets the ghost of a coal miner. Lexile:
Nutmeg Nominee
Rabbit Hill by Robert Lawson
When a new family moves into the neighborhood, the animals of Rabbit Hill are very curious about how these human inhabitants will act. Lexile: 1050
ALA, Connecticut Author
The Boneshaker by Kate Milford
When Jake Limberleg brings his traveling medicine show to a small Missouri town in 1913, thirteen-year-old Natalie senses that something is wrong and, after investigating, learns that her love of automata and other machines make her the only one who can set things right. Lexile: 900
ALA
Words in the Dust by Trent Reedy
Zulaikha, a thirteen-year-old girl in Afghanistan, faces a series of frightening but exhilirating changes in her life as she defies her father and secretly meets with an old woman who teaches her to read, her older sister gets married, and American troops offer her surgery to fix her disfiguring cleft lip. Lexile: 670
NCSS
Summer Reading List
Canary in the Coal Mine by Madelyn
Rosenberg
Tired of his twelve-hour shifts and facing danger daily, Bitty, a canary whose courage more than makes up for his small size, treks to the state capital to try to improve working conditions in coal mines.
The Grave Robber's Apprentice by Allan
Stratton
Hans, a foundling raised by a grave robber, helps Countess Angela Gabriela, nearly thirteen, when she is torn away from her dream of being a professional puppeteer by an evil archduke out to destroy her and her parents. Lexile: 650
GRAPHIC NOVEL
Old Man's Cave by Jeff Smith
The adventure starts when cousins Fone Bone, Phoney Bone, and Smiley Bone are run out of Boneville and later get separated and lost in the wilderness, meeting monsters and making
Zombie Makers: True Stories of Nature's Undead by Rebecca L. Johnson
Examines real-life accounts of zombies in nature, including a fly-enslaving fungus, a suicide worm, and a cockroach-taming wasp, and related topics. Lexile: 800 ALA
Beneath the Streets of Boston by Joe McKendry
Presents an illustrated study of America's first subway system built in Boston in 1897, and explores how it was dug, problems encountered, and opposition to it.
friends as they attempt to return home. (Bone series #6)
POETRY
Roots and Blues
: A Celebration by Arnold
Adoff
Lyrical text explores how Blues have been part of everyday life throughout history, from its origins in the sounds of the earth, through slaves' voices singing of freedom, to today's greatest performers–and listeners. NCSS
NONFICTION
If Stones Could Speak by Marc Aronson
Explores the mysterious monument of Stonehenge and reveals some of its secrets and history. Lexile: 1070 NCSS
Growing Up in Coal Country by Susan Campbell Bartoletti
Describes what life was like, especially for children, in coal mines and mining towns in the nineteenth and early twentieth centuries. Lexile: 1110 ALA, NCTE
Life in the Ocean: The Story of Oceanographer Sylvia Earle by Claire A. Nivola
A picture book biography of oceanographer Sylvia Earle, discussing her childhood along the Gulf of Mexico, her passion for the environment, and her experiences in ocean exploration. Lexile: 1170
ALA
The Emperor's Silent Army: Terra-
cotta Warriors of Ancient China by Jane O'Connor
Describes the archaeological discovery of thousands of life-sized terracotta warrior statues in northern China in 1974, and discusses the emperor who had them created and placed near his tomb. Lexile: 980 NCSS
The Mangrove Tree: Planting Trees to Feed Families by Susan L. Roth
A cumulative verse, alternating with additional narrative, describes the ecological and social transformation resulting from the work of Dr. Gordon Sato, a Japanese American cell biologist who made saltwater and desert land productive through the planting of mangrove trees in the tiny African country of Eritrea. Lexile: 1190 IRA
Buried Alive!: How 33 Miners Survived 69 Days Deep Under the Chilean Desert by Elaine Scott
Describes the 2010 mining accident in San Jose, Chile, in which thirty-three men became trapped underground for over sixty days, and details the rescue efforts and the worldwide media coverage of the event. Lexile: 1060
*Many listed books were selected as exemplary books by one or more of the following organizations: the American Library Association (ALA), the International Reading Association (IRA), the National Council for the Social Studies (NCSS), the National Council of Teachers of English (NCTE), the National Science Teachers Association (NSTA) or the United States Board on Books for Young People (USBBY).
Summer Reading List*
Books by Connecticut Authors & Illustrators Grades 5-6
A few newer books written or illustrated by Connecticut residents. See a list of Connecticut authors and illustrators at:
FICTION
Lunch-Box Dream by Tony Abbott (Trumbull)
True Blue by Jane Smiley, illustrations by Elaine Clayton (Westport)
Told from multiple points of view, a white family on a 1959 road trip between Ohio and Florida, visiting Civil War battlefields along the way, crosses paths with a black family near Atlanta, where one of their children has gone missing. Lexile: 800
The Puzzling World of Winston Breen
by Eric Berlin (Milford)
Puzzle-crazy, twelve-year-old Winston and his ten-year-old sister Katie find themselves involved in a dangerous mystery involving a hidden ring. Puzzles for the reader to solve are included throughout the text.
Missing on Superstition Mountain by
Elise Broach (Easton)
Simon, Henry, and Jack Barker decide to ignore their parents' warning to stay away from Superstition Mountain in order to search for their missing cat Josie, but they begin to see the wisdom of their mom and dad's advice when they find three human skulls.
Happenstance Found by P. W. Catanese
(Connecticut)
A boy awakens, blindfolded, with no memory of even his name, but soon meets Lord Umber, an adventurer and inventor, who calls him Happenstance and tells him that he has a very important destiny--and a powerful enemy.
Waiting for Normal by Leslie Connor (Madison)
Twelve-year-old Addie tries to cope with her mother's erratic behavior and being separated from her beloved stepfather and half-sisters when she and her mother go to live in a small trailer by the railroad tracks on the outskirts of Schenectady, New York.
Also Known as Harper by Ann Haywood
Leal (Connecticut)
Writing poetry helps fifth-grader Harper Lee Morgan cope with her father's absence, being evicted, and having to skip school to care for her brother while their mother works, and things look even brighter after she befriends a mute girl and a kindly disabled woman.
The Underdogs by Mike Lupica (Connecticut)
Small but fast twelve-year-old Will Tyler, an avid football player in the down-and-out town of Forbes, Pennsylvania, takes matters into his own hands to try and finance the city's football team, giving the whole community hope in the process.
In 1960s California, eighth-grader Abby Lovitt has trouble with True Blue, the newest horse on her family's ranch, a beautiful dappled gray who is so often spooked, Abby wonders if he is haunted by the ghost of his deceased former owner. Lexile: 950
Stuck in the Middle (of Middle School)
by Karen Romano Young (Bethel)
Doreen has vowed to make her new middle school work for her, but it is still a challenge given her ADHD, her younger sister's growing popularity, and tensions between her parents. Good thing Doreen has her doodle journal!
POETRY
At the Sea Floor Cafe: Odd Ocean Critter
Poems by Leslie Bulion (Durham)
An illustrated collection of poems that provides information about some of the creatures that live in the sea. Includes a glossary of scientific terms. Lexile: 1130.
NONFICTION
Tsunami Warning by Taylor Morrison (Meriden)
Describes tsunamis and how people can be warned about them.
The Ink Garden of Brother Theophane
by C. M. Millen, illustrated by Andrea Wisnewski (Connecticut)
In medieval Ireland, Theophane's boredom with his duties as a scribe distracts the other monks, but when he is sent to the kitchens he discovers that he can make inks of many colors from plants, allowing the others to illustrate their work. Includes facts about the history of monasteries, scriptoriums, and illuminated manuscripts.
Across the Wide Ocean by Karen Romano
(Bethel)
Young
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General Certificate of Secondary Education
2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 2 (Session A)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher which you then bring into the examination with you.
SITUATION A
Instructions to the candidate:
You are in a restaurant in Spain.
Your teacher will play the part of the waiter/waitress.
You will speak first.
You should address the waiter/waitress formally.
1 Ask for a table for two.
2 Ask what he/she recommends.
3 Mention two things you want to eat.
4 Say what you want to drink.
5 Ask how much it costs.
12002/6
SESSION A
My local environment
Instructions to the candidate:
Your Spanish friend is asking you about where you live.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say where you are from.
2 Give two details about your house.
3 Say why you like/don't like your house.
4 Say what there is to do in your area.
5 Say what plans you have for the future.
SITUATION B
Travel and tourism
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 2 (Session B)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher which you then bring into the examination with you.
SITUATION C
SESSION B
My local environment
Instructions to the candidate:
You are talking to your Spanish friend about your area.
Your teacher will play the part of your Spanish friend.
You will speak first.
You should address your friend informally.
1 Ask where your friend lives.
2 Say what your area is like.
3 Mention two things for tourists.
4 Ask if your friend wants to visit your area.
5 Say what the weather is like.
SITUATION D
Global awareness
Instructions to the candidate:
You are speaking to your Spanish friend about the environment.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say two things you recycle at home.
2 Ask what your friend does to help the environment
3 Give your opinion of public transport.
4 Say why you like/don't like walking.
5 Say how you go to school normally.
12002/6
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 2 (Session C)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher which you then bring into the examination with you.
SITUATION E
Instructions to the candidate:
You are booking into a hotel in Spain.
Your teacher will play the part of the receptionist.
You will speak first.
You should address the receptionist formally.
1 Say you want a room for two nights.
2 Ask if there is a lift.
3 Say which floor you prefer.
4 Mention two facilities you want in the room.
5 Ask when breakfast starts.
SITUATION F
SESSION C
Travel and tourism
Social issues
Instructions to the candidate:
You are talking to your Spanish friend about health and lifestyle.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say why you like/don't like sport.
2 Mention two things you do to keep fit.
3 Ask what your friend likes to eat.
4 Say what you prefer to eat and why.
5 Give your opinion of Spanish food.
12002/6
General Certificate of Secondary Education
2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 2 (Session D)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you.
SITUATION G
Instructions to the candidate:
You are in a tourist office in Spain.
Your teacher will play the part of the assistant.
You will speak first.
You should address the assistant formally.
1 Ask for a map of the area.
2 Say where you want to go.
3 Ask if there is a bus.
4 Ask if there is a discount for children.
5 Say you want tickets for two adults and one child.
SITUATION H
Travel and tourism
Instructions to the candidate:
You are talking to your Spanish friend about shopping.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say why you like/don't like shopping.
2 Say it's your mum's birthday tomorrow.
3 Say what you want to buy for her.
4 Say how much money you have.
5 Ask if there is a shopping centre nearby.
12002/6
SESSION D
My local environment
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 2 (Session E)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you.
SITUATION I
SESSION E
Social issues
Instructions to the candidate:
You are talking to your Spanish friend about sport.
Your teacher will play the part of your Spanish friend.
You will speak first.
You should address your friend informally.
1 Say which sport you like to play and why.
2 Say how often you play.
3 Ask which sport your friend prefers.
4 Give two benefits of exercise.
5 Name a sports person you admire and say why.
SITUATION J
Travel and tourism
Instructions to the candidate:
You stop a passer-by in Spain to ask for directions.
Your teacher will play the part of the passer-by.
Your teacher will speak first.
You should address the passer-by formally.
1 Ask where the supermarket is.
2 Ask if it's far away.
3 Say two items you want to buy there.
4 Ask if the supermarket closes in the afternoon.
5 Say you are staying near the beach.
12002/6
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 2 (Session F)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you.
SITUATION K
SESSION F
My local environment
Instructions to the candidate:
You are talking to your Spanish friend about your youth club.
Your teacher will play the part of your Spanish friend.
You will speak first.
You should address your friend informally.
1 Say why you like/don't like your youth club.
2 Say how often you go there.
3 Mention two activities you do there.
4 Ask your friend if he/she wants to go there with you.
5 Give a day and time you can go.
SITUATION L
Instructions to the candidate:
You are in a doctor's surgery in Spain.
Your teacher will play the part of the doctor.
Your teacher will speak first.
You should address the doctor formally.
1 Say you have a sore stomach.
2 Say how long for.
3 Say you don't want to eat.
4 Ask where the chemist is.
5 Ask how much it costs.
12002/6
Social issues
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 3 (Session A)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher which you then bring into the examination with you.
SITUATION M
SESSION A
My studies
Instructions to the candidate:
You are talking to your Spanish friend about school.
Your teacher will play the part of your Spanish friend.
You will speak first.
You should address your friend informally.
1 Ask your friend where his/her school is.
2 Ask which subject he/she likes.
3 Say which two subjects you like
4 Say why you like them.
5 Describe your favourite teacher.
SITUATION N
Part-time jobs
Instructions to the candidate:
You are talking to your Spanish friend about your part-time job.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say what your part-time job is.
2 Say why you like/don't like your job.
3 Give two details about your boss.
4 Say how much your pay is.
5 Say what you buy with the money.
12002/6
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 3 (Session B)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher which you then bring into the examination with you.
SITUATION O
SESSION B
School life
Instructions to the candidate:
You are talking to your Spanish friend about school.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Give two details about your uniform.
2 Say why you like/don't like your uniform.
3 Mention two things you prefer to wear.
4 Describe your teachers.
5 Ask your friend what his/her favourite subject is.
SITUATION P
Extra-curricular activities
Instructions to the candidate:
You are talking to your Spanish friend about school trips.
Your teacher will play the part of your Spanish friend.
You will speak first.
You should address your friend informally.
1 Ask how your friend is.
2 Say where your school trip is going to.
3 Say how many pupils are going.
4 Give two details of what they want to do there.
5 Ask your friend if they think trips are important.
12002/6
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 3 (Session C)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher which you then bring into the examination with you
SITUATION Q
SESSION C
School life
Instructions to the candidate:
You are talking to your Spanish friend about school.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say what time classes begin.
2 Ask when classes finish in Spain.
3 Mention two things you do at lunch time.
4 Say what is not allowed in school.
5 Ask your friend what he/she thinks of the school rules.
SITUATION R
Future plans and careers
Instructions to the candidate:
You are talking to a Spanish careers advisor.
Your teacher will play the part of the careers advisor.
You will speak first.
You should address the careers advisor formally.
1 Introduce yourself.
2 Say what job you want to do.
3 Give two details explaining why.
4 Say which country you want to work in.
5 Ask the advisor if a degree is necessary.
12002/6
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 3 (Session D)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you.
SITUATION S
SESSION D
Part-time jobs
Instructions to the candidate:
You are talking to your Spanish friend about your part-time job.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say why you like/don't like your part-time job.
2 Mention two activities you do.
3 Describe someone you work with.
4 Ask your friend if he/she wants to go to university.
5 Give an advantage of going to university.
SITUATION T
School life
Instructions to the candidate:
You are talking to your Spanish friend about school life.
Your teacher will play the part of your Spanish friend.
You will speak first.
You should address your friend informally.
1 Say where your school is.
2 Say what your favourite day is and why.
3 Say when lunch-time begins.
4 Ask your friend what he/she does at lunch-time.
5 Give your opinion of your teachers.
12002/6
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 3 (Session E)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you.
SITUATION U
SESSION E
Future plans
Instructions to the candidate:
You are talking to your Spanish friend about your future plans.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say what your plans are for September.
2 Say why you want to do this.
3 Say what job you want to do in the future.
4 Give two advantages of that job.
5 Ask your friend if he/she thinks money is important.
SITUATION V
Money management
Instructions to the candidate:
You are talking to your Spanish friend about money.
Your teacher will play the part of your Spanish friend.
You will speak first.
You should address your friend informally.
1 Say how much money you get per week.
2 Say what you buy with it.
3 Say what other expenses you have.
4 Ask your friend if he/she receives money.
5 Ask your friend how much he/she saves.
12002/6
General Certificate of Secondary Education 2019
Spanish
Unit 2 Speaking Role-play Situations Context for Learning 3 (Session F)
[GSH21] MONDAY 8 APRIL – FRIDAY 10 MAY
TIME
7–12 minutes and 10 minutes preparation time.
INSTRUCTIONS TO CANDIDATES
You have 10 minutes to prepare the accompanying material.
The use of a dictionary is not permitted.
INFORMATION FOR CANDIDATES
You make your notes on the Candidate Role-play Response Sheet supplied by your teacher, which you then bring into the examination with you.
SITUATION W
SESSION F
Future plans
Instructions to the candidate:
You are talking to your Spanish friend about your future plans.
Your teacher will play the part of your Spanish friend.
Your teacher will speak first.
You should address your friend informally.
1 Say what your plans are for the end of term.
2 Ask your friend if he/she wants to go back to school.
3 Say which subjects you want to study next year.
4 Give two reasons why you want to study these subjects.
5 Say what job you want to do in the future.
SITUATION X
School life
Instructions to the candidate:
You are talking to your Spanish friend about school life.
Your teacher will play the part of your friend.
You will speak first.
You should address your friend informally.
1 Say how long you have been studying Spanish.
2 Give two reasons why you like/don't like it.
3 Ask your friend what his/her favourite subject is.
4 Give your opinion of homework.
5 Mention one of your school rules.
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Contributed to Maine Memory Network by Swans Island Historical Society
MMN # 63064
Date: Interview recorded in 2010 about events in the 1950s.
Description: Interview with Swans Islander Mike Holmes about July 4th events there.
Interview with Mike Holmes about Fourth of July on Swans Island, ca. 1950s
My name is Mike Holmes. I spent the first ten years of my life here on Swan's Island. My father's Robert W. Holmes and my mother was Velma Morse. They were both born and grew up right here, married here. My father loved this island, more than anything, and he always wanted to come back. And my mother too. So we came back every summer, this is where we spent our vacation. I remember the parades. The veterans used to dress up in their uniforms, they marched down, I'd call it Main Street, Main Street past the store and Lida and Tom Higgin's house. Then we used to have games. One particular Fourth of July they had games for money. If you won, whatever you won you got paid for, you got money. And I won almost everything. We had a bike race, and I borrowed Wesley Staples' bike, and we started in front of the store. And the only competition I had was Allen Clarke, and he had his bike, and we raced, and we started off and Allen and I were pretty neck and neck. There was a line drawn in the street, we were supposed to race to that line and then turn around. Well, I was a little bit ahead of Allen. I went to cross the line like I was supposed to, Allen stopped. About, probably twenty-five feet before the line. He turned around. In order for me to catch him I had to do a lot of pedaling, and I did. And when we crossed the finish line, we were tied. But that's what I remember about that, is that we tied. I caught up with him and we tied going across the finish line. But we used to have potato sack races and potato races with a spoon, you carry a potato to different spots, pick it up, carry it again. And then, oh, the pie eating contest, that was… blueberry pies. And it was everywhere. That was a lot of fun. And then the night before the Fourth, that was the good time, that was prank night. And you could expect to see about anything that night. There'd be outhouses moved; someone's outhouse would show up on somebody else's front lawn, and boats were taken from the wharf and put up in the Lilly Pond. Just pranks. But they weren't nasty pranks, they didn't really cause a lot of damage. That was fun. I wouldn't trade my time on Swan's Island for anything. Because I've been introduced to the city life and I spent most of my life away from the island, to come back would be just too much of a change. As much as I love Swan's Island, I could never come back. It's a different world. You have to be a special person to be able to live here year round. | <urn:uuid:e9e43819-2319-40ba-bcaa-14f64610b35f> | CC-MAIN-2022-21 | https://www.mainememory.net/media/pdf/63064.pdf | 2022-05-28T20:29:21+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00787.warc.gz | 981,126,766 | 663 | eng_Latn | eng_Latn | 0.999722 | eng_Latn | 0.999722 | [
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Year 4 - What have the Romans ever done for us?
ENGLISH:
SOCIAL, MORAL, SPIRITUAL AND CULTURAL (RE/ PSHE)
KEY SKILLS TO BE DEVELOPED:
Fiction – Retelling Roman myths and legends. Writing a letter from a Roman soldier.
Non-fiction – Instructions on how to bathe using Roman baths. Recount about Boudica.
KEY TEXTS - Roman Gods, myths and legends. Roman Britain. Invaders and settlers.
HUMANITIES
Learning of the power of the Roman Empire and its army. Researching Boudica and Julius Caesar's invasions. Looking at the impact the Romans had on British infrastructure e.g. Roman Baths and sanitation. Locate and identify countries and UK cities which were occupied by the Romans. Identify why the Romans invaded Britain: land use, trade links and natural resources.
SCIENCE
Describe the function of the digestive system. Identify different types of teeth and their functions. Test what damages teeth today and what might have done so in Roman times (using fallen teeth!) Look at food chains today and compare to Roman times.
MATHS
Tell and write the time to the minute on analogue and digital clocks using Roman numerals.
Read Roman numerals to 100 and understand how the numeral system changed over time to include zero and place value.
To develop a chronologically secure knowledge of British history. To understand connections and contrasts over time. To understand how our knowledge of the past is constructed from a range of sources.
To link past events to current cultures.
To further develop research skills using the Internet.
BIG PICTURE/ KEY CONCEPTS/ OUTCOMES
Through learning about the actions and advances of the Roman occupation, we will recognise historic events and ideas that are still relevant today.
MFL
French – learning to count to 20, basic greetings
WOW FACTOR/ VISITS/ VISITORS
Visit to the Roman baths and villa at Chedworth or a visit from 'The History Man'
HELPING AT HOME/WEBSITES
http://www.bbc.co.uk/education/topics/zwmpfg8 http://www.primaryhomeworkhelp.co.uk/Romans .html
If you have access to on-demand digital TV you can search for Horrible Histories episodes.
PSHE - Rights and rules. Democracy RE - Why do people pray?
PE
Gym: Balance leading into changes of direction. Performing sequences of actions and mirroring partners.
Hockey: Striking and fielding. Obstacle dribbling. Target and rebound hockey.
COMPUTING
Creating a whole class charter. Using word processing skills to edit their English writing. Programming using Scratch.
THE ARTS (ART/ MUSIC/ DT)
Art – Creating mosaics using great Roman designers as inspiration.
DT – Designing and evaluating a life size Roman shield. Looking at the construction of Roman roads and Hadrian's Wall. Creating models of Roman buildings using Roman architects as inspiration.
Music – Develop an understanding of the history of music. To sing and play with increasing fluency and accuracy.
CELEBRATION OF LEARNING
Roman marching demonstration. Roman song. | <urn:uuid:894af76f-b355-44ff-9883-bb12b4960772> | CC-MAIN-2022-21 | https://uptonprimaryschool.education/wp-content/uploads/2018/01/Curriculum-Details-Autumn-2017-Year-4.pdf | 2022-05-28T20:32:16+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00787.warc.gz | 650,841,087 | 642 | eng_Latn | eng_Latn | 0.995455 | eng_Latn | 0.995455 | [
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Lessons from Six Communities
ABOUT THE AUTHOR
Ann Segal works for Wellspring Advisors and serves part time as a senior consultant for the Annie E. Casey Foundation, and other U.S. foundations, on early childhood issues. She is a consultant to the 17-state School Readiness Indicators project and the related policy technical assistance provider, SECPTAN. She is also president of Action Strategies. She spent several years as a senior manager and director of the Washington office of the David and Lucile Packard Foundation, focusing on child advocacy. She spent 22 years at the U.S.
Department of Health and Human Services working to improve programs that serve low-income children and families. Prior to that, her experience includes establishing and directing a child care center, creating a camp for low-income children, teaching elementary school, and working with children in a hospital. She has a bachelor's degree in child development from Vassar College and a master's degree in education from the University of Pennsylvania.
©2004, The Annie E. Casey Foundation, Baltimore, Maryland
ABOUT THE ANNIE E. CASEY FOUNDATION
The Annie E. Casey Foundation is a private charitable organization dedicated to helping build better futures for disadvantaged children in the United States. It was established in 1948 by Jim Casey, one of the founders of United Parcel Service, and his siblings, who named the Foundation in honor of their mother. The primary mission of the Foundation is to foster public policies, human-service reforms, and community supports that more effectively meet the needs of today's vulnerable children and families. In pursuit of this goal, the Foundation makes grants that help states, cities, and neighborhoods fashion more innovative, cost-effective responses to these needs. For more information, visit the Foundation's website at www.aecf.org.
1989, the nation's governors led by Governor Bill Clinton and President George Bush worked together to establish seven national educational goals. The first goal was that, "by the year 2000, all children will start school ready to learn." While there has been no federal legislation creating new resources specifically to achieve this goal, federal funding for child care services, for children's health care, and for Head Start have expanded significantly. This has provided states more tools for developing early learning systems to ensure school readiness, although the expansion of funding for child care was primarily to enable more parents to go to work under welfare reform rather than to enrich learning environments for children. IN
This report describes six local government efforts to develop early learning systems to achieve the goal of school readiness— efforts that use federal and state resources but are locally owned.
EXECUTIVE SUMMARY
by Ann Segal, with Charles Bruner / December 2003
Some states have made major commitments to early learning and school readiness, with North Carolina's Smart Start Initiative, Georgia's universal preschool legislation, and California's Proposition 10 (now First 5) Initiative being among the most publicly recognized. Even with these commitments and expanded federal support, no state has sufficient resources to create fully comprehensive early learning systems for their youngest residents.
Innovative local governmental efforts to develop comprehensive school readiness strategies have emerged in a number of states. After all, it is at the local level that state and federal funding sources and regulations and guidelines focused upon young children and their families must be integrated and acted upon. Parents are unlikely to find their child care arrangements at a state-run center at the state capitol or a medical home for their young child in a federal medical institution. The worlds of young children revolve around their home and neighborhood, so services and supports need to be available at a local and immediate level. To get what their children need, parents must draw upon local resources—public and private, professional and
1
2
voluntary. The promising models described here have developed because of the unique situations, commitment, and relationships at the local level.
This report describes six local government efforts to develop early learning systems to achieve the goal of school readiness—efforts that use federal and state resources but are locally owned. These efforts were identified and selected based upon discussions with a number of early childhood experts in the field. They represent some of the most sophisticated and comprehensive efforts in the nation to focus attention on achieving school readiness and to create early learning systems that encompass health, early intervention, child care, enriched preschool, and parenting support strategies. Site visits were conducted in May, June, and July of 2003, interviewing key stakeholders and visiting exemplary programs. Circumstances may have changed in these models since the site visits were conducted.
The six efforts—in Miami-Dade County in Florida, Richland County in South Carolina, Orange County and Santa Clara County in California, Lancaster County in Pennsylvania, and the Hampton Roads region in Virginia—are summarized below, with more detailed case studies in the complete report. Following these summaries are six themes that emerged from the case studies.
MIAMI-DADE COUNTY, FLORIDA
Florida state law has a special provision that enables any of the state's 67 counties to create a special taxing district for children's services—authorizing the levy of property taxes to establish a trust fund to support children's services. Miami-Dade County is Florida's largest and most diverse county, with 2.3 million residents, 58 percent Hispanic, 21 percent African American, and 21 percent non-Hispanic white. Each year, 31,000 babies are born. Fifty-five percent of preschool children (0–5) live in poor or low-income families (below 185 percent of poverty), and only 40 percent of fourth-graders read at grade level in the public schools.
In September 2002, Miami-Dade voters passed, by a 2–1 margin, the establishment and funding of a special taxing district, with half of the $60 million in new funding dedicated to early intervention and prevention efforts for children prenatal to age five and their families. A 33-member Board governs the Children's Trust to administer the funding from the special taxing district, the largest children's taxing district in the state.
The campaign to establish the Trust and the resulting efforts to build an early childhood system represented a public and private partnership, with strong leadership from David Lawrence, retired publisher of the
Work on school readiness in Miami-Dade County involves a coalition of organizations representing many different aspects of school readiness, pulled together by the Children's Trust.
Miami Herald. Lawrence now chairs the Children's Trust and heads the Early Childhood Initiative Foundation, which raises private funding for early childhood initiatives and supported the initial strategic media campaign to create the Trust.
Work on school readiness in Miami-Dade County involves a coalition of organizations representing many different aspects of school readiness, pulled together by the Children's Trust. United Way contributes funds and houses several collaboratives and coalitions. The Miami-Dade School Readiness Coalition oversees $121 million in subsidized child care funds. The Family Learning Partnership supports literacy specialists that work with parents as well as young children. The Alliance for Human Services coordinates Dade County's investments in human services. The Boards from these entities are interlocking and include significant private-sector representation.
As a result of the Trust, Miami-Dade school readiness program efforts have expanded dramatically. Particularly noteworthy approaches are:
✩ universal provision of information to new mothers;
✩ training and enhanced support to upgrade the quality of both child care and Head Start (including development of a star rating system);
✩ a family literacy emphasis that recognizes the diversity of the population and its languages; and
✩ greater outreach to identify and address special needs through early intervention.
Perhaps most important for long-term system building, the combined public and private leadership and its emphasis upon public awareness and education have created a strong grassroots constituency for investing in early childhood and school readiness.
RICHLAND COUNTY, SOUTH CAROLINA
In 1999, South Carolina established its First Steps to School Readiness program, providing funding and some technical support to counties to create local First Step Partnership Boards. These Partnership Boards were given five goals directed to achieve school readiness:
3
4
The Richland County Partnership Board illustrates how local planning boards can enable people to come together to fashion new, but practical, solutions at a very hands-on, ground level.
✩ provide parents with support as their young child's first teacher;
✩ increase comprehensive services to prevent or provide early intervention for special health and developmental needs;
✩ promote high-quality preschool programs;
Following a strategic planning process, the Board identified and launched a number of strategies, including child care provider licensing, a childhood asthma program ("Breathe Easy"), Medicaid and SCHIP outreach and enrollment efforts, and the expansion of a library and Success by Six program to encourage parents to read to their children.
✩ ensure all young children receive health, nutrition, and protection services; and
✩ mobilize communities to support this comprehensive agenda.
Richland County, which includes the city of Columbia, is a moderate-sized county that is quite diverse, with 24,500 children under age six, 53 percent African American, 39 percent white, and the rest a variety of other races. Forty-six percent of Richland County children under age six are eligible for Medicaid. The Richland County Partnership Board is both diverse and collaborative, with over 30 members representing early childhood providers, local school district and state agency officials, advocates, and the faith and business communities.
The Partnership has proved to be a source for innovative action, such as the "Breathe Easy" program, which responded to the high rate of emergency room admissions of children with asthma and the need to help parents develop responses to address environmental issues, primarily second-hand smoke, that contribute to asthma episodes. The Partnership was the catalyst for collaboration to tackle this issue with a program that is being carefully evaluated for its impact and could be a model for other counties and states in dealing with asthma. The Richland County Partnership Board illustrates how local planning boards can enable people to come together to fashion new, but practical, solutions at a very hands-on, ground level.
ORANGE COUNTY, CALIFORNIA
In 1997, through a ballot initiative called Proposition 10, California raised its tobacco tax by 50 cents per pack and dedicated those funds to early childhood. The resulting state Children and Families Act of 1998 established a state structure and county governance structures of five to nine members, now called First 5 Commissions, in each of California's counties. The First 5 Commissions must develop school readiness plans, and they administer 80 percent of the funding raised by Proposition 10. The First 5 Commissions must work to supplement and not supplant other funds, develop measurable results for their programs, and ensure that programs are "integrated into a consumer-oriented and easily accessible system."
Orange County is just south of Los Angeles and has a population of 2.4 million people (similar in size to Miami-Dade and larger in population than 17 states). Because California is so large, much of the planning and delivery of services historically happens at the county level, so taking on responsibility for Proposition 10 planning and fund administration was not new to Orange County. Still, the size and scope of the Act and the flexibility afforded to counties enabled them to establish unique approaches to the work.
Orange County established its First 5 Commission as separate from the County Board of Supervisors, but includes one supervisor among the Commission's nine members. The Commission has adopted a strategic plan built upon three "platforms" that use existing services—the birthing hospitals, family resource centers, and the schools.
The work with birthing hospitals has involved multiple strategies, including universal parent education information to all new parents, screening and follow-up early intervention services for both newborns and parents, and ongoing infant case management for vulnerable families and children. The work with family resource centers has been to increase the effectiveness of the existing 18 centers through technical assistance and support to build professionalism and capacity, including partnerships with the Boys and Girls Club and other organizations. The work with schools has been to support school readiness coordinators within every school district to address transition issues to school and to support parents. Each of these platforms is connected to the others to ensure coordination and a more seamless system of services for young children and their families.
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SANTA CLARA COUNTY, CALIFORNIA
Like Orange County, Santa Clara County's First 5 Commission includes a member of the Board of Supervisors, with other members representing different parts of the county. Santa Clara County is located south of San Francisco and includes the city of San Jose, with an overall population of 1.5 million. The First 5 Commission, with extensive community involvement, has established five goal areas for its work: (1) family support, (2) quality early learning opportunities, (3) health, (4) neighborhood and regional needs, and (5) systemic change.
To maximize civic engagement, the Commission has developed two regional partnerships and the East Initiative, with support provided to each one for strategic planning and citizen engagement. The Commission also has established partnerships with the city of San Jose, the county, and the Packard Foundation to ensure universal health coverage for all children prenatal to age five, including dental care. Multiple initiatives have been supported to engage families, support early childhood professional development, and provide for transitions to school. As of the summer of 2003, 56,000 children have been enrolled in health insurance since the initiative began.
Innovations have been developed to ensure community involvement and enable community groups to seek and secure funding they might not otherwise receive under traditional grant-making processes. This includes the use of an "intention to negotiate" rather than a normal RFP process, with applicants given technical assistance as they develop a proposal and with proposals reviewed by community panelists. A rapid-response system provides ongoing follow-up and supports midcourse corrections once programs are financed.
The First 5 Commission in Santa Clara County has sought to integrate existing services through the use of care coordinators and to maintain a focus on outcomes, with systems in place to track how well different aspects of its work are contributing to those desired results.
LANCASTER COUNTY, PENNSYLVANIA
Lancaster County has a population of almost onehalf million, with the city of Lancaster the largest city in the county. In the city, 59.1 percent of the children who attend school come from low-income families. One in five women do not receive prenatal care, and 11,300 children are uninsured. In 2000, 1.7 students of ten were ready for school and a very small percentage of children eligible to attend preschool under state or federal guidelines actually attend.
In 1999, leaders in Lancaster County developed extensive data on the conditions of children in the county, which led to a call for more integrated services—a major focus of Success by 6.
The United Way of Lancaster County has established a School Readiness Initiative, Success by 6, with a Governing Board. The Board includes both public- and private-sector leaders and stakeholders. In 1999, leaders in Lancaster County developed extensive data on the conditions of children in the county, such as those listed earlier, which led to a call for more integrated services—a major focus of Success by 6.
As a result, three parenting programs now collaborate. The Nurse Family Parent Program, Parents as Teachers, and Healthy Beginnings have worked to identify their appropriate niches in meeting the needs of families with young children by establishing screening and referral systems to get families the help they need.
Success by 6 has done similar work in coordinating programs and services to get children health coverage, including working with two health foundations created through hospital conversions. Success by 6 also is working to reduce the existing 31 percent turnover rate for child care providers within the child care community and to increase child care quality, including developing training programs.
The existence of strong business and private-sector leadership, along with public-sector leadership and vision, has made it possible to engage in advocacy and public mobilization, as well as service design and implementation. Success by 6 has an advocacy team that both aids in this community mobilization and seeks to secure grants and funding support for identified early childhood needs.
HAMPTON ROADS, VIRGINIA
Like many New England states, Virginia's local governmental structure is largely through cities and towns. The Hampton Roads area of Virginia is composed of 17 separate municipalities, each with its own health and human service agencies. Its overall population is 1.6 million, 62 percent white and 32 percent African American, with the remainder Hispanic, Asian, and others. The area lags behind the rest of the state in women receiving prenatal care in the first trimester and in the healthy
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The Partnership established Square One to focus on early childhood issues under one of its six primary economic development goals, improving the region's emerging workforce.
birth index. While school readiness improved from 26 percent of local children identified as "needing more instruction" in 2000 to only 20 percent in 2003, the proportion of children not ready for school is still very high.
The Hampton Roads Partnership was established in 1996 as an economic development coalition. The Partnership includes elected officials of the municipalities as well as leaders in business, education, the military, and the community. The Partnership established Square One to focus on early childhood issues under one of its six primary economic development goals, improving the region's emerging workforce.
James Eason, the former mayor of Hampton and now president and CEO of the Hampton Roads Partnership, has placed special emphasis upon workforce development and Square One's role in that development. Square One has become a locus for planning and mobilizing communities around a variety of early childhood issues. In fact, Square One set out a four-phase approach to this mobilization and action:
✩ listen to the system—to discover the emergent future;
✩ develop a strategic theme—to give direction to the campaign;
✩ sweep people in—to mobilize energies; and
✩ build the infrastructure—to make change possible.
The listening phase identified two key concerns around school readiness—the need to plan for the challenges the region would face in meeting the 2004 state standards of learning (SOL) performance tests and the need to improve birth outcomes. Sweeping people in involved a public awareness campaign making use of Dr. Seuss and Green Eggs and Ham. These listening, theme development, and public awareness activities both raised school readiness issues to heightened community attention and established Square One as a credible focal point for action.
Subsequently, Square One has maintained its presence by reporting regularly on the status of children 0–5, based upon a set of benchmarks. It also has secured funding for early childhood initiatives and programs and served as a convening and coordinating body across existing early childhood services and collaborative programs. Its attachment to the Partnership has assisted in maintaining its visibility as an essential element in the long-term future of the region. Square One is currently at its own crossroads, as its initial funding has run out and it must seek a financial base to sustain its infrastructure.
COMMON THEMES
These six local government efforts to build early learning systems to achieve school readiness are not unique, but they are among the most advanced, sophisticated, and successful efforts in the country. Three (Miami-Dade, Orange, and Santa Clara counties) started with substantial new sources of funding to expand school readiness strategies in their communities. Three (Richland and Lancaster counties and the Hampton Roads region) are convening and planning entities, seeking to identify sources for new investment in promising programs but primarily serving as coordinating entities for existing funded services.
As a cautionary note, even those with substantial new funding have not had sufficient resources to truly build an early learning "system" that can reach and serve the needs of young children in their communities to assure "school readiness." They can and have used their funding to boost activity and to test and demonstrate success on specific aspects of a school readiness agenda, but they recognize that there are not sufficient resources available to scale up these activities to create a true system for every child. Therefore, all six local government efforts have recognized that system building requires additional funding as well as redirected and better coordinated resources.
The introduction to the individual case studies in the full report provides a number of cross-site lessons from these efforts. This summary focuses upon six key themes that appear common to these efforts and instrumental to the successes they have been able to achieve.
First, these efforts all have demonstrated an entrepreneurial mind set, identifying and taking advantage of opportunities as they have developed, and engaging in strategic planning but also taking actions to enhance or develop programs where opportunities present themselves. They have served as places for people to get together to fashion solutions, sometimes for such specific issues as improved responses to childhood asthma. This has made it possible for people with passion and energy to act on their issues and to share and broaden the leadership base.
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Second, they all are comprehensive in their thinking and approach. They recognize that achieving school readiness requires not only health and nutrition, early care and education, and early intervention services specifically for young children, but also supports and services, often in these same areas, for parents and caregivers. While they may take strategic and entrepreneurial actions, they maintain an overall holistic and ecological approach that places young children in the context of their families, neighborhoods, and communities.
Third, these efforts all have been integrative in nature and sought, in service design and delivery, to connect different programs and people serving the same young children and their families, whether from health, early care and education, early intervention, or family support. They have recognized that effective integration is not trying to place individual programmatic efforts within a single organizational hierarchy, but rather in taking advantage of common interests and opportunities. These include sharing common training activities and outreach efforts, outstationing personnel, and using each other's facilities as places to provide services—in effect moving to where the children and families already are rather than requiring the young children to travel long distances to service providers.
Fourth, they have focused considerable attention to both short-term and long-term base building, engaging in public education and advocacy campaigns to heighten public awareness of early learning and the need to leverage additional investments to achieve school readiness. The business community has been key in this base building in many sites, both because of its capacity to secure resources and set community agendas and because of its bottom-line investment orientation to marketing the development of an early learning system. This business orientation has often helped the provider and advocacy communities move toward a more results-based framework in their own work and recognize their place in a larger system that must demonstrate results in order to receive additional funding support. Alternatively, the business community has gained a new appreciation for the importance of early learning and the scope and range of investments that need to occur to achieve school readiness on a community-wide level.
Fifth, they have produced some of their most impressive breakthroughs as a result of being consumer focused. Some of the best programmatic solutions have been established through drawing upon voluntary and informal support systems within neighborhoods and communities, and not simply relying upon professional services. When families with young children are involved in planning, the solutions often draw heavily upon informal supports and reciprocity and are much less likely to be dependent on providers, with multiple benefits to consumers and the community.
Finally, they have sought to become locally embedded, sometimes even at a neighborhood level. Particularly for young children and their families, the early learning environment is usually quite intimate and bounded, with the child's life experiences often concentrated in a few blocks immediately around home. Early learning experiences and supports need to be provided within this environment, which requires localized strategies that must build upon (or create) safe and warm places where young children and their families congregate. These local government
When families with young children are involved in planning, the solutions often draw heavily upon informal supports and reciprocity and are much less likely to be dependent on providers, with multiple benefits to consumers and the community.
efforts all have sought to better devolve design and delivery to the level that best meets young children's and family's needs.
CLOSING OBSERVATIONS
Each of these six local government efforts to build early learning systems to achieve school readiness is a work in progress. None of them are sufficiently resourced at this time to achieve their full goals, nor is it likely that this will be possible without additional state and federal support. All are building a base, however, for this to occur, through increasing public awareness, identifying needs, and showing how those needs can be successfully met.
Each of the six local government efforts also has innovations worth sharing with others in the field, successful ways to respond to specific needs and opportunities that exist in all communities. Some of these are described in the individual case studies, but many of the ideas and strategies developed in these laboratories deserve to be shared in more detail. This applies not only to the six local government efforts documented here, but also to the many other local collaborative efforts around the country that focus upon early learning and school readiness.
In addition, such local efforts can be powerful advocates for the broader state and federal responses necessary to build early learning systems throughout the country, if they act collectively. As works in progress, they will need to be sustained not only for their programmatic efforts, but also for their base-building and mobilization activities within their own communities and on a state and national level as well.
Ann Segal wishes to acknowledge the generous time and input provided by the many extraordinary people working so hard to provide support for children and families in these sites.
Charles Bruner is director of the Child and Family Policy Center, a nonprofit organization whose mission is to link research and policy on issues vital to children and families. A former Iowa legislator, Bruner holds a Ph.D. in political science and has written widely on children and family issues.
Commissioned by the Annie E. Casey Foundation, 2003.
LESSONS FROM SIX COMMUNITIES
FOCUSED ON IMPROVING SCHOOL READINESS OUTCOMES
by Ann Segal / August 2003 (from site visits conducted from May 2003 through July 2003) / Miami-Dade County, Florida; Richland County, South Carolina; Orange County, California; Santa Clara County, California; Lancaster County, Pennsylvania; and Hampton Roads, Virginia
INTRODUCTION
The site visits described in the following report had two objectives: to observe the role of government in model community-wide school readiness initiatives and to identify best practices in establishing initiatives directed toward improving outcomes for young children and their families. The sites were selected based on the recommendation of numerous experts and organizations dealing with issues affecting young children, families, and their communities. I am sorry that I was unable to visit all of the many sites nominated, but those that I did visit had many specific lessons to share, some of which are captured in the separate site descriptions below. All of the sites are doing admirable work with wonderful and committed staff. I greatly appreciate how much time and wisdom they have shared with me. Following are a few cross-site lessons I elicited after considering all the visits.
CROSS-SITE LESSONS
✩ There are not enough resources even in model sites to address all the needs of multiple-problem families in order to ensure the success of their children in school. This was true before the budget crises at the federal, state, and local levels, but the
lack of resources is greater now. Even where there is new funding for children's issues, some of what has been built uses the infrastructure of existing systems, which are greatly threatened by funding reductions.
✩ Government is a necessary partner for achieving sustained, improved outcomes for children. The bulk of the resources are in government's hands.
✩ It is important to understand the way government works in the state and local area to effectively include government in a collaborative. For example, in Virginia each city, town, or county is a separate entity with separate authority and agencies. In Pennsylvania, many services (and funding streams) are retained at the state level and are coordinated with localities through regional offices (although the regional offices cannot commit to decisions without a state authorization). In California, the division of responsibilities varies by program so that Medicaid, for example, remains under state control, while TANF is under local control. As a local issue, the mayors in the cities in Virginia actually have less power than do the city managers although the fact that the mayors are elected and the city managers are appointed makes it likely that the mayors will be able to win on a split decision.
✩ In every site, there is the articulated goal of serving every child, but the bulk of the resources are triaged to serve families and children most at risk. All communities are faced with spreading the funding around to serve more children or targeting funding to assure outcomes improve for the children most in need of assistance.
✩ Every site sees school readiness as a comprehensive effort that is needed to assure that children are developing at their optimal level physically, socially, emotionally, and cognitively from birth through formal school entry. They also understand that achieving these goals requires educating and supporting families and assuring access to quality services and supports in communities.
✩ New money brings partners to the table since no one sees themselves as giving up anything. Instead,
Every site sees school readiness as a comprehensive effort that is needed to assure that children are developing at their optimal level physically, socially, emotionally, and cognitively from birth through formal school entry.
the focus is on using the funding to enhance efforts. But new funding does not assure collaboration. This takes leadership, a shared vision, and a commitment to keep going even when obstacles appear.
✩ New money is not necessary to improve the provision of services to families and children. The strong leadership in Lancaster County, Pennsylvania, has created impressive change based on assuring that services are not duplicative and that families are served through a continuum of care if that is needed to improve outcomes. This model may be the most successful over time since it is not dependent on large amounts of new funding.
✩ Leadership is important at every stage of an effort to create a public/private collaborative. The leader can be an elected official, a businessperson, or a group of well-respected partners. Leadership has to be sustained long enough to assure that a collaborative continues.
✩ There are good efforts in every community visited and certainly lessons to be learned. Some of the most interesting are: the health/child care quality and asthma initiatives in Richland County, South Carolina; the media and literacy efforts in Miami; the focus on creating a seamless system of care in
Lancaster County; the true engagement of the communities in Santa Clara County; the creation of a tiered, three-part strategy in Orange County; and the regional planning and implementation effort driven by outcomes in Hampton Roads.
✩ All of the sites are experiencing and trying to address the same problems, such as: the lack of mental health services for children or their parents; the lack of quality child care for children of all ages and the need to focus much more attention on reaching and improving the care provided in family day care homes; the difficulty in establishing and maintaining medical homes for children even after they are enrolled in Medicaid or SCHIP; the difficulty in finding dental care for young children; the need to help parents increase their incomes and improve their housing conditions; the need for non-English speaking parents to become proficient in English both to help their children and to access better jobs; the need to reach isolated and sometime illiterate parents to help them help their children; and the need to make community residents feel that they can make a change in the lives of their young children.
✩ There are also many extremely good, committed people in programs and in the initiatives who could be helpful to those in Making Connections sites. They all have lessons about successes and
barriers to success (some of which could not be overcome).
✩ All of the sites stressed the need for strong, strategic planning with a great amount of ongoing community involvement. Further, they all are committed to tracking outcomes so they can know if they are achieving their objectives and so that they can create what Santa Clara County calls "a rapid response" change of course if it is needed. They understand the need to keep a focus on changing the outcomes for the children and families they serve.
MIAMI-DADE COUNTY
In 1986, the Florida Legislature passed a law allowing any of the state's 67 counties to create a special taxing district for children's services. This legislation followed a local bill that had been passed by the legislature in 1946 that first allowed only Pinellas County this authority. The 1986 law requires that the local board of county commissioners create the special taxing district, which must include the entire county, and that there must be a district board to govern the operation of a trust fund which is created if the voters in the county approve a referendum granting the board taxing authority. If such a referendum is passed, the board is allowed to levy
property taxes up to 50 cents per $1,000 of assessed valuation. Currently, eight counties in Florida, including Miami-Dade, have passed a referendum for a tax levy.
Miami-Dade County is the largest county in Florida, with 2.3 million people. In September 2002, the Miami-Dade voters passed an independent special taxing district for children's services— and did so, 2-1, with agreement in every one of the county's 39 identifiable neighborhoods. This followed a carefully orchestrated campaign to educate the public about the needs of children and the status of children locally. The campaign focused on using funds for prevention and early intervention services so that they would have the greatest impact on children's outcomes. As a result, half of the funds of the just-created Children's Trust are dedicated to early intervention and prevention efforts on behalf of children prenatal to age 5 and their families; onefourth to support programs for children ages 6–12; and the final quarter focuses on issues involving teenagers. The total spent annually will be in the neighborhood of $60 million. The levy must be renewed by the voters in 2008, resulting in a need to document well the results of the investments.
There is also an emphasis on maximizing any available state and federal dollars to leverage foundation or private investments; coordinating and integrating services at the neighborhood level; improving information collection and data management; and raising the quality of children's services to the level of nationally accepted standards.
The Trust's 33-member, public-private member Board began with a comprehensive survey of the needs of the community via examination of reports and indicators and a funding inventory; a major parent survey in English, Spanish, and Creole; and a "key informant and opinion leader" set of interviews. But all of this was preceded these past several years by significant strategic planning focused on children between birth to age 5; 21 community forums in three languages; and a Mayor's Children's Summit attended by 4,500 residents.
The Children's Trust mission statement is this:
To improve the lives of all children and families in Miami-Dade County by making strategic investments in their futures.
The vision statement is that:
The Children's Trust will become the recognized leader in planning, advocating and funding quality services to improve the lives of children and their families.
And the guiding principles and values adopted are:
Miami-Dade County is a tremendously diverse community with population that is 58 percent Hispanic, 21 percent African American or black, and 21 percent non-Hispanic white.
1. We respect and strengthen the family, and we seek for all children the opportunity to achieve their fullest potential.
2. With the fullest integrity, we invest wisely in partnerships, advocacy, and systems of care to create change and earn the community's trust.
health and well-being; (3) parent and family skills and information; and (4) prevention and intervention of abuse, neglect, and violence. A briefing book was created summarizing the best knowledge about effective strategies in each area and around school readiness, and a great deal of work is under way to create partnerships and implement strategies.
3. We promote high-quality, research-based practice that is culturally competent and sensitive.
4. We will target early intervention and prevention services to our most vulnerable children, families, and neighborhoods, while advocating for, and supporting, the increased availability of needed services for all children and their families.
5. We will be responsive to the community and focus on supporting parents with the best possible, high-quality choices for their children and families.
The successful effort to pass the Children's Trust really began four years ago with the launch of a nationally significant early childhood initiative, with the focus and task forces in four priority areas: (1) early development and education; (2) child
Miami-Dade County is a tremendously diverse community with population that is 58 percent Hispanic, 21 percent African American or black, and 21 percent non-Hispanic white. About 31,000 children are born in this community each year, and about 30 percent of those children will start formal school way behind and may never catch up. MiamiDade is a community of great contrasts with great pockets of wealth and enormous pockets of poverty. Fifty-five percent of the children 5 or younger live in either the full federal definition of poverty or "near poverty" (185 percent of the federal poverty level). Florida's Department of Education statistics reveal that only 40 percent of the fourth-graders in the county read at grade level; 40 percent of students who enter high school did not finish (and MiamiDade has the fourth largest school system in the
country); and 50,000 children between birth and five have no health insurance.
However, it was noted in the Miami Herald in February 2003 that:
✩ The combined efforts of the Miami-Dade School Readiness Coalition, United Way Success by 6, Child Development Services, the Early Childhood Initiative Foundation, and others had nearly doubled the number of nationally accredited child care centers to 112. (The number now is 127.)
✩ Under the leadership of the Mayor of MiamiDade Alex Penelas, brought to the cause by David Lawrence, Jr., president of the Early Childhood Initiative Foundation, Florida passed a constitutional amendment that requires that by 2005 all children in the state will have access to a highquality pre-kindergarten program. Florida, thus, will become the second state in the country to make available high-quality pre-K for all 4-year-olds.
In September 2002, the Miami-Dade voters passed an independent special taxing district for children's services— and did so, 2-1.
✩ There is promise that significant progress toward making health insurance more available for children and families.
✩ Head Start, which serves more than 6,000 children in the county, has greatly improved its facilities.
✩ Now every child entering public kindergarten is screened for social and emotional as well as cognitive "readiness."
✩ The Early Childhood Initiative Foundation has built a partnership with the community's 13 birthing hospitals and five birthing centers as well as with the 38 neighborhood clinics and 39 libraries. Through this partnership all new parents receive an 11-times-a-year skill-building newsletter, information about how to connect to health insurance, a high-quality baby book and a message about the importance of reading to a child, a temporary library card that can be turned in for a permanent one, and a round-trip bus pass to the nearest library. Everything is for free, and everything is available in English, Spanish, and Creole.
✩ There is now a website for parents who are searching for more information (www.teachmorelove more.org) plus a 24-hour phone line in three languages with a media campaign to accompany it.
✩ The Kellogg Foundation is partnering with the coalition in four Miami-Dade neighborhoods that include 1,600 3-year-olds who will be helped over a five-year period. Families of these children will receive needed social and educational support to help their children.
Successful steps are obviously under way and have moved quickly, with tremendous energy from a wide range of people in the community and with the leadership of David Lawrence, who retired as publisher of the Miami Herald in 1999 and is a clear champion for children.
While the Children's Trust, which David Lawrence chairs, is certainly a central part of the effort to improve the school readiness of children in MiamiDade County, it is only one of the actual players in a much larger, closely connected coalition focused on this outcome. The other large coalitions that have combined their resources and efforts include:
✩ United Way. United Way is both a contributor of funds and also houses all the collaboratives that form the overall school readiness initiative in Miami-Dade.
✩ The Miami-Dade School Readiness Coalition. This is $121 million of public funding for subsidized child care. Child care is one of the few public services actually operated at a local level.
The current president and CEO has just become the local administrator for the Florida Department of Children and Families. David Lawrence is a former chair of the local School Readiness Coalition and is still fully active in this group. More than a third of the 25 members of the board are from business and the private sector; the other two-thirds come from such areas as child care central agencies, the school system, and the health department. The coalition has been a major state and national leader in pilot projects for emotional, social, and cognitive assessments for children in child care. Five percent of the centers spread around the community were upgraded to allow them to serve special needs children in an inclusive environment, and six special inclusion consultants help in these centers and in others.
✩ Early Childhood Initiative Foundation. This is the private 501©(3) that David Lawrence runs with a small board. It was the source of the funding for the Teach More/Love More campaign and the source of the vision and energy that has led to the Children's Trust and much of the other progress in the community-wide effort for school readiness. The Foundation paid for strategic planning that led to the Family Learning Partnership, now also housed at United Way. The Foundation is the grantee for the Kellogg SPARK project,
Miami-Dade has been able to improve the quality of both child care and Head Start centers, while remaining inclusive for families speaking all languages and children with special needs.
which Florida International University will evaluate, following the 1,600 children from age 3 to age 7.
✩ The Family Learning Partnership. This organization aims to build awareness and energy behind "family literacy" efforts. Among its work: Funding 13 literacy specialists who work in 75 child care centers and a small program for parents returning from incarceration. The Partnership's beginnings can be traced to a year-long strategic planning process on literacy intervention with full mapping of resources and best practices. Everything available at the organization is in English, Spanish, and Creole. This, too, will soon be a separate nonprofit organization.
✩ The Alliance for Human Services. The County Council ceded its role related to human services to the Alliance (about $10 million) through a Memorandum of Agreement. The Board includes members from many sectors including the government agencies (many represented by Tallahassee staff who cannot cede the state position to this group based on orders from the state). There is a wonderful set of GIS maps of resources
that allows targeting of services, and outcomes are gathered. The entire area is divided into 5 neighborhoods.
Finally, it should be noted that David Lawrence also chairs the Florida Partnership for School Readiness Board, with 50 local School Readiness Coalitions, representing all 67 counties.
Overall, all these parts create a real coalition in that the most important people in Miami-Dade are members of the various entities' boards and attend the meetings in large numbers (even a sitting judge who cleared her calendar and the superintendent of schools, for example). They express opinions and are taken seriously. It is clear, however, that David Lawrence is the center of all activity and brings these people to the table. It is unclear what would happen if he disappeared. The entities are separate, but they are all housed in the United Way building and work closely together. The funding does not mix, but the staff provide assistance as needed across the various foci. For example, the literacy expert does work in the child care facilities but the funding is not transferred for this.
There are three principal funding exposures: (1) the Trust sunsets in 2007 and needs to show visible results to the community; (2) David Lawrence's own foundation gets its funding from two Miami families who believe in him so his presence is key; and (3) the state maintains a stranglehold on some key programs, not even assuring equity in funding so that Miami-Dade does not get its share of funds for low-income children and the state can veto decisions by the Alliance for Human Services; and the state has its budget problems, like most in the country.
LESSONS FROM MIAMI-DADE COUNTY
This site demonstrates the value of a trusted businesscivic leader to serve as a force to champion a vision for children and engage important partners. It also demonstrates the power of a strategic media campaign. The focus was, and continues to be, on a vision of improving the lives of all children in the county, by improving the quality of services and improving parent education. Materials for new mothers are universal, since all new mothers experience some anxiety and a lack of knowledge. David Lawrence's strategic plan, backed by the funding of several foundations, led to the passage of the tax levy by a large margin.
The community is moving quickly to a star rating system for child care centers since they are aware that parents have a hard time understanding accreditation systems, despite the fact that they represent the gold star of quality. Miami-Dade has been able to improve the quality of both child care and Head Start centers, while remaining inclusive for families speaking all languages and children with special needs. Here there is a focus on identification and intervention for children with various needs with assessments at age three.
The coalition has a strong focus on literacy, both for children and parents, including incarcerated parents. This decision is driven both by the research in the area of school readiness and by the demographics of the population in the county. The efforts in this area include every avenue that can be identified, and many of the efforts are creative and have been adapted for the populations that need help.
The entire effort has a very small, talented staff, each with a clear agenda, yet always working collaboratively and supported by many partners. Outcomes are always the focus, and the collaboration with an evaluation partner, Florida International University, assures that outcomes will be measured.
RICHLAND COUNTY, SOUTH CAROLINA
South Carolina launched its First Steps to School Readiness program in 1999, modeling it after North Carolina's Smart Start program. Like in North Carolina, the legislation established a Board of Trustees and an office to oversee the implementation of the program. As in North Carolina, as well, the funding was allocated to the counties, who had to set up Partnership Boards through open meeting elections. Each Partnership Board had to adopt bylaws and apply for their first grants, which were directed for the conduct of needs and resource assessments and the creation of a strategic plan to improve the outcomes for children in the county. Technical assistance was available for this process. The Level Two grants provided funding for program implementation as well as some administrative funds for staff, including an Executive Director, in the county to oversee the programs and work with the Boards. Some counties began providing services by mid-2000 and some began as late as the first quarter of 2002.
The First Steps legislation was passed as a special program of a Democratic governor, who served only one term. It was underfunded from the beginning, but was popular enough, having become "owned" by the counties, that it has survived (at least at this time) extensive budget cuts by a state totally controlled by Republicans. The legislation for First Steps includes five goals: (1) provide parents with access to the support they might seek and want to strengthen their families and to promote the optimal development of their preschool children; (2) increase comprehensive services so children have reduced risk for major physical, developmental, and learning problems; (3) promote high-quality preschool programs that provide a healthy environment that will promote normal growth and development; (4) provide services so all children receive the protection, nutrition, and health care needed to thrive in the early years of life so they arrive at school ready to learn; and (5) mobilize communities to focus efforts on providing enhanced services to support families and their young children so as to enable every child to reach school healthy and ready to learn. While these goals were phrased as universal, there is also a sense in the legislation that the priority is to reach the most at-risk children in the state since they are the ones arriving at school unready to succeed.
There is a set of "guiding principles" that comes from a paper written by one of the drafters of the legislation, Barron Holmes. These include the focus on the whole child's development and the child's environment, the need for community mobilization and collaboration, the need for strategies to be based on research-supported best practices, the need for fiscal responsibility, and the need for accountability or results.
Richland County, which includes Columbia, has 24,500 children under age six, nearly 20 percent of whom live in poverty and 10 percent of whom live in deep poverty. The population of children is 39 percent white only, 53 percent black, and the rest "other." Twenty-four percent of mothers have inadequate prenatal care; 41 percent of births are to non-married mothers; 14 percent of new mothers do not have a high school diploma; 11 percent of newborns are low birth weight; and 46 percent of the children under age six are eligible for Medicaid.
Richland County formed a County Partnership Board which includes representatives from a wide array of sectors: early childhood and family education, local school district and state agency officials, advocates, and leaders in the faith and business communities among others. Parents have been vocal on the Board. The Board is a true collaborative that is diverse in terms of gender, race, and ethnicity. There is an average of 33 members on the Board, but it is currently changing. It successfully completed the community assessment and planning steps required by the legislation, including the requirement that resources enhance rather than supplant existing resources so collaborations are strongly encouraged. The Board identified and launched a number of strategies beginning in 2001 that included such efforts as: getting child care providers licensed (First Steps provided health and safety classes), and working with the Health Department and the public hospitals on an asthma program and on getting children enrolled in Medicaid and SCHIP. Richland County Office of First Steps has also collaborated with Success by Six and the public libraries to expand a program to encourage parents to read to their children. First Steps has helped the child care committee in the county by doing the Infant/Toddler Environment Rating Scale (ITERS) assessments.
Based on both community input and the community assessment of resources, the Richland County Board decided to make its priority children birth to three in four low-income neighborhoods and particularly on health issues. This is quite a different focus from any other county in the state. The focus in this area
Richland County, which includes Columbia, has 24,500 children under age six, nearly 20 percent of whom live in poverty and 10 percent of whom live in deep poverty.
Based on both community input and the community assessment of resources, the Richland County Board decided to make its priority children birth to three in four low-income neighborhoods and particularly on health issues.
is on (1) improving child care for the youngest children in a three-step, three-year process, with the first year focused on improving health and safety of the care and (2) the issue of asthma treatment and management. It also includes the "Step Into Reading" activity, which encourages parents to read to their children. The asthma program and the Step Into Reading program already existed in the county; First Steps expanded them, focusing on several neighborhoods in which the need is the greatest.
Among the most interesting model efforts in Richland County is Project Breathe Easy, which uses trained supervisors who have a child with asthma to oversee other parents of children with asthma that are employed to serve as coaches and monitor parents who are not handling their children's asthma well. The greatest factor that increases asthma levels in South Carolina is the level of smoking. A parent monitor that shared a story from the night before made the program clear: she had felt forced to go to the house of a small girl, whose mother would not call an ambulance although the girl's chest was compressed and her breathing was labored. The mother would not even accompany the girl to the hospital so the parent monitor went with an aunt. After the girl was stabilized, the parent monitor returned to the house with her to find the eleven, smoking adults trying to clear the house out by burning incense, which would leave the child at great risk. The parent monitor refused to bring the girl into the house until it was completely aired out and everyone had agreed to stop smoking. She sat in her car with the girl for three hours. She stressed that she will have to monitor this family closely. Project Breathe Easy is a model that other counties in the state want to incorporate in their First Step plans. The success of the asthma program is being tracked by indicators that include the number of children showing up in emergency rooms in distress.
A second model effort is focused on improving the child care for the youngest children in the county. Again, focusing on the neighborhoods of greatest need, there was a decision to create a three-step, three-year program. It started in a set of centers and some family day care homes with a goal of first improving the health and safety conditions for the children. First there were such steps as replacing unsafe cribs and highchairs, covering electric sockets, and removing unsafe objects and materials. Up to $20,000 a center was spent during that first year for one-time improvement costs. As things improved in these centers and homes, the nurses are able to focus on education and training around child development. In addition, a nutritionist works with the providers to improve the focus on healthy foods, expanding food choices, and safe preparation of food.
The effort is now in the second phase and is led by four area directors, spreading the reach of the program beyond the initial target neighborhoods. In this second phase, the funding for providers is greatly reduced and the focus is on technical assistance and mixing health, safety, and nutrition education with building relationships or a social/emotional component. A visit to some programs with one area director and the First Steps Health Coordinator demonstrated that the First Steps program is welcome and now deeply embedded in the community. The directors at centers proudly pointed to changes that had been made. The third phase of the plan around improving child care is to build on what has been accomplished to provide technical assistance around cognitive development. The centers and homes with which the First Steps program have worked are assessed regularly and have shown great progress, especially in the health and safety area. Some are working toward accreditation.
LESSONS FROM RICHLAND COUNTY
First Steps is a program established by a Democratic governor no longer in office. The current governor is a Republican with a Republican legislature that never embraced the initiative. The state, like most others, also has budget problems, and it is clear First Steps is in jeopardy. However, the fact that the program is now "owned" by the counties, with large boards and community input makes it a difficult program to eliminate. However, First Steps has had a short history and no outcomes could have been achieved yet. If the program had been in place longer (as has Smart Start in North Carolina, which has even demonstrated positive outcomes for children), it would have been safer from the coming budget cuts, which will be 37 percent of the county's First Steps funding. This will lead them to reach out to many fewer child care providers and reduce staff.
Despite the decision about funding for First Steps, it will face the difficulty that all the state initiatives like it face—the infrastructure on which it is built will be weaker, making it harder to achieve desired results for children and families.
The major lesson the staff would share is that relationships within the communities and the trust this creates is crucial to success. The best workers spend many hours beyond those they are paid for doing volunteer activities. They know their communities
well and are known by all the key players (as they stated, "The key player may be Mrs. Jones, who has cared for many of the children over the years"). They believe the community must want the activity or program or it will not succeed. The success of this staff is reflected in the observable warmth they receive in the communities.
The barriers to improving conditions for children against which the First Steps staff are working are not unusual: the turnover of child care staff; some staff that "should never have worked with children"; and the non-compliance of parents and other adults who continue to smoke around children with asthma. Again, the best way to overcome barriers was articulated as "relationships, relationships, relationships." This is such a close staff with such commitment that they have all agreed to take the month of July off without pay to try to avoid laying off any staff.
CALIFORNIA: ORANGE COUNTY AND SANTA CLARA COUNTY
In the two California communities included, the populations are becoming more diverse, with growing Spanish-speaking, Mexican, and some South American populations. Other significant immigrant populations include Asian people including Vietnamese and Cambodians. There are a number of school districts in each county, and a number of schools in the urban areas serve children who are nearly all eligible for the free and reduced school lunch program.
Poverty is best understood at night when there may be six or eight vehicles parked around a four-room house. A house may be home to a number of families; a mother and a baby may only be renting the pull-out couch. Housing is so expensive that this is the only option for poor families. There is a sharp decline in middle-income families who also cannot afford the housing costs. This has created county populations of the rich and the poor.
Schools are so overcrowded in the inner-city neighborhoods that they run year-round in some places and most of the city schools have portable classrooms. The Head Start programs often run in three shifts, to include a "twilight" program. Some of the innovative efforts have clustered portable classrooms serving early childhood programs, including child care and Head Start, next door to parent education and support classrooms with patios in the center where parents and children can gather informally. These open spaces with benches give mothers with no space at home a safe place to have time alone with a new baby or to get support from someone who becomes a friend. With transportation being another real problem, these programs are often attached to the neighborhood school or in an apartment complex. One unexpected benefit from "twilight" programs was the appearance of fathers at some events.
While maintaining a focus on collaborations around school readiness generally, a primary reason for visiting California was to see how the Proposition 10 funding, now called First 5, was being used to enhance school readiness and how municipal leaders were involved in the process, both directly and as partners. After much consultation, the visits were to Orange County and Santa Clara County. In both counties, efforts had been under way before the large, new First 5 funding and its requirements, but this funding clearly drove more collaborative, planned efforts with true community involvement. The requirement that the funds could not supplant existing funding led to filling gaps and a focus on systemic reform. In some cases, strategies have focused on enhancing existing programs and infrastructure, which could cause problems if the partners in First 5 collaborations suffer budget cuts due to the state's budget crisis.
Proposition 10 led to an added 50 cents tax on tobacco products to improve outcomes for children birth through age five. The resulting state's Children and Families Act of 1998 mandated that a California Children and Families Trust Fund be created to be overseen by the California Children and Families
Schools are so overcrowded in the inner-city neighborhoods that they run year-round in some places and most of the city schools have portable classrooms.
Commission composed of seven voting members and two ex officio members. The members had to represent the range of expertise required to understand the overall development of children. The two ex officio members are the Secretary of the California Health and Human Services Agency and the Secretary of Education or their designees. The governor appoints three members including one county health officer or county health executive and there are four members appointed by leaders in the legislature. The Commission also has an Executive Director and staff. Eighty percent of the overall funding (a total of approximately $700 million each year) is allocated to the counties. Funding is allocated to the 58 counties based on the number of live births in the county compared to the statewide number of live births. Twenty percent of the funding is retained to support the State Commission's work (only one percent is allowed for administrative services).
Orange County was the first to qualify for its share of the Proposition 10 matching funds for school readiness programs and received $2.8 million to fund a range of services particularly aimed at low-income children.
According to the State Commission's Annual Report, each county's Board of Supervisors is required to appoint a commission of at least five and not more than nine members. The members are to include a member of the Board of Supervisors and two members from among the county health officer and those who manage county functions. The remaining members can be representatives from county functions or organizations that work in the early childhood development area (could include child care resource and referral agencies, communitybased organizations, school districts, medical providers or others). With substantial public input, the county commissions must develop and submit a strategic plan consistent with the purposes of the law that describes how measurable outcomes of a program to be provided will be delivered and "integrated into a consumer-oriented and easily accessible system." The plan must be reviewed annually and be revised as needed.
Based on Governor Gray Davis's 2001 School Readiness Initiative, the State Commission allocated an additional $200 million in matching funds over four years targeted on "high priority schools"—those in the lowest three deciles of the state's Academic Performance Index. For county plans to receive this additional funding, they must provide a match and submit a plan that encompasses early care and educational services with kindergarten transitional programs; parenting/family support services; health and social services; schools' capacity to prepare children and families for school success; and program infrastructure (administration, evaluation, and other support services determined by the local community).
ORANGE COUNTY
Orange County was the first to qualify for its share of the Proposition 10 matching funds for school readiness programs and received $2.8 million to fund a range of services particularly aimed at lowincome children. The Commission has focused on using funds to leverage additional funding sources and new partnerships. It received an additional $3 million from the state funding for its school readiness plan and altogether has cooperated to spend during its 2001–2002 fiscal year more than
$13.6 million for 67 new programs and 27 ongoing programs.
The Commission, unlike that in San Diego, for example, is completely separate from the operations and politics of the Board of Supervisors (while appointed by them within the categories of the law) and functions as a real collaborative that works together on behalf of the best interests of children. This was stressed both by two of the commissioners and by the Executive Director and the staff. They have supported a vision that "Orange County children will grow up in a safe, supportive, and nurturing environment, where:
✩ Their physical, social, emotional and intellectual health is a primary focus of attention at home and in the community
✩ Their families are supported in ways that promote good parenting
✩ Their families and other caregivers are supported in promoting each individual child's well being and readiness to learn"
The mission statement is:
To promote healthy child development and school readiness by comprehensively addressing the physical, social, emotional, and intellectual health needs of children from the prenatal period through age five by promoting, funding, supporting, and monitoring a high quality, integrated, family supported and culturally compatible service delivery system.
These services "will augment, not supplant existing programs." Further, the Commission established "operating principles" that include: (1) focus on policy level issues and decisions; (2) be fair and open in decision-making; (3) be accountable to the public for achieving planned outcomes; (4) promote and fund high-quality services; (5) rely on research-based and proven models; (6) develop programs that are culturally competent a linquistically appropriate; (7) promote integration of services through local and convenient access points; (8) focus on sustainability; (9) leverage funds to maximize community resources and program support; and (10) make funding decisions based on clear proposal evaluation and rating criteria; the relationship to Proposition 10 purpose, goals, and outcomes; compelling community needs; and the ability to document meaningful outcomes.
The Commission itself includes:
✩ A member of a local school district board (Chair)
✩ The President and Chief Executive Officer of the Children's Hospital of Orange County (Vice Chair)
✩ A pediatrician who is also the Vice President for Medical Affairs for the Children's Hospital of Orange County (Past Chair)
✩ A music therapy expert from a university
✩ A board member of a local foundation and a partner in a law firm
✩ The Director of the County Social Services Agency
✩ The Director of the County Health Care Agency
✩ A member of the Board of Supervisors
✩ A retired school nurse who is a community health program manager
There is also a Technical Advisory Committee.
The Commissioners are responsible for decisions related to policies, strategies, and the funding of programs, but they also obtain a lot of input from the public as well as support and input from a very active, expert staff. There is a serious ongoing effort to reach out to funding partners, to gain expertise from researchers and practitioners, and to listen to and respond to public concerns and opinions. The overall directions of the Commission emerge out of the communities' input according to both the Commissioners and the Executive Director.
The Commissioners held extensive meetings and focus groups in different languages, funded a community indicator project so that they could benchmark themselves to other comparable communities, and looked at existing services and gaps. The Executive Director has strong support from the Commissioners and works with them to bring them information that will inform their decisions. When the Board of Commissioners, the Executive Director and his strong staff, and the strategies are assessed together, this is a truly well-operating, positive collaboration with a goal to listen to and be responsive to the voices of the community, which is very diverse and where a family is poor if it is making less than $35,000 a year. The poor families are largely Latino, with a growing percentage of Vietnamese, and some white families. About one-half of the women having babies in the county are Latina, with about half of the childbearing age Latina women being uninsured. Many Latino families go to Mexico for ongoing health care.
The Orange County Commission has adopted a clear strategic plan built on three "platforms" that use existing services—the birthing hospitals, the schools, and family resource centers.
The sorting out of the roles to be played by the medical/university system and the hospitals created new partnerships. A decision was made to create as the first platform the birthing hospitals. Certain strategies are targeted to all children in the county. For example, there is a Mommy and Me program, in which parents of all income levels can learn about child development with the child present. There is also a Bridges for Newborns program, which includes three follow-up phone calls for families to assess if there is a need for help, including intervention for depression. In addition, there is an Early Development Assessment Clinic to which children are referred by pediatricians, hospitals, and other health providers if a special need is identified. A team assessment is done both of the child and of the family, and appropriate services are connected to them. These clinics are found in all areas of the county. Programs for this purpose existed before Proposition 10, but have been expanded and enhanced by Commission funding.
New strategies are now being created to address the disparities in the county. As a major part of the targeted portion of the first platform, designed to support the more at-risk population, the Commission partnered with the M.O.M.S. (Maternal Outreach Management System) program to extend its ability to provide infant case management (and prenatal case management, if possible) for about 5,000 families. The program is based on an in-depth survey of mothers' parenting knowledge and beliefs.
A maternal child health worker, who is a paraprofessional (one half of these staff have a bachelor's degree and there is ongoing training for all), is teamed with a nurse, a dietician, and an infant development specialist to develop a care plan for each child. This program assesses parenting practices such as teaching parents to read to their children and have them sleep on their backs and attaches families to medical homes. M.O.M.S. does provide support groups for issues like domestic violence as they are identified. It creates promotoras who sell this program to harder to reach families (often the less educated, newer immigrants). All families in M.O.M.S. give back to the community by spending 10 hours a week doing such activities as babysitting or putting together packages for new parents. This is to encourage civic engagement. M.O.M.S. estimates that it refers out to other services initially one-third of the families at higher risk due to identified medical problems, child abuse, domestic violence,
The Orange County Commission has adopted a clear strategic plan built on three "platforms" which use existing services—the birthing hospitals, the schools, and family resource centers.
The Commission funded a "school readiness coordinator" position in every school district with a kindergarten population.
or mental health problems. The M.O.M.S. families graduate at the first birthday of the child and are linked to family resource centers if needed. There is also a "Boot Camp for Dads" program that works with new fathers who may sit with their babies on their laps to help them communicate with and take care of their children.
has plans to also push on autism, attention deficit disorder, obesity, and other areas requiring intervention. This is already incorporated in the first platform, but could easily be incorporated in the second and third platforms as well.
The second platform, the 18 family resource centers, was already in the communities, funded by the Safe and Stable Families Act. The programs structured under each center are based on what the community has identified as their needs. The Commission became a partner with the centers to build professionalism and capacity and to help some centers remain viable as their funding was reduced. The California Foundation Consortium is also focused on forming a statewide system of centers and creating sustainable funding strategies. The family resource centers are seen as places from which, as needed, to launch home visitation services, connect health services, provide linkages for parents to child care, and offer training and support for family child care providers, and link to dental services as part of the dental initiative. The pediatric health collaborative, working as an advisory group for the Commission,
The Boys and Girls Clubs also have become partners in this second platform, providing child care for children 0–5, linkages to services, coordination with the schools, literacy parties for parents, computer laboratories and lending libraries, and parent engagement, including civic engagement. They receive Commission funding as well as funding from other sources including foundations.
The third platform is the schools. There was agreement that a partnership with the schools was crucial, not just to assure that they are ready for the children, but also because they can help the linkage with other service providers for the children and families. The Commission funded a "school readiness coordinator" position in every school district with a kindergarten population. The coordinator also works to do needs assessments with kindergarten through third grade teachers and conducts ongoing local needs assessments. This is to spearhead a culture change in the schools. When looking at the urban areas of Orange County, Santa Ana School District is one in which there are 61,000 students, 91 percent of whom speak Spanish as their first language as they enter. The schools are working on getting the children into preschool as well as strengthening the transition from preschool or no school into school for both parents and children. The schools are so crowded that they are on full-year sessions, and the preschools have three sessions, including a "twilight" session. Children's parents may take courses while their children are in school. The surprising positive outcome of the twilight session is that fathers have appeared and take part in some classes and the preschool programs. In Anaheim, there is a strong superintendent who has established seven preschool classes, with two in family resource centers. There are also adult English classes and computer classes. All the children in the district qualify for free and reduced school lunch. Here, too, there are twilight programs due to overcrowding, and the same phenomenon of father participation as a result. Children here can start kindergarten earlier, adding on additional instruction. Nearly one-half of all the children coming to school here need dental care.
Other new programs funded during 2001–2002 include new partnership projects with
✩ A pediatric health services program with the Children's Hospital of Orange County and the University of California, Irvine Medical Center
✩ A comprehensive program to keep children safe from injuries through a collaborative administered by the Orange County Chapter of the American Academy of Pediatrics
✩ Cooperative programs with HomeAid Orange County to reach homeless children and families in the County
✩ A pediatric dental initiative with local dentists and dental experts as well as community outreach workers
Orange County is one of the first counties in California to compete successfully for some of the 20 percent of funds that were held by the State Commission and are now targeted toward school readiness and early literacy programs. This requires matching funds, which were easily provided through existing investments, and the funding will go to targeted schools for four years to expand services.
LESSONS FROM ORANGE COUNTY
The funding from Proposition 10 or First 5 has created the ability to attempt systemic strategies to address school readiness. In Orange County, new partnerships, which included using a variety of funding streams, came together to create systemic change around "platforms." Community partners had a large role to play in determining which programs and strategies received attention. For example, the involvement of the community has led to the creation of the way that the portable classrooms housing the preschool and adult education programs are set up, with a courtyard and benches to allow gathering places and open space outside of the overcrowded houses. Mothers with children in buggies can be seen just sitting on the benches during the day. The buy-in from the community has led to communities feeling these are their programs. A nice example is the lack of vandalism that has occurred in the gardens planted by the children at the preschool in an area that had been a gang hang-out "park."
The focus on outcomes has already led to moving funding from one program to another. There is a serious attempt to maximize the ability to support families, while serving all families in some way as intended by the legislation.
The strong leadership of the Commission, which puts aside its differences on other issues to focus and come to consensus in this area, coupled with a talented and charismatic Executive Director (who attracts equally talented staff) has led to a wellthought out plan with the buy-in of all the most important sectors in the community.
SANTA CLARA COUNTY
In Santa Clara County, the nine Commission members include a member of the Board of Supervisors, the Executive Director of the Santa Clara Valley Health and Hospital System, the Director of the Social Services Agency, one member nominated by the Santa Clara County Local Child Care Planning Council, and five members appointed by the Board of Supervisors as specified by the bylaws.
The Executive Director listed five goals established by the Commission:
✩ Family support
✩ Quality early learning opportunities
✩ Health
✩ Neighborhood and Regional Needs
✩ Systemic change
Santa Clara County's First 5 plan emphasizes the need to create a comprehensive system of care, which reflects the needs and desires of the people it will serve.
As required, all initiatives are to be based on measurable outcomes. The Strategic Plan for First 5 was developed with extensive community input. The Commission is extremely serious about starting with a community-driven strategy and then filling in gaps identified by community assessments.
Santa Clara County's First 5 plan emphasizes the need to create a comprehensive system of care, which reflects the needs and desires of the people it will serve. This emphasis is seen in the constant and innovative ways in which initiatives are selected for First 5 funding, by the constant commitment to ensuring that initiatives are truly driven by community input, and by the partnerships that are created or joined to form a comprehensive strategy that serves children prenatal through age five and their families, with care managers and First 5 staff often there to assure that the system works for as many children and families as possible.
Santa Clara County has focused on true civic engagement. As the Executive Director states, First 5 does their work "with the community, not to the community." This has involved many ongoing focus groups with community people and providers and led to the development of all the First 5 initiatives including two called the Regional Partnerships and the East Initiative. In the Regional Partnerships, the six regions or neighborhoods create boards that must be at least 51 percent community individuals, representing the populations in that area, as well as providers, the faith community, the school, and others. They each develop a governance structure and vote on a chair and cochair (one has to be a community resident and one a provider). They are staffed by the First 5 organization, which works to identify and make heard "silent voices" in the community as well. The Regional Partnerships are given $670,000 each year for three years to create and implement a plan through asset mapping, focus groups, surveys, and other information. They must also have an evaluation plan. The largest group has about 38 members. Stipends and child care are provided to community residents to attend meetings. Partnerships have launched one to three strategies and have developed sustainability plans. Funding can never be used (by law) to supplant current funding. Among the strategies selected by the
communities and under way are providing computer training in migrant camps, using mobile vans to provide services, training child care providers and funding equipment for home providers, providing child care when parents are taking classes, providing transportation tokens, and creating resource and referral services. The six regions reach approximately 9,000 children and their families.
The East Initiative is similar but focuses on the neighborhoods surrounding three elementary schools in East San Jose with an investment of up to $1 milllion a year for four years. The focus is comprehensive including early care and education with kindergarten transition programs; parenting/ family support services; health and social services; and community initiatives. This initiative serves approximately 1,200 children and their families.
Another way to ensure community involvement is the strategy used by the Commission for funding individual programs when the community identifies a needed service or support. Rather than using the
Santa Clara County is well known for its attempt to ensure that all children prenatal through age five are covered by health insurance.
normal RFP process, they have an "Intention to Negotiate" (ITN) process. Applicants must identify outcomes, create a collaborative, and use researchbased practices that parallel the request identified in the ITN. They are given technical assistance as the proposal is developed. All proposals are reviewed by five community panelists, including some with expertise in the area of the ITN and all the community members must live outside the community in which the program will be funded (this avoids any conflict of interest). All panelists are trained by the First 5 staff and must sign oaths of confidentiality and a lack of a conflict of interest statement. Proposals are ranked, and any proposal receiving a score of 75 or more is invited back for an oral presentation. Finalists are selected by the five panel reviewers and recommended to the full Commission for funding.
Finally, the input from those served is continuous. First 5 has created a rapid-response system that uses interviews with those served to assess whether needs are truly being met. If there is a problem identified, the strategy used will be changed, again based on family input. All of this effort is to ensure that First 5 is achieving its goal of serving the people on which it is focused. Assistance is managed and coordinated by the First 5 staff who spend a great deal of time in the field, providing technical assistance to providers and assuring that community members are engaged.
Santa Clara County has many interesting initiatives that support the positive development of young children and increase school readiness. Some of these are the direct result of First 5 funding, some are partnerships with other providers, some are funded in collaboration with the state First 5 School Readiness Initiative, and some have no First 5 funding. However, there is a focus on collaborative, systemic change so that families and their children can access the services and supports they need for the healthy development of the children.
For example, First 5 used the ITN system to increase community interaction in an innovative way by funding an Arts Enrichment Initiative to hold community arts festivals that focus on the communities' cultures and early childhood development as well to encourage the teaching of arts in preschools and schools.
Santa Clara County is well known for its attempt to ensure that all children prenatal through age five are covered by health insurance. First 5 has become a partner with the city of San Jose, Santa Clara County, and the David and Lucile Packard Foundation to attempt to accomplish this goal. There is a mail-in, easily understandable form that was developed for this purpose. Over 56,000 more children have been enrolled in health insurance since this initiative began. First 5 ensured that infant stimulation and early child development are part of the Early Screening, Assessment, and Diagnosis Initiative for children birth through five with suspected developmental variations or delays. Services are provided as needed with the help of care managers.
As part of a commitment in Santa Clara County to create a comprehensive plan to improve health care, the recognition that children were appearing in preschool and in school with no dental care and in some cases rotted teeth, a decision was made to allot some of the School Readiness Initiative funding to provide "Toothmobiles" to serve children in the targeted school districts.
To follow up with the most needy families related to both health care and family support issues, First 5 funded a Prenatal and Toddler Home-Based Visitation Program that strives to identify the families early (to provide appropriate prenatal services if possible; to support pregnant and parent teens; to reduce the use of alcohol, drugs, and tobacco; to educate parents and caregivers about developmental milestones; to assist parents with neurological problems in children; and to coordinate service providers working with the families). The program serves children through age two and their families.
First 5 funding provides education stipends that are given directly to early childhood educators to reduce turnover and improve the quality of care.
To address the need to improve the quality of child care services in the county, the Commission funded WestEd to create the Institute for Early Childhood Professional Development. The Institute works with local child development agencies, community colleges, and universities to provide courses and, through other efforts, works to promote collaboration with Head Start and preschool. First 5 funding provides education stipends that are given directly to early childhood educators to reduce turnover and improve the quality of care. The Institute has been trying to do outreach to license-exempt child care providers to provide them with resources and link them to centers to provide hubs for learning, but this effort has not been in place long. There are two associations working with them that represent immigrants. The Institute also advocates for increased salaries and benefits for providers. In addition, through the School Readiness Initiative, First 5's efforts have created additional classrooms for Head Start classes in high-need areas. The classrooms are generally located on or near school property. Family literacy classes are often provided in the same area. Santa Clara County's Child Care Local Planning Council intersects and supports First 5's efforts.
As it is everywhere, access to mental health services is a challenge both for children and for their parents. There is a School Readiness funded initiative that is proactive and prevention oriented, attempting to leverage other resources. In the targeted school districts, care managers, who are paraprofessionals, either go into the community to attempt to engage isolated parents or contact parents in other ways. Often these families are identified and referred by the schools or physicians or by other providers. The care managers try to balance the needs the families identify and the needs the care managers identify. They work to develop trust with the families. They tell the families what is available and help them fill out applications. They also try to remove barriers and refer families as needed to services like ESL classes. Two common needs identified by families and care managers are quality child care and dental care. Mental health workers or public health nurses may be connected to the families as appropriate. There is a desire to develop family resource centers to incorporate ongoing care and health care in the community. Principals in the schools try to help with space and getting word to the community. There is also some partnership with primary mental health care providers to deal with depression in mothers.
The need to help parents understand what the schools will ask of their children and how they can help ensure better outcomes for them during the school years in the districts funded by the School Readiness Initiative has led to the adoption of a program developed in San Diego 15 years ago called the Parent Institute for Quality Education. SRI is completing an evaluation of the program in Texas; findings are due in January. The Santa Clara County program is funded by Title 1, private donations, and foundation funding as well First 5 funding. Teachers facilitate a nine-week program with six lessons around child development, a principal's dialogue session, and kindergarten teachers explaining report cards and other requirements. The program is timed to help parents when their children are still in their preschool years and during transition to school. A principal of one school indicated that the parents establish what they want to learn during the program, and 51 percent of the leadership for decisionmaking has to be parent input.
Again, using care management for assurance of coordination, First 5 began a program to work with more than 2,000 families in the Family Court System after a judge approached the Commission with a proposal to try to reduce or eliminate the need to directly refer families to Dependency Court. The program also follows the principle of civic engagement of the people to be served; it is based on the needs and vision they articulated. There is also a program that serves substance abusing mothers and their children away from their home environment. There is child care on site. This latter program, however, is not fully funded by First 5.
LESSONS FROM SANTA CLARA COUNTY
Santa Clara County works diligently to assure civic engagement in devising and in implementing its initiatives. Not only have the First 5 staff used focus groups, open meetings, and membership of community residents on boards and committees, they have sought to ensure, for example, that there is a majority resident vote in their Regional Partnerships, that there is continuous feedback and change (the rapid-response strategy), and that residents have a strong voice in what providers actually receive funding (the ITN process).
Santa Clara County has worked hard to provide health care insurance for all children, and has achieved great success in this area with a partnership that includes First 5 and others. It has used this system to increase screenings of children, but its experience reinforces the fact that increased insurance
does not necessarily lead to increased care, especially ongoing care. It has had a difficult time finding true medical homes for children, seen the nationwide lack of mental health services that are available to serve children through five years old and their parents, and only been able to address minimally the dental needs of the children. However, there are innovative programs that have been launched in these areas of great concern that could be considered by other communities—the early intervention programs for children and families, the linkages to primary mental health for depressed mothers, and the Toothmobiles.
First 5 has instituted the use of care managers to coordinate what have often been silos of care so that they become systems of care. Throughout discussions with providers and managers, care managers were often mentioned as crucial to their work. Care managers must, however, be supported by more highly trained staff in partner agencies or by First 5 staff since their level of training does not make them appropriate to deal with particularly difficult issues.
There are some interesting ways to try to address the diversity of the population in the county. One principal noted that she recruits teachers from Spain since there is a lack of trained Spanish-speaking teachers in the district. She feels this effort has strengthened her ability to help her families although she notes that the teachers' visas expire after three years, and she then loses them. The Arts Initiative is also an interesting way to celebrate the diversity of the community and provide enrichment.
Santa Clara County again demonstrates that there is a need for a strong strategic planning with clear outcomes in order to be able to assure that programs are actually accomplishing goals. This may be even more of a need when programs selected for funding may not be as tested as those experts alone may select. On the other hand, since there is little research on programs to serve diverse populations, using outcomes may help identify the most promising new approaches.
Finally, strong collaborations with school and other government entities are essential here as they are everywhere not only for leveraging funding and expertise, but also for creating better ongoing, comprehensive supports for families. There will still always certainly be a need for a strong staff to ensure that technical assistance and access to current research findings are readily available to oversee the operation of so many programs folded into a comprehensive system and to build trust both among collaboration partners and with the community.
LANCASTER COUNTY, PENNSYLVANIA
Lancaster County has a population of about 471,000. In the county, about 11.8 percent of the children live below the poverty line, but in the city 59.1 percent of the children who attend school come from low-income families. One in five women do not have early prenatal care, and 11,300 children are uninsured (which includes children whose parents are employed). The county's teen pregnancy rate is 0.5 for those under age 15 per 1,000; the teen pregnancy rate for those 15–17 per 1,000 is 24.1. The county high school dropout rate is higher than the state average; even in the Economic Development Company of Lancaster's 2000 report, which compared Lancaster to 20 counties with similar demographics, Lancaster had nearly twice the average of the other counties. In the School District of Lancaster (the city schools), in 2000, 1.7 students out of 10 were ready for school. While school is not mandatory for children until age 8 in Pennsylvania, only city children attend full-day kindergarten. Only a small number of those eligible to attend preschool —if it is offered by Title 1, Head Start, or a child care program—are able to attend. These are some of the problems Lancaster's leaders decided to address.
Lancaster County's School Readiness Initiative, Success by 6, has come together under the United Way of Lancaster County, which has on its Board all of the key stakeholders in the community including
Lancaster County has a population of about 471,000. In the county, about 11.8 percent of the children live below the poverty line, but in the city 59.1 percent of the children who attend school come from low-income families.
those representing the public sector (schools, state agencies), the business community, the health providers, and religious leaders. Success by 6 in Lancaster is not like many United Way Success by 6 initiatives in the country. It is not a collection of programs, but instead reflects a careful strategic planning process and a truly united effort to address the issues affecting all of the children in the county, especially those that are poor, both in urban and rural areas. The large Board of United Way Lancaster established a vision:
Lancaster County will become a model community for healthy, successful children and strong families.
Our community will show measurable improvements in the lives of children.
All children will feel valued and loved by their families and the community.
…so that no Lancaster County child is left behind.
There are many forces that emerged to create the effort now under way in Lancaster. Under Governor Schweiker, a task force to look at early care and education issues was created because of the advocacy efforts of business leaders around the state. At the local level, a business leader, Carol Hess (also working mother of the year) was a passionate spokesperson for the issue of early brain development and had caught the attention of many business leaders with the brain scan pictures. Her strong endorsement for action carries community credibility. Hess has also been the Chair of the Board and Campaign Chair of the United Way of Lancaster County and remains on its Board.
There is strong support for early childhood education in the Governor's Office at this time, with leadership from his Chief State School Officer Vicki Phillips, who was a superintendent in Lancaster County after leaving the school system in Philadelphia. In Lancaster, she had created the full-day kindergarten program within the city and had advocated for preschool education because she believes that is the way to improve school outcomes.
The United Way Board decided to have the United Way concentrate its leadership on one area under the banner of Success by 6. In 1999, a leadership group of Vicki Phillips, Carol Hess, local foundation leaders, health care leaders, and bankers went through an education process to help establish the knowledge base on the conditions of children in Lancaster County. Another United Way committee (Community Needs Committee) produced a report evaluating the state of child care. This educational process and the report led to the understanding that there was a need for a range of integrated services. United Way's Board decided the role of the United Way would not be to provide direct services, but instead to guide planning and convene as needed, to help bring in new resources, and to use existing providers in communities. In the design phase, the focus was to assess effectiveness in addressing issues, bring agencies to the table, and agree on a system of measurement of outcomes. These are not program performance-based measures, but measures to allow the Board to understand its progress or lack of progress on issues.
Lancaster County is small enough and has opportunities on which to build to make it a place that can make real progress. The school districts are not generally experiencing crisis situations; the CAP agency continues to serve as the primary agent for the immigrant population; one nonprofit hospital handles nearly all births making it perfect for identifying newborns and their parents and it already has a culturally sensitive parenting program; a grant from the PEN Foundation helped develop family
Lancaster County is small enough and has opportunities on which to build to make it a place that can make real progress.
centers for all the schools in the urban area, creating a Safe and Healthy Schools effort; the city already uses the free and reduced school lunch form to identify children potentially eligible for health care coverage; the best child care agency and the best hospital in the county are in the greatest need area; and the United Way has extremely successful campaigns, the last one raised over $9 million and over 5,000 volunteers worked on the campaign.
Despite this, there is real poverty in the area and many issues to address including issues around Spanish-speaking residents. The Success by 6 Leadership Group created teams to approach the various issues identified: parenting, children's health, early childhood care, early learning, funding, and advocacy. The tasks were to create systems of care, reduce duplication, improve the quality of services, and increase resources while improving child outcomes.
In the area of parenting, families are identified at the birthing center at the large nonprofit hospital (earlier, if possible, especially for teens). Three programs exist and now collaborate constantly. The first is the NFPP (Nurse Family Parent Program) Prenatal to Two Program that serves 125 families with five nurses using the David Olds' model. They serve the neediest families (some mothers are 14 years old) until the child is two. Only 10 percent of approached mothers turn down the program and 5 percent return after hearing about it and ask if they can still enroll. Even some 14-year-olds have to be turned away now for lack of space. If a child turns two and still needs support or if the child cannot be served by the Prenatal to Two Program or if the family is not at a high level of need, the family is connected to the Parents As Teachers (PAT) Program or the Healthy Beginnings Plus Program (described later), which serve more income levels. The Parents As Teachers Program is a more intense version of the Missouri program. It serves families from the birth of a child until the child is three (so less needy families even if they are low income may be connected here rather than to the Prenatal to Two Program) with two visits a month plus social groups twice a month. PAT does the Denver screenings and connects participants to needed services. PAT participants can also be served by the Parent/Child/Home Program (PCHP), now only for two-year-olds, but moving into serving three-year-olds, especially to get children and families to become familiar with and start to use English. There is also a Healthy Beginnings Plus
Program, which is a state funded program that serves 780 mothers—any pregnant woman with medical assistance—for eight weeks with social workers or nurses at a clinic or at home. There is a very low turndown level for this program. Healthy Beginnings Plus also refers to the PAT program. At-risk mothers are offered some program, with participation in any on a voluntary basis. Finally, there is the Long Distance Dads Program, which does provide a limited program of twice-a-year meetings and some one-onone case management both for non-custodial fathers and fathers-to-be. Fifty percent of these fathers are referred from prison. There is work under way to try to combine some of the PAT and father program activities to be held in schools.
All of the parenting programs have worked together since Success by 6 began to look at which services they provide, to whom, when, and how so they can better coordinate and serve the clients about whom
All of the parenting programs have worked together since Success by 6 began to look at which services they provide, to whom, when, and how so they can better coordinate and serve the clients about whom they all care.
they all care. The need is great, and there is no reason for competition to occur. All the programs have adjusted their working hours better to meet the needs of working families, all have created trusting relationships with each other and complete real hand-offs of families in a way that makes the family trust the change.
When addressing children's health, a Health Summit was held to look at issues of duplication and to try to "connect the dots." It is estimated that 11,000 children are uninsured. One solution appears to be to create presumptive eligibility for children for programs. Trusted emissaries are needed to encourage enrollment in health insurance since many in this area feel government programs are not good. There is no public health agency. In Pennsylvania, the state runs the health agency and it has regional offices. There has been some help from this office to help simplify forms. The focus to create the outreach that can be trusted is to reach out to pediatricians and other trusted members of the community to help. While there are some child mental health projects in the schools, the movement to a behavioral health managed care plan has made things harder. There is no money for substance abuse treatment or prevention at the local or state level due to the current state budget crisis. However, there is a lot of support at the state level for domestic violence issues.
There are two health foundations in Lancaster created by the conversion of nonprofit hospitals to for-profit ownership. The heads of both foundations are on the committee and working to entice additional Heinz funds into Lancaster. One issue they noted that is a policy issue for the Casey Foundation to consider is why babies and children lose their health insurance when their mother is in prison.
After looking at the 31 percent turnover rate among child care center providers in Lancaster, several efforts have been undertaken:
✩ A training program for child care workers was created with a goal to graduate 70 students a year. Training is also included for owners and managers. The students in the high school vocational education program will build a model center to be used for the training. It will allow observation of students being trained for certification. All four high school vocational/technology campuses would like to create the same public/private partnership.
✩ Two-day training was created with an "I Can't Funeral" as the kickoff to quickly address negative responses likely from center directors who have no additional funding. Also created were mentor centers to work with other centers over the summer and into the fall. State grants paid for substitutes.
✩ There is a new public relations campaign to reach out to employers.
✩ While the family provider piece has not yet been addressed, the plan is to create a provider network, starting with evening meetings with food and incentives like some funding or vouchers for equipment, toys, or books. A family care setting serving over three children including the caregiver's own children must be regulated, but only about one-fourth are visited each year.
✩ There is already an e-mailed newsletter that goes to 100 centers, businesses, and other interested parties.
To create interest in early learning in a state that has mandated school attendance only by age 8, it was necessary to bring parent groups and isolated parents together so that they could understand what their children could experience by participating earlier in formal education settings and why it could help them succeed in school and beyond. This was started with gatherings with food and babysitting to allow parents to talk. There are high-quality Head Start programs serving 800 children with wraparound child care, and the Early Learning Team started meetings between child care, Head Start, and the part-day pre-K programs that serve around 350
In the city, cross training began slowly between the early childhood programs, and it took off rapidly after success was noted by the fact that all gained from the experience.
three- and four-year-olds. One child care center for pregnant and parenting teens is located in a District of Lancaster high school. In the city, cross training began slowly between the early childhood programs, and it took off rapidly after success was noted by the fact that all gained from the experience. The group is now looking at ways to improve transitions into formal schooling.
LESSONS FROM LANCASTER COUNTY
Advocacy is a crosscutting United Way team that is ready to support a vision that provides as full a range of services as possible to children and families in a way that is laid out on a grid to demonstrate the ties and the lack of duplication, that measures progress, and that responds to community input. The advocacy team is seeking grants to improve child care, looking to increase Carol Hess' vision of job wellness centers and model child care centers. The Heinz Foundation has provided a three-year grant for infrastructure to develop the plan, implement it, and measure and improve it. There is also a process evaluation. The Foundation has indicated that it is open to future funding as well. There is a Kellogg grant focused on children's health.
Lancaster County does not have a large influx of money, but it has strong commitment and leadership. At the United Way Board meeting, the room was packed and people were engaged. The excitement is clear, and there is a clear understanding of the goals and the vision. The government entities are clearly involved as are all the other major stakeholders. Sometimes the lack of large amounts of new money makes for more realistic, sustainable plans. Lancaster is working out pieces that will come together under the guidance of the United Way staff.
Vicki Phillips, who was a superintendent when this effort began, believes that the first step for improving educational outcomes was to have something "big" to point at that showed real change in what was happening. She was strong with her message to her teachers and to her administrators that all children can learn and that all teachers can teach. Anyone with a negative response had difficulty with her, but she had few battles with the unions. She also pushed for full-day kindergarten both because she does believe it can change outcomes, but also because parents wanted it and most have enrolled their children. When the parents saw full-day kindergarten happen, they believed things were changing. The superintendent that replaced her remains true to her plans; she brought him with her from Philadelphia. This issue of having to have a visible change early to start the change process going is one that has emerged in many studies of urban change.
Having a very committed set of leaders is a key to success. Having an extremely committed businessperson, who can bring businesspeople to tears when she speaks, is a tremendous bonus. This community is also small enough that all the "heavy hitters" know each other no matter which party they have joined. There is a trust already there that the United Way can foster as neutral territory for the betterment of children.
HAMPTON ROADS, VIRGINIA: SQUARE ONE
Virginia allows cities, towns, or counties to be the separate entities that receive state and federal funding and provide services. Cities and towns are not part of counties. This unique factor, called the Dillon rule, results in the Hampton Roads area, the Tidewater area, of Virginia being composed of
17 separate municipalities, all with their own health and human services agencies, mayors, and city managers. The municipalities, both cities and counties, include: Chesapeake, Franklin, Gloucester, Hampton, Isle of Wright, James City County, Lee, Newport News, Poquoson, Portsmouth, Smithfield, Southampton, Suffolk, Surry, Virginia Beach, Williamsburg, and York County. The overall population of Hampton Roads is 1.6 million, according to the 2000 Census; this is a small rise in population from the time of the 1990 Census. The overall population is 61.8 percent white, 31.6 percent African American, 3.1 percent Hispanic, 2.7 percent Asian, and a small number of other racial populations.
The recognition that the global economy forces a focus on geographic regions, with business centers that have common media markets and a shared workforce, led to the creation in 1996 of an economicdevelopment coalition called the Hampton Roads Partnership. This coalition includes the chief elected officials of the municipalities as well as city/county managers and leaders in business, education, college presidents, the military, and the community. The Partnership had received $2 million a year for five years from the state to strengthen its planning and implementation of strategies to improve the competitiveness of its region. The focus is on economic indicators and its planning process included a great
deal of input from the community, business, and service providers. The coalition finished its plan in 1999 with improving transportation identified as its greatest concern. However, it funded an entity called Square One to focus on early childhood issues under one of its overall six goals—the need to improve the region's emerging workforce.
While there is agreement among the elected officials about the need to focus on early childhood, the business community has not yet shown real interest. One of the strong leaders for this effort is James Eason, now the president and CEO of the Hampton Roads Partnership. Mr. Eason was the mayor of Hampton before becoming the second president of the Partnership. In his earlier position, he had focused in the mid-to-late '80s on the demographics of his city and the need for skilled workers in the next century. He noted that the need for the number of "professionals" would remain about the same, but that there would be a greater need for a "skilled labor force," with at least a high school degree. He stated it as "Hampton will be what our workforce allows us to be." He noted that without skills, there is nowhere now for a young person to go for employment that will pay a living wage. The military is closed to them and manufacturing jobs now require skills, which leads to "serious ramifications" of a widening gap between the "haves and the have nots" resulting in crime and poverty. He stresses that this is one of the largest problems facing America. As mayor, Mr. Eason challenged the city administration to create a coalition for youth, and asked 5,000 people what they believed was needed. The resulting plan had three objectives: a healthy start, healthy families, and healthy neighborhoods. Government was restructured to create neighborhood departments with some service integration since "one shoe doesn't fit all." Neighborhood plans were devised. The major strategy for the city was the creation of a Healthy Families Department, which worked with the Health Department to create a hybrid program that combines the use of social workers and nurses to be home visitors with two home visits a month (more, if needed) from birth until the child begins school if the parent wants to continue. This is a universal program. In addition, the business community sponsors classes for parents with restaurants taking turns providing meals; child care was also provided. The attendance has grown, and the classes remain popular.
The current mayor of Hampton, Mayor Locke, also noted a collaboration between the Health Department, the Attorney's Office, Social Services, and the Transitions program (focusing on domestic violence) to help children exposed to violence (Violence Inoculation Project). She reported that the number of domestic violence cases coming in had declined, but had been offset by the number of mental health and substance abuse problems. She also believes that the domestic violence cases have not really declined, but that women are afraid to report incidents, so the outcomes are not clear. However, Hampton, with its version of Healthy Start, remains the leader in its focus on early childhood and early intervention.
Mr. Eason's continuing commitment to early childhood is shared by a number of the members of the coalition, especially the elected officials. Norfolk Mayor Paul Fraim had also strongly supported including funding in the city's budget for literacy efforts, and he is working with the "Greater Norfolk Corporation," a 300-member business group, which will soon kick-off an initiative to get business involved in the development of children birth through the end of high school. The city has raised cigarette taxes and used other mechanisms to give teachers a 6 percent pay raise this year when most teachers in most areas of the state were getting 3 percent or less. In addition, the mayor's wife cochairs the Norfolk Literacy Project.
Square One was established through a grant to an existing coalition of an 80-member employer-based health coalition led by Dr. Barbara Wallace, who also became the director of Square One when Keith
Sykes left in October 2002. The health care coalition had already identified the need for health care for young children as a priority, but Square One operates independently from the health care coalition. Square One began with regional workshops to listen to providers, existing local coalitions, and the community to define its priorities and outcomes, to identify best practices, and to devise a public awareness campaign. It was clear that Square One would operate as a flexible network, focused around specific actions with a staff that would "not run programs in Hampton Roads, but be an advocate, collect the right data and encourage collaboration between and among service providers." (Mr. Eason in a paper by Keith Sykes and Jessica J. Geiben Lynn, 2001.) Keith Sykes was the first director of Square One, and he set out in a campaign mode that included:
As mayor, Mr. Eason challenged the city administration to create a coalition for youth, and asked 5,000 people what they believed was needed. The resulting plan had three objectives: a healthy start, healthy families, and healthy neighborhoods.
With Square One to assist, all 17 municipalities are working on early childhood issues although the leadership and strategies in the municipalities vary.
✩ "Listen In" to the System—To discover the emergent future.
literacy, children's health, quality preschool and child care, and family-friendly business practices.
✩ Develop a Strategic Theme—To give direction to the campaign.
✩ Sweep People In—To mobilize energies.
✩ Build the Infrastructure—To make change possible.
According to his 2001 paper, he proposed that these four elements would create "an opportunity you can't refuse."
When the listening component was complete, it was clear that there were two primary concerns built from both the input from the larger Hampton Roads Partnership work and from sessions with early childhood providers in the region—the need to understand and plan for the challenges that the region would face in meeting the 2004 state standards of learning (SOL) performance tests, leading to the outcome of school readiness and the need to increase healthy births. The definition of the "best practices" to achieve the school readiness goal were parent education and support, early/family
The effort to "sweep people in" was a public awareness campaign funded by the Bank of America and United Way. The campaign promoted reading to young children through billboards, posters, and bus cards using Dr. Suess's Green Eggs and Ham. This campaign was supported with the designation of the year 2001 as the "Year of the Young Child in Hampton Roads" and was merged with the plan of the mayor of Chesapeake to focus on the role of fathers. Square One was the glue that put together a media effort that included father involvement with reading to young children and prenatal care. The Chesapeake Fathers' Day activity also supported the regional effort.
Square One plays a leading role at times and a supporting one as appropriate. It organized a regional Early Childhood Advisory Council with representatives from provider organizations, business, and parents. Square One showcases best practices throughout the region; serves as a clearinghouse of information which includes a website (www.SqOne.org);
raises funds by applying for grants; holds an annual School Readiness Conference to report on outcomes that it measures and to provide expert speakers; and fills gaps in specific technical assistance and training. With Square One to assist, all 17 municipalities are working on early childhood issues although the leadership and strategies in the municipalities vary. Programs supported by the localities include Healthy Families, Parents As Teachers, Resource Mothers, and outreach to enroll children in FAMIS (Family Access to Medical Insurance Security) program.
As stated in their brochure, Square One is "a regional initiative to help all children in Hampton Roads enter school healthy and ready to succeed. Square One:
✩ Reports the status of children age 0–5 in Hampton Roads
✩ Identifies/promotes programs and practices that increase healthy births and school readiness
✩ Works with government, business, agencies and communities to develop and implement healthy births and school readiness strategies
✩ Provides regional-level training and networking opportunities for local leaders and staff who provide early childhood services"
Specific training that is done in cooperation with the Virginia Institute for Social Services Training Center (VISSTA). Square One and VISSTA have developed ten courses. With the award of an Early Learning Opportunities Act grant (from the Child Care Bureau at the U.S. Department of Health and Human Services) from September 30, 2002 through Frebruary 23, 2004, there are five additional courses currently being developed and five of the original series undergoing revisions. The courses have been renamed as Prevention and Early Intervention (PEI) courses. They are open to Healthy Family workers, home visitors, and others serving young children. This training was formerly known as the Healthy Families training. Between the Square One trainer and the VISSTA trainers, the total participants in classes (some duplicates) were 1,038 by June 2003. Square One also became a T.E.A.C.H. (Teacher Education And Compensation Helps) pilot site, recruiting and providing 26 scholarships for child care workers for early childhood education courses in local community colleges.
Square One also raised $100,000 from local foundations and one national foundation to offer small planning grants for school readiness initiatives. Nine municipalities applied for the "Ready to Read" grants and nine were funded at about $12,000 each. After receiving ELOA funds in 2002, two
municipalities were selected for the larger grants (around $100,000 each) to undertake Ready to Read Initiatives. In Norfolk, there is a "backpack" program in Head Start and Title I classrooms, with new backpacks filled with books and other materials that can be used by parents with their children. In addition, the most at-risk children have teachers visit the homes to help parents work with the children. Literacy skills have also become part of the visiting nurses' objectives. In all of the work, the focus is on four-year-olds, although the plan is to reach all young children over the next five years. In Portsmouth, the initiative is run out of the Community Relations and Leisure Services Department with "Family Reading Nights" at the libraries and at child care centers. Food is provided. The programs begin with parents and children having separate activities; the second part of the night, the parents and children are together. There is also an effort under way to foster communication between the child care providers and preschool providers and the kindergarten teachers. Many
Square One is committed to outcome evaluation so that the localities as a whole can see progress or a lack of progress on a set of agreed-upon goals.
volunteers are coming forth to be trained to sponsor and run the Family Reading Nights. Portsmouth has four of the states seven most at-risk elementary schools.
Housed with the overall employer-based health care coalition, Square One also supports the efforts of the Consortium for Infant and Child Health (CINCH), which coordinated the Hampton Roads plan for children's health. It is led by the Center for Pediatric Research, a joint program of Children Hospital of the King's Daughters and the Easter Virginia Medical School. This coalition includes more than 250 public- and private-sector members. It focuses on many health issues, and Square One helps with the effort to increase public awareness of children's health issues and increase the enrollment of children in Virginia's low-cost medical insurance plan (FAMIS).
A program that is showcased by Square One (and Square One would like to fund) is "Al's Pals," a program developed by Susan Geller at Wingspan in Richmond, Virginia (www.wingspanworks.com). This program is designed to help children reduce aggression, solve problems differently, accept differences in their peers, keep themselves safe and healthy, and care about others. Researchers from Virginia Commonwealth University and the College of William and Mary have been evaluating the program and conclude there is strong evidence that the programs are effective in increasing social and personal skills in children. The program includes a set of training materials—including puppets, books, and music tapes—and a mandatory training program.
Square One is committed to outcome evaluation so that the localities as a whole can see progress or a lack of progress on a set of agreed-upon goals. The benchmarks for "healthy children" are:
✩ Increase early prenatal care
✩ Reduce percentage of low birth weight babies
✩ Increase healthy births (using the Annie E. Casey Foundation index)
✩ Reduce infant mortality
The benchmarks for "children ready for school" are:
✩ Increase percentage of children immunized at age two
✩ Increase percentage of children ready to read and ready to learn (using the PALS score— Phonological Awareness Literacy Screening— given in kindergarten entry)
Dr. Joseph Galano at the College of William and Mary is the evaluator. The findings he will be releasing in September show that Hampton Roads has improved or stayed about even on all the health benchmarks. Compared to the Greater Richmond area, probably the regional area most like Hampton Roads in the state, the area's benchmarks have really improved, especially in the area of prenatal care in the first trimester and in the healthy birth index. On both, it still lags slightly behind Virginia as a whole. The most exciting finding that will be announced by Dr. Galano, however, is the rise in school readiness as measured by Virginia's kindergarten test, its PALS scores. Between 1997 and 2000, one in four children (26 percent) were identified as needing additional instruction. For the most recent two-year period, one in five (20.6 percent) children were identified as needing additional instruction. While Square One attempts to keep all information at the regional level so as not to create competition between localities, Dr. Galano also has data that show that Hampton, which has made the longest and greatest investment in early childhood issues, has a much greater reduction in infant mortality and substantiated child abuse and neglect reports than does Hampton Roads as a whole. He does not have the data for PALS or the other benchmarks broken out for comparison, but his data clearly support the need for an ongoing, more intense focus on early childhood to make a real difference in outcomes.
The Hampton Roads Partnership has at this time lost its state funding even as it is beginning a new planning process. Mr. Eason hopes that this process will create a vision and an alignment among the localities and their goals. The partnership members will first gather information through an electronic survey, with 10–12 questions as an "idea generator." He believes they can reach about 100,000 people through their partners. The regional structure can only be increased if the population in the area begins to think of themselves as citizens of Hampton Roads, with a shared definition of a quality of life they want to achieve. This planning effort will focus on increasing civic engagement and identifying strategic initiatives. While Mr. Eason clearly supports Square One, its director sees the funding that had come from the state disappear and realizes that they are existing on the Early Learning Opportunities grant. Her own salary is only half covered by Square One; the other half is covered by the health coalition. And she cannot even guarantee her staff that they will be funded past the end of the ELOA grant. She is now trying to work with the United Way to bring some of their funding to the effort, looking for new grant opportunities, both public and private, but the continuation of Square One is questionable at this time. Its loss would be a significant one for the continuation of positive gains for young children in Hampton Roads.
LESSONS FROM HAMPTON ROADS
It is clear that an intermediary organization that works to identify and pull together efforts can create a stronger effort across localities. Sharing information and best practices as well as networking has improved the thrust of the efforts within a number of the localities. Square One has provided leadership when needed and support when needed; its flexible role has enabled it to be a trusted partner with all the localities and across the spectrum of providers.
Infrastructure funding is essential if an intermediary organization is to thrive. Foundations and the government are both generally unwilling to provide such funding, preferring to direct it to programs or research. Square One cannot survive in any strong way without ongoing infrastructure funding. It is, in any case, in danger of losing its small, overworked, strong staff.
Champions are also essential. In this case, the champions are some mayors and the president and CEO of the Hampton Roads Partnership. Government is the leader. The mayors do understand well that early childhood development is an economic issue for their region. Business has to understand better that investing in early childhood development for all the children in Hampton Roads is in their best economic interest.
It is clear that an intermediary organization that works to identify and pull together efforts can create a stronger effort across localities.
An outside evaluation—or a tracking of indicators— is essential to show both strengths and weaknesses. It will be interesting to see if the significant change in PALS scores is enough to keep the localities moving forward on early childhood issues. If so, they will be following the early Dr. Suess campaign; this is nicely phrased at the end of Keith Sykes and Jessica J. Geiben Lynn's 2001 report for CFAR. Hampton Roads must embrace the idea that:
SAM COMES TO KINDERGARTEN PREPARED
(with further apologies to Dr. Seuss)
I love to read books here and there. I'll read and read them anywhere. I'll help my friend who's in a jam. Just look at me, world, SAM-I-AM!
And Sam must be all children in Hampton Roads.
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CLOVIS NORTH - BRONCO DRAMA Critique-Musical Theatre
As an ongoing demonstration of your growth and maturity in understanding the concepts and techniques learned in class, you are expected to attend TWO live MUSICAL stage performances and ONE filmed version and write formal critiques on your experiences.
Things to Remember:
*A play critique is NOT a summary of the plot. You should spend time discussing your impressions, reflections, and criticism of the production. What elements were very artistic and powerful? Explain why. Also, what elements didn't work for you? Again, explain why.
*You need to see a production at your grade level or above.
*When citing specific examples within your critique PLEASE use actor/designer/character names to further lend credibility to your writing.
*Your critique should have 5 paragraphs (approximately 600-750 words). 600 WORDS IS THE MINIMUM!
*All critiques MUST BE TYPED. Handwritten papers will NOT be accepted. Please use 1.5 to 2.0 line spacing.
*Your critique should follow the proper MLA formatting learned in your English classes.
* You MUST attach a ticket stub as proof that you did, in fact, attend the production.
* You may email your critique to firstname.lastname@example.org and I will print it out for you. You must follow up to make sure I have received it.
*YOU HAVE ONLY 2 WEEKS FROM SEEING THE SHOW TO TURN YOUR CRITIQUE IN.
*Make sure you take a program home with you from the production, so you are able to discuss specific performances and designs and attribute them to names. (You do NOT need to turn in your program with your critique.)
Introduction(1 paragraph)
3. Production Aspects
b. Sound
a. Lighting
c. Scenic
e. Costumes
1. Include the date you saw the show, the title of the play, who produced the play (i.e. what company, group, school), and the playwright's name. Do not just list the items, but turn them into a complete sentence.
Example: Seeing Neil Simon's "Barefoot in the Park" at Good Company Player's Second Space Theatre on November14 was an excellent evening of theatre.
2. Include your expectations for the show and your first impressions of the theatre. Reflect on how the set appears before the show starts, the mood of the theatre, etc. Don't comment on the actual show in this section, but your expectations for the show.
3. Lead in to the rest of the critique with a thesis statement. You must include a conclusion you are drawing about the show.
Example: The show was poorly done because of issues with acting, costumes, and the technical aspects.
Body (3 paragraphs: Chose three of the following to focus your writing on).
a. Believability
1. Acting (critique specific performances by name-save your program!)
b. Expression
d. Compatibility (were they right for the part?)
c. Volume
e. Storytelling
a. Description
2. Director's Concept
b. Hit or a miss? Why?
d. Props
4. Musical Direction
b. Quality of sound (solo/ensemble sound)
a. Accompaniment (Orchestra? Tracks?)
c. Dynamics, Articulation, Volume
a. Was the show cast well?
5. Directing
b. Comment on blocking and stage pictures (give specific examples)
c. Did all the elements of the show blend together well?
Conclusion (1 paragraph)
2. Brief review (revisit something you either really liked or disliked)
1. Confirm or deny your initial expectations
3. Recommendation
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October 2010
Coalition Partners
Care for God's Creations •
Community Alliance with • Family Farmers
City of Davis •
Davis Bicycles •
Davis Energy Group •
Davis Bike Collective •
Davis Farm-to-School •
Davis Food Coop •
Davis Farmers Market •
Davis Joint Unified School • District
Explorit •
Davis Waste Removal •
Green Sanctuary •
Sierra Club Yolano Group •
Putah Creek Council •
Tree Davis •
UCD Arboretum •
Tuleyome •
Yolo Basin Foundation •
Yolo Federal Credit Union •
Yolo Clean Air •
Yolo Food Bank •
Yolo-Solano Air Quality • Management District
Yolo Land Trust •
Valley Climate Action • Center
If you are interested in becoming a partner, contact Dominique Sayer at (530) 757-4362
THINK GLOBALLY, CAR SHARE LOCALLY
Climate change is a global problem with local solutions. The state, in implementing the requirements of AB 32, the Global Warming Solutions Act, is asking local governments to reduce the number and length of car trips. One way to do that is to reduce the number of cars, and that's where car sharing programs like Zipcar come in. Several studies indicate that every shared car can replace between 6 and 20 cars in a city environment as people choose not to buy a second or third car, or decide to give up one or more they no longer need. Data from Zipcar indicates that 40% of their members either sold a car or decided not to buy one after joining the program.
Fewer cars does not necessarily mean less gas consumption but studies also indicate that people who participate in car sharing programs actually tend to significantly reduce the number of trips they take in a car, which means less greenhouse gas emitted into the atmosphere, and Zipcar vehicles tend to be more energy-efficient that the average car.
Car sharing also puts more cash in people's pockets and available for local spending. Estimates are that the annual cost to own and operate a car is about $10,000, whereas sharing a car (depending on how much you use it) is somewhere between $500 and $4,000.
Car sharing programs have been very successful in cities where they have been implemented, especially in communities with college campuses. Membership tends to increase quickly. Continued on next page...
Think Globally, Car Share Locally Continued...
Cars are available 24/7, they are easy to obtain, and the hourly cost covers pretty much everything: gas, parking, insurance, cleaning, maintenance, and repairs. And, if you are a member in Davis, you have access to the whole network: you can hop into a car when your plane lands or your train pulls into the station in any of the numerous communities throughout the country that have Zipcar programs.
Some car share programs include a truck in the vehicle fleet and all those who have an occasional need for such a vehicle to haul big stuff around don't need to own a truck just for those every-now-and-then needs.
Perhaps the biggest selling point is the positive anecdotal testimony from people who belong to car sharing groups.
The city council, in bringing a car sharing program opportunity to Davis residents, acted in the interests of its citizens and in furtherance of our local role in stewardship of the planet. To sign up for Zipcar in Davis go to www.zipcar.com and type in "Davis.
Battery Recycling - Keeping Hazardous Materials Out Of Our Landfill
In 2006 the State of California imposed a landfill ban on all household batteries. In essence the days of tossing old batteries into your household garbage is a thing of the past. Here's why:
Batteries consist of heavy metals. Mercury, lead, cadmium and nickel, which can leak into the soil or when incinerated some of the metals may be released into the air increasing hazardous materials in the ash produced by the combustion process.
According to the State of California website, green.ca.gov in 2002 the California Integrated Waste Management Board reported that 507,259,000 batteries were sold in California in 2001 while only 0.55 percent were recycled. So how can you do your part to keep hazardous materials like these out of our landfill?
Recycle. It's that simple. Here are several locations in Davis that accepts batteries for recycling.
Davis Senior Center, 646 A Street •
CVS Pharmacy (Longs Drug Store), 1471 W. Covell Blvd. •
CVS Pharmacy (Longs Drug Store), 1550 E. Covell Blvd. •
Rite Aid, 655 Russell Blvd. •
Hibbert Lumber at 5th & G Sts. •
Rite Aid, 2135 Cowell Blvd. •
Davis Ace Hardware at 3rd & G Sts. •
To learn more about recycling in Davis visit www.cityofdavis.org/pw/recycle or www.green.ca.gov.
*
To subscribe to future editions of the Cool Davis Initiative Newsletter visit www.cityofdavis.org/ email
If you are not currently enrolled to receive email communication from the city, you may create an account at this time. Once complete or if you are a current user, log in and simply check the box for 'Cool Davis' to subscribe.
CALPIRG is the California Public Interest Research Group. It is a non-partisan, student run group that works on real social issues that effect students. There are chapters throughout the state that run a variety of different campaigns including Global Warming Solutions, Cheaper Textbooks, and College Affordability campaigns.
The UC Davis student chapter has been on campus since 1996. Since that time they have had some great accomplishments at the legislative and local levels. In 2008 they were the lead group in helping pass proposition 1a, the High Seed Rail Initiative which will improve California transportation and reduce greenhouse gas emissions. They also worked with the grounds department and the Associated Student body to plant 15 fruit trees in the efforts to help make UC Davis an "edible campus". Students will soon be able to pick the fruit to eat and have a cool place to study under the shade of these fruit trees.
This quarter CALPIRG is working on a couple of environmental campaigns with the most important one being the No On Prop 23 Campaign. Last year they voted this as the statewide priority campaign because students from all over California understand that if this proposition passes it will destroy thousands of their future green energy jobs, creating a tougher and dirtier economy. This fall they aim to register two thousand new voters and collect five thousand No On Prop 23 postcards that they will send to local politicians. California students understand the risks that a dirty energy proposition, like prop 23, will bring to California's resources, human health, and economy. CALPIRG is also running a campaign on banning polystyrene containers in the City of Davis, following the lead of over forty California municipalities who have already done so. This turned out to be a great success on campus and now they set their sights towards the city.
CALPIRG has been working very closely with the Cool Davis Initiative by providing volunteers for the Green Living Festival held on 10/10/10. There they will register voters, run a No On Prop 23 table, and provide information on their city-wide polystyrene ban campaign. CALPIRG aims to work with the Cool Davis Initiative to bring their efforts to the students of UC Davis as well as throughout the state.
Cost Saving Tips To Go Green At Home
Low Flow - Swapping out your shower head and toilet to low-flow options can greatly 2. reduce the amount of water used.
Insulate - Upgrading insulation to a R-value can reduce the amount of energy needed 1. to heat or cool your home and save you money too.
What Runoff - Using soaker hoses and drip irrigation systems can lower the amount of 3. water used and is a great way to keep you plants healthy.
Plant a tree - When planted in the right location a tree will help keep your home cooler 5. in the summer months.
Cool Options - Consider installing ceiling fans will help keep your home cooler and 4. lower your energy costs in both summer and winter.
Be an Energy Star - When replacing appliances, be sure to look for the Energy Star 6. label.
For more tips visit www.treehugger.com.
Cool Davis Member Profile
Manny, a student member of the Cool Davis Initiative, is involved in a variety of different environmental groups at UC Davis. He works with the Environmental Policy and Planning Commission, which is a part of the Associated Student Body. Through this commission he works on promoting an increase in sustainable habits among the students of UC Davis. This fall Manny, along with other inspired students, is teaching a seminar for freshmen and other new students about how to live sustainably in Davis. Manny has also been working with the UC Davis student chapter of California Public Interest Research Group (CALPIRG) for the past year on the Global Warming Solutions Campaign. Last February the campaign was recognized as one of the top 10 student groups in the Organize to be Heard Challenge, where student groups from around the country raised awareness in support of national climate legislation. Manny was selected to represent UC Davis CALPIRG in Washington D.C. where he met with Senator John Kerry, Administrator Lisa Jackson of the EPA, as well as several other members of Congress. This quarter, he is coordinating a "No On Prop 23 "campaign on campus.
Manny Rin
Manny has been working with the Cool Davis Initiative in hopes of bringing the sustainability efforts of the city to the campus and students of UC Davis. "Because the students make up such a large part of the Davis population, I want to make sure that we do our part as well" Manny is a third year Environmental Policy Analysis and Planning major and plans to work in that field in Washington D.C. when he graduates.
COME HELP US CHANGE THE WORLD-STARTING IN DAVIS
Cool Davis Climate Action Work Day - October 9, 2010 Cool Davis Festival - October 10, 2010 2-5 p.m. Vet's Memorial
The Cool Davis 10-10-10 Weekend is right around the corner. Please join the Cool Davis Initiative Committee for our event spotlighting the Davis Climate Action Plan.
What: This weekend, October 9-10, 2010, Davis will introduce the Cool Davis Initiative to the public and celebrate the passage of the City of Davis Climate Action and Adaption Plan in a weekend of service, education, and celebration: the Cool Davis 10-10-10 Weekend. Please join us by becoming a sponsor of this timely and historic community-wide event. Davis is joining thousands of communities around the world in addressing climate action by striving to reduce the global carbon footprint by 10% or more in 2010 (10-10-10 Global Work Party: 350.org).
Climate Action Work Day - Oct. 9, 2010 - a community-wide day of service, tentatively beginning with a rally at the Farmer's Market to gather Davis volunteers heading to climate solution work parties, workshops, and service projects occurring simultaneously around our city!
Cool Davis Festival - Oct 10, 2010 - an afternoon of celebration of culture and climate action in Davis at the Veterans Memorial Center with eco-living demonstrations, music, theater, dance, nibbles, and Mayor Don Saylor as M.C. of a very special program. | <urn:uuid:e492b181-8fb4-4e8f-9d4e-998ee5dae669> | CC-MAIN-2022-21 | https://www.cooldavis.org/wp-content/uploads/2011/09/Cool_Davis_Newsletter_October2010.pdf | 2022-05-28T18:56:23+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00791.warc.gz | 800,056,791 | 2,390 | eng_Latn | eng_Latn | 0.996948 | eng_Latn | 0.997953 | [
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KOOTENAI BRIDGE ACADEMY SENIOR PROJECT Fall, 2020
Graduating High School is the First Step in your Journey through Adult Life – but it is ONLY the First Step. We want to send you into the world with the best chance of succeeding possible – that means knowing what you are up against.
This is a REQUIRED Elective course, but I hope you realize that this Assignment is a tremendous Opportunity to get a head start in planning out your life and the direction you want it to take. Senior Project is about YOU, about YOUR FUTURE. Do your best on it, the more you put into it the more you will get out.
Senior Project is divided into four Sections as Follows:
1. Community Service Research Opportunities
2. Career Research and Development
3. Educational Goals
4. Personal Finance and Planning
Please Note: This is a modified version of our Original Senior Project. We are trying to minimize your contact with people outside your immediate Family while we deal with the Covid-19 Pandemic.
Section One: Community Service -
Students will be required to Research Volunteering Opportunities.
We do not want you in physical proximity of Strangers!
However, we want you to find out what is out there. Choose two areas where you think you might be interested in helping out. It could be anything. How would you help the Homeless? The Elderly? Your Local Foodbank? How would you volunteer for a political campaign (ANY party you find interesting).
Anything Else You Can Think of, talk to Charles.
After you have researched two "Causes", Write a one page reflection on what you learned. This can be pretty open ended, make it useful to you.
SECTION TWO: CAREER RESEARCH
1.Perform an online Career Search as Follows:
A. Logon to the Internet. Type https://www.mynextmove.org/explore/ip in the address window.
B. Follow the instructions presented at "My Next Move". This site is super easy to navigate, but if you have any problems ask for help.
C. At the end of the process, it will offer you a wide variety of Career Choices. Choose the two that interest you the most, then print off the Summaries.
D. There is a LOT of great information here, take some time to invest in your future and check it out.
2.Interview two adults in the community who are working in areas that interest you as possible career choices.
This should be Done by Phone, NOT in person until Covid is no longer an issue.
Include a typed out summary of questions. Include the person you interviewed, their phone number, and the type of work they do. This should not be a relative or friend. Push yourself and find someone you do not know. Staff can help you find a person to interview.
Sample questions:
A. How long have you been in this profession?
B. What made you decide to go into this profession?
C. Was there a significant person that helped you move into the profession?
D. What did they do to help you succeed?
E. What is the expected income for starting pay?
F. Are there many positions in this community? Is my marketability better somewhere else?
G. What kind of training did you have to have?
H. What education did you need?
I What kinds of jobs should I be applying for now to better my resume?
A. What is one of your best memories regarding this position?
B. Is there anything you do not like about the position?
C. What personality traits should a person have to be successful here?
3. Create a Professional Resume. Do your very Best on this, make it something you can actually use.
*NOTE: IF YOU ARE PLANNING ON JOINING THE MILITARY, LET US KNOW AND WE CAN WORK OUT ACCOMODATIONS FOR THIS SECTION DEPENDING ON YOUR STATUS.
SECTION THREE: EDUCATIONAL GOALS
After you have completed Section Two, Research the Education you will need to achieve your chosen Career. Select at least one College or Program that you could achieve this education with and find out how much tuition costs, what the requirements are to get into the school and any other important information (where the school is, how long It will take you to finish the degree or certificate, etc).
SECTION FOUR: PERSONAL FINANCE AND PLANNING
This section will help you to explore the in's and out's of personal budgeting in real life. Follow the instructions below to set up an account and complete the exercises.
1. Go to teachbanzai.com
2. Choose Sign Up, Student
3. fill out info
4. Enter Code
AHRXMZ
Save your login info, if you do not complete the project in one sitting, you can revisit and continue at another time. There are 4 sections to complete: PreTest, Life Scenarios, Play the Game, and Post-Test.
After completion, answer the following Questions on a separate page and include in your senior project:
1. What did you learn while completing the Banzai Personal Finance Project?
2. How will you Apply this Knowledge to your everyday life?
3. What was your outcome in "Playing the Game"
CHECKLIST OF REQUIRED ITEMS
Use this for your own reference as you complete activities. Also, when you turn your packet in, please arrange all the following in the order shown.
SECTION ONE:
__________ Research information on Volunteering Opportunities
__________ Two Reflection Papers on what you learned
SECTION TWO:
__________ Two written interviews with an Adult in a Career that interests you.
__________ A Professional Resume
__________ A Print out of your Choice of two careers that interest you the most, from the My Next Move website.
SECTION THREE:
__________ Profile of College/ Certification Program
__________ Tuition Cost for Program
__________ Time Estimate to Complete Program
SECTION FOUR:
__________ Complete Banzai Personal Finance, Answer Questions
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JEWISH STUDY NETWORK
Parsha Eikev
The great swan song of Moshe (Moses) continues in this week's Torah Portion. As a part of his charge to the people, Moshe reviews events that have taken place since the Exodus from Egypt and provides the reader with insight and context to several episodes that took place in the wilderness. In addition to rounding out particular narratives, Moshe explains the nature of the miracles that accompanied the Children of Israel.
"He afflicted you and let you grow hungry, then He fed you the manna that you did not know, nor did your fathers know, in order to make you know that not by bread alone does man live, rather by everything that emanates from the mouth of G-d does man live." (Deuteronomy 8:3) The manna is described earlier in the Torah as something white and thin that tasted like cakes fried in honey. The Sages tell us that it was versatile and could be prepared in different ways. It also came with very specific rules and regulations. Each person could only gather a specific amount - one Omer - per member of that household. They could not leave any over until morning and they would receive double on Friday. It could be consumed for that day, as well as for the Shabbat which would be the following day. In fact, through the introduction of the Manna, they are first introduced to the concept of Shabbat.
The rules seem part of an education that is necessary to prepare the Israelites for their duty to follow the many rules and regulations that G-d demands in His Torah. It seems clear that when a group of people are released from slavery and granted freedom, they need to learn that freedom does not imply that they are not bound by rules. Living in a democracy is inherently an expression of freedom. It still does not mean that one can choose to ignore the laws that govern the country. The manna was given with laws so that the people could adjust to the rules and grown into proper servants of G-d.
Rabbi Samson Raphael Hirsch, the 19th Century German Rabbinic leader, suggests that there is another message that Moshe is communicating in his pronouncement. The expression that man does not live by bread alone is essential for the formation of a just and moral society. Bread has been the staple of most diets for millennia. The output of bread is a consequence of taking raw materials and actively transforming them into a new product. When we eat bread, we make a blessing acknowledging G-d as the One who brings bread forth from the ground. There is, however, a clear understanding that a human being (or a device created by humans) takes what came from the ground and skillfully makes bread. If an individual does not feel connected to G-d, it is easy to look at oneself as the creator of the bread.
continued ...
JEWISH STUDY NETWORK
Bread is actually the justification for many of the world's atrocities. Wars are waged and rationalized because of the urgent need to supply one's self, one's family or one's country with bread. Without a connection to the ultimate Creator, people imagine that they must achieve their bread by any means. What Moshe is emphasizing in these verses is that sustenance is something that is provided by G-d. It can be in the form of bread, or it can be in the form of manna. The reliance on G-d removes the urgency to provide ourselves with bread. We certainly do not absolve ourselves as partners in the creation of bread. We know that we need to plant, harvest, grind, etc. until we achieve a finished product. What dependence on G-d does achieve, is a recalibration of our priorities. It ultimately leads to a society that does not shun competition, but does emphasize that we are not completely reliant on only the work of our own hands. Just as G-d promises to provide for us, he instructs us to make sure that we provide for those that are less fortunate than ourselves. Bread is given to be enjoyed and shared all at once. May we merit seeing such a society. One in which it is clear that G-d is an active agent in providing all of us for what we need to live.
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Case Analysis Protocol
The protocol and cases were written collaboratively by members of the Science 20/20 team.
Description: Each case represents the lived experiences of those connected to the project as researchers, teachers, students, and student teachers. They are real, but names and minor details have been changed so as not to completely identify those involved. We do not intend for these cases to be black and white, right or wrong. Instead, each case illuminates areas of strength and potential and allow for selfreflection. They may ask us to articulate and question our own biases, assumptions, and taken-for-granted practices. Cases such as these are intended to surface tensions. Having group norms and protocols in place before engaging in case analysis is important for the success of the protocol. In discussing the case, we encourage you to think through the complexity of each case, seek to understand, imagine what else might be true, and exercise asset orientations.
Protocol: Part 1. Familiarize yourself with the Science 20/20 Framework before reading the case.
Science 20/20 Framework
Guiding Principles
1. View students as capable partners in knowledge building.
2. Invite productive participation in science practices and sensemaking.
3. Utilize caring formative assessment and seek to understand what students know.
Part 2. Read the case thoroughly. Once everyone has had enough time to read the case thoroughly, summarize the main events in the case and identify the problem(s) posed by the case.
Part 3. Use the Science 20/20 Framework and Guiding Principles to facilitate an open discussion related to the case. Same questions and prompts might include:
1. What scientific practices and literacy practices are present in the case?
2. How has the teacher(s) and how might the teacher(s) invite students to draw on their funds of knowledge and local knowledge?
3. Where do you see evidence of students positioned as knowers, productive participation, and/or formative assessment?
1. What are the opportunities to position students as knowers, invite productive participation, and incorporate formative assessment?
4. What else might be true?
Part 4. Connect back to your context. Reflect. How might this case and the discussion of the case inform your work?
A Case of Only Speaking to the Teacher
The protocol and cases were written collaboratively by members of the Science 20/20 team.
n Miss Lee's kindergarten class, about 75 minutes is dedicated to reading instruction. The 75 minutes is broken into three chunks of time. Students are divided into three groups based on reading abilities. Students rotate in their leveled group to each of the three activities. Currently, one group is completing a collaborative activity at a round table and a different group is working individually on computers. The third group, a group of nine students in the "low" group, seven of which are emergent bilinguals, sit in a circle with Miss Lee on one side and her student teacher, Ms. Crews, on the other side. Miss Lee holds a plant in front of her and begins engaging students. She dumps out the plants and has students notice and wonder as they observe the plant in front of them. She picks out leaves and passes one to each student, asking them to describe how it feels. I
Ms. Crews is sitting next to Mateo, an emergent bilingual newcomer from Puerto Rico who receives daily pull-out ESL instruction. Miss Lee identified Mateo as a focal child for one of Ms. Crews's student teaching assignments. Ms. Crews's student teaching supervisor stands in close proximity of the circle to document the lesson with pictures and videos.
When Mateo gets a leaf, Ms. Crews turns exclusively to Mateo recognizing that he does not participate a lot in group discussions, and thinks using Spanish would help increase him participation. She begins asking him questions in Spanish to learn more about how he would describe the leaf and encourage his participation. Mateo describes the leaf as mojada.
Miss Lee asks students to break down a plant, with the goal of students coming to the understanding that the stem sucks up water and that there are roots. The lesson continues for another fifteen minutes, with students squeezing, observing, and wondering about the plants. Miss Lee talks to all students to informally assess what they are noticing and wondering, while Ms. Crews focuses her attention mainly on Mateo and the one or two students next to her. Miss Lee and the other students are having a scientific, group-based discussion to try to make sense of the water they feel whereas Ms. Crews and Mateo are sharing their thoughts on the water only with each other.
When the lesson finishes, it is time for the students to go to lunch. They line up, and Ms. Crews takes them to lunch as Miss Lee stays back. When Ms. Crews enters the room, Miss Lee expresses concern that Mateo was only engaging with Ms. Crews, not herself or the other students, something that Miss Lee expresses is important for her English and social development. She says that it's nice that Ms. Crews is supporting him in Spanish, but that she wants Mateo to start participating more in whole group discussions since he doesn't participate a lot. Ms. Crews responds, "I understand what you're saying. I was just trying to make sure she understood everything that was happening." Miss Lee acknowledges this effort and replies with a suggestion, "What if we try to sit Mateo next to a student who is fluent in Spanish and English so that they can help him translate? This will help him participate in the group more and start discussing his thinking with the other students instead of just the teacher." Ms. Crews agrees with this idea and they begin talking about who would be a good partner for Mateo. | <urn:uuid:fb69bc9f-b2c7-4b3b-b36d-f9b4fb7911ea> | CC-MAIN-2022-21 | https://www.science2020k-5.com/_files/ugd/cb74d3_42644d11da8544cca1f494bd64a9a505.pdf | 2022-05-28T20:02:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00790.warc.gz | 1,151,753,454 | 1,175 | eng_Latn | eng_Latn | 0.998686 | eng_Latn | 0.999023 | [
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Year 3 - What have the Romans ever done for us?
ENGLISH:
SOCIAL, MORAL, SPIRITUAL AND CULTURAL (RE/ PSHE)
KEY SKILLS TO BE DEVELOPED:
Fiction – Retelling Roman myths and legends, character descriptions and story settings.
Non-fiction – Explanation texts, letters home as a Roman Solider and writing a speech as Boudica.
KEY TEXTS –
The Orchard Book of Roman Myths – Geraldine McCaughrean
Julius Zebra, Rumble with the Romans – Gary Northfield. Rotten Romans – Terry Deary.
HUMANITIES
Learning of the power of the Roman Empire and its army. Researching Boudica and Julius Caesar's invasions. Looking at the impact the Romans had on British infrastructure e.g. Roman Baths and sanitation. Locate and identify countries and UK cities which were occupied by the Romans. Identify why the Romans invaded Britain: land use, trade links and natural resources.
SCIENCE
We will explore light and learn to describe darkness as the absence of light. We shall investigate shadows; devising experiments to identify the relationship between the shape of shadows and the position of the light source. We will learn how light reaches our eyes and about the dangers of direct sunlight on our eyesight.
MATHS
Begin to work with numbers up to 1000 understanding place value. Reading and writing numbers up to 1000 using words and digits. Read and use Roman numerals. Addition and subtraction of two-digit numbers using a formal method. Solve 'real life' mathematical word problems. Increase our reasoning and problem-solving skills.
To develop a chronologically secure knowledge of British history. To understand connections and contrasts over time. To understand how our knowledge of the past is constructed from a range of sources.
To link past events to current cultures.
To further develop research skills using the Internet.
BIG PICTURE/ KEY CONCEPTS/ OUTCOMES
Through learning about the actions and advances of the Roman occupation, we will recognise historic events and ideas that are still relevant today.
MFL
French – learning to count to 20, basic greetings
WOW FACTOR/ VISITS/ VISITORS
We hope to visit the Roman baths at Bath. On Tuesday November 19 th , we are going to watch Horrible Histories: The Movie - Rotten Romans at Sherborne Cinema as part of the Into Film Festival.
HELPING AT HOME/WEBSITES
http://www.bbc.co.uk/education/topics/zwmpfg8 http://www.primaryhomeworkhelp.co.uk/Romans .html
PSHE - Rights and rules. Democracy
RE - Why do people pray?
PE
Gym (indoor): Balance leading into changes of direction. Performing sequences of actions and mirroring partners (symmetry).
Netball (outdoor): Learning catching and throwing skills and also how to attack and defend.
COMPUTING
Begin to develop touch typing skills. Using word processing skills to edit their English writing. Programming using Scratch.
THE ARTS (ART/ MUSIC/ DT)
Art – Creating mosaics using great Roman designers as inspiration.
DT – Designing and evaluating a Roman shield. Looking at the construction of Roman roads and Hadrian's Wall. Creating models of Roman buildings using Roman architects as inspiration.
Music – Composing chants for soldiers to march to.
CELEBRATION OF LEARNING
Roman inspired activity, details to follow. | <urn:uuid:ff57fe76-4f84-44e0-9ed2-f47a39ff94ae> | CC-MAIN-2022-21 | https://uptonprimaryschool.education/wp-content/uploads/2019/09/Curriculum-Details-Autumn-2019-Year-3.pdf | 2022-05-28T20:21:26+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00791.warc.gz | 652,841,013 | 704 | eng_Latn | eng_Latn | 0.996108 | eng_Latn | 0.996108 | [
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EYFS Overview
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
(SCIENCE)
(Link with C&L and PSED)
Explore the natural world around them
Understand the effect of changing seasons on the natural world around them
All About Me Begin to make sense of their own life story and family's history
Describe what they see, hear and feel around them.
Make healthy choices about food, drink, activity and toothbrushing (PSED)
Materials
Use all their senses in hands-on exploration of natural materials
Explore collections of materials with similar and/or different properties
Talk about the differences between materials and changes they notice.
Contrasting Environments
Recognise some environments that are different to the one in which we live.
Explore the natural world around them
Toys Explore how things work
Explore and talk about different forces they can feel
Explore the natural world around them
Animals Understand the key features of the life cycle of a plant and an animal
Begin to understand the need to respect and care for the natural environment and all living things
Plant seeds and care for growing plants
Understand the key features of the life cycle of a plant and an animal
Begin to understand the need to respect and care for the natural environment and all living things
Explore the natural world around them, making observations and drawing pictures of animals and plants (ELG)
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class (ELG)
Understand the key features of the life cycle of a plant and an animal
Begin to understand the need to respect and care for the natural environment and all living things
Explore the natural world around them, making observations and drawing pictures of animals and plants (ELG)
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. (ELG)
ONGOING in CP:
Use all their senses in hands-on exploration of natural materials
Explore collections of materials with similar and/or different properties
stories, non-fiction texts and (when appropriate), maps. (ELG)
Expressive Arts and Design-Being imaginative and Expressive
(MUSIC)
Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc.
Explore colour and colour mixing.
ONGOING IN CP: Explore, use and refine a variety of artistic effects to express their ideas and feelings. Return to and build on their previous learning, refining their ideas and developing their ability to represent them, Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
All About Me Healthy Me Celebrations
Toys People Who Help Us Animals Nursery Rhymes/Familiar songs
Growing Minibeasts Around the World
Listen with increased attention to sounds
Respond to what you have heard expressing your thoughts and feelings
Remember and sing entire songs
Sing the pitch of a tone sung by another person
Sing the melodic shape (moving melody such as up and down, down and up) of familiar songs
Create their own songs or improvise a song around one they know.
Play instruments with increasing control to express their feelings and ideas
Explore, use and refine a variety of artistic effects to express their ideas and feelings
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively, sharing ideas, resources and skills.
Listen attentively, move to and talk about music, expressing their feelings and responses.
Sing in a group or on their own, increasingly matching the pitch and following the melody.
Explore and engage in music and dance, performing solo or in groups
ONGOING IN CP: Play instruments with increasing control to express their feelings and ideas Combine different movements with ease and fluency (PD)
Explore and engage in music making and dance, performing solo or in groups.
Sing a range of well known nursery rhymes and songs (ELG)
Performs songs, rhymes, poems and stories with others (when appropriate, try to move in time with the music) (ELG)
UTW-Past and present, People and Communities (Link with PSED)
Which stories are special and why?
Which people are special and why? Celebrations
Which places are special and why?
Which times are special and why?
Where do we belong?
What is special about our world?
(Links with UTW, PD, PSED)
Select and use activities and resources, with help when needed. (PSED)
Develop their small motor skills so that they can use a range of tools competently, safely and confidently. (PD) | <urn:uuid:0f9fef0d-28f9-40e0-8a39-491b29544891> | CC-MAIN-2022-21 | https://www.palacewoodprimary.org.uk/attachments/download.asp?file=2196&type=pdf | 2022-05-28T20:10:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00793.warc.gz | 1,041,114,589 | 958 | eng_Latn | eng_Latn | 0.98402 | eng_Latn | 0.989401 | [
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3 What is Teaching as Inquiry?
3 A spiral model for inquiry
4 Scanning
6 Focusing
7 Developing (and testing) a hunch
8 Professional learning
10 Taking action
11 Checking
12 Further reading
Summary
Teaching as Inquiry is a powerful form of teacher learning. It involves a continuous cycle of
* investigating children's learning
* identifying and focusing on one or two specific areas to improve
* examining the impact of teachers' actions for children's learning
* coming up with a 'hunch' or a theory about what teacher action might improve children's learning
* learning more from research and from others
* trying out a new or modified practice and checking its effect
* framing a new inquiry, and continuing the cycle
Inquiry requires deep reflection and questioning of your practice, being honest in your self-reflection, as well as openness to new ideas, and being prepared to learn from failures as well as success. It can be a useful form of teachers' professional development and feed into other processes such as self-review. Here, we outline how to carry out inquiry step by step, within a six-stage 'spiral of inquiry'.
To explore more research guides, visit www.theeducationhub.org.nz
2
What is Teaching as Inquiry?
Teaching as Inquiry is an approach to teaching in which teachers continuously inquire into the impact of their teaching practices on children's learning, and make informed changes to improve their teaching practice and enhance children's learning. Inquiry occurs when teachers:
* systematically and consistently examine the relationship between their actions and what learning is happening for the children
* make good use of evidence and research in order to stimulate new ways of thinking about teaching and learning
* try out new ideas and evaluate the impact of these changes to practice
Inquiry requires sustained investigation and action, and may take 1–3 years, but it can be transformative and greatly satisfying.
Teaching as Inquiry is:
* reflective: characterised by deep thought and careful consideration of the relationship between teaching practices and children's learning
* action-oriented: focused on making and evaluating specific changes to practice
* deliberate: has clear purposes
* problem-defining: teachers identify a question, challenge or area to investigate and improve
* self-regulated: all actions are determined by teachers
* collective or individual: involving a team of teachers within an early childhood setting, or personal to an individual teacher and individual professional development
* focused on knowledge generation and the advancement of the teacher's learning and practice
A spiral model for inquiry
Timperley, Kaser and Halbert (2014) outline a useful model, the spiral of inquiry, which includes six phases:
* scanning
* focusing
* developing a hunch
* professional learning
* taking action
* checking
To explore more research guides, visit www.theeducationhub.org.nz
3
Scanning
Key question: What learning is happening for children in your early childhood setting?
Inquiry begins with the consideration of children's learning needs and families' aspirations, and how well these are being met by current teaching practices. When scanning, you are looking to find out what is happening for all children and their families, and get an overview of areas of strength and need. You will draw on evidence about children's behaviour, engagement, and learning dispositions as well as teachers' practices. It is helpful to seek the perspectives of children, families and communities too.
Why do it:
Scanning enables you to determine whether children are learning what you expect them to learn according to their families' aspirations and the learning priorities of your setting, so that you can plan an appropriate course of action towards improvement. The aim of the scanning phase is to become aware of a range of impressions, opportunities, and challenges within your setting.
How to do it:
Question
* Develop an inquiry mindset: be curious about children and their learning
* Get started: scans may be imperfect initially, but the key is curiosity and an inquiry mindset
Investigate
* Seek evidence: conduct an audit of portfolios to assess coverage, depth and continuity across children's individual learning. Don't just rely on evidence that is already available, but observe children and teachers' activities at different times of the day
* Include areas of learning across the breadth of Te Whāriki
* Ask children to talk about, or take photos of, what helps them to learn and what they enjoy and don't enjoy about the setting
* Invite family and community perspectives (for example, through questionnaires)
Reflect
* Reflect on and analyse the evidence within your teaching team
* Stay open to new information and insights: scanning doesn't mean finding evidence to support the status quo
* Maintain high expectations for children, ask yourself whether the experiences of children reflect best practice for learning
* Take time, don't rush, but don't get bogged down in this phase either: get an overview rather than perfect coverage (expect the process of scanning in the first cycle of inquiry to take about two months)
To explore more research guides, visit www.theeducationhub.org.nz
4
Scanning questions
What is happening for children in your setting?
How are children doing in relation to your setting's priorities for learning?
Do children show trust, a strong sense of self-efficacy and sense of self-worth?
Are routines flexible and responsive enough to support children's learning?
Do children have genuine opportunities to make choices and develop independence?
Are the languages and cultures of all children affirmed in the setting?
Do children have opportunities to explore, connect to, respect and care for Papatūānuku?
How strong are relationships between children and teachers, and how emotionally supported do children feel?
Are children developing prosocial strategies for relating to each other?
Do all children experience fair and equitable opportunities for play and learning, aligned with their interests, strengths, preferences and abilities?
Do children, parents and families contribute to curriculum decision-making?
How effectively do teachers respond to children's non-verbal communications?
How often do children have sustained interactions with teachers?
How effectively is te reo used and encouraged?
How well do teachers recognise and respond to diversity in language acquisition?
Are children offered literacy and numeracy activities that enable them to learn concepts about print and mathematics and develop knowledge of symbols?
Do children have sufficient opportunity to listen to, retell and create stories?
How effective are resources and opportunities for encouraging creative and artistic expression?
Do children have sufficient opportunities to explore and develop their physical capabilities?
How effectively are children supported and empowered to pursue challenges that build on their spontaneous play, capabilities, interests, and working theories?
Do children adopt a range of strategies for exploring, thinking, reasoning and problem-solving?
What opportunities are there for children's inquiry or longer term projects related to the development of their working theories?
Which learning dispositions do children tend to be most / least motivated to use?
What contexts do they demonstrate important learning dispositions in? What other contexts could be important?
What do children tell you while looking at their portfolios? Can they describe their strategies for thinking and learning, what they have been learning, and why these are important?
Questions adapted from Ministry of Education (2017), and Timperley, Kaser & Halbert (2014).
To explore more research guides, visit www.theeducationhub.org.nz
5
Focusing
Key question: Where should you concentrate your energies in order to improve children's experiences and their subsequent learning?
In the focusing phase you use information about areas of strength and need from your scan to help you determine where your time and energy need to be invested. Focusing is about establishing the priority for improvement.
Why do it:
The broad scan will have led you to many new perspectives on your children's experiences: the focusing phase is about narrowing and honing an area of investigation. Focusing frames larger issues into something more workable, and explores closeup questions that offer additional insights. After the focusing phase of the inquiry, you should have a good idea of what you want to focus your ongoing inquiry on and what it might involve.
How to do it:
Interrogate your evidence
* Review the evidence and question your findings during the scanning process. Ask yourself 'how do I know?' and 'why does this matter?' Do not assume you've got it all figured out!
Select an area of focus
* Focus on areas in which you have influence and can make changes, and identify what is most important and has most leverage for making improvement, rather than simply choosing an area of interest
* Ensure that your area of inquiry will be practice-focused, that is, investigating practice rather than, for example, creating displays
* Consider whether there are common areas about which you might collaborate as a team
* Focus on what is already happening: don't introduce completely new areas unrelated to the scanning process
* Select no more than one or two small and specific areas to keep the inquiry manageable: think deep and focused inquiry rather than shallow and scattered
* Think about how to build on strengths and positives as well as gain clarity on challenges
* Look ahead to the checking phase of the process: try to decide what changes you would like to see so that you can later assess whether your actions have made enough of a difference, and think about how you will assess whether improvement has occurred
Collect further evidence
* Don't jump to solutions or rush into 'doing something', but collect further information to clarify what is happening and ensure an accurate understanding of the situation: ensure your analysis is thoughtful and based on multiple, rich sources of information
To explore more research guides, visit www.theeducationhub.org.nz
6
Questions you might pose to focus your inquiry:
What popped out at you during the scanning process?
What are the strengths that your children show? How might you build on these strengths?
Are there aspects of your practice you can strengthen or do more of?
What's not working well?
Are some issues recurring, year after year, or across different groups of children?
Which issues consume the highest levels of energy, time and resources?
Which learning outcomes have children had the least opportunity to work on or develop?
What really matters most for children and families, and what will make the biggest difference to their learning?
What would be manageable for you and/or your team?
Questions adapted from Centre for Education, Statistics and Evaluation (2016), Halbert & Kaser (2013), Ministry of Education (2011), Sinnema & Aitken (2016), Te kete ipurangi (n.d.), and Timperley, Kaser & Halbert (2014).
Developing (and testing) a hunch
Key question: How are our practices contributing to this situation?
In this phase you reflect upon how particular teaching practices are related to your area of focus. This is an opportunity for you to put your teaching intuition into play, based on your observations and experiences with this group of children. The evidence you have uncovered will not provide absolute answers about the impact of particular teaching practices on children's learning, and you will have to make guesses. Framing your theories and beliefs as hunches enables you to subject them to scrutiny.
Why do it:
The aim of this phase of the inquiry is to make a statement about the relationship between particular teaching practices and children's learning, so that you can test this hunch by seeking evidence. You want to be reasonably confident about what's causing particular outcomes before you start experimenting with teaching practice in the next phase.
How to do it:
Express hunches
* Find a way to question your teaching beliefs and practices, ideally with the support of your teaching team
* Remain positive and constructive: this is not an opportunity to complain about things you have little control over, to blame others, or to vent your feelings about issues
* Think about and consciously surface your hunches about the impact of particular practices on children's learning, focusing particularly on the practices you can do something about
To explore more research guides, visit www.theeducationhub.org.nz
7
Interrogate your thinking
* Spend time considering all possible interpretations of the situation, and develop multiple explanations with which to develop new hunches; this is often easiest in collaboration with others
* Be cautious in coming to conclusions
Create hypotheses
* Construct 'If....then...' statements, and list evidence that would and would not support these statements, being as specific as possible (this will help you to investigate your hunch - vague ideas are not easily tested): for example, you might have a hunch that children are not using the block area because it is uninviting and not connected to children's current areas of inquiry, so you could state: 'If we position materials related to children's inquiries in the block area, more children would use it'
* Generate more hypotheses by considering curricular practices, teaching, environments, children, teachers and infrastructure as contributing factors to your issue of practice
* Think about how you might (fairly quickly) test out your hunches
* Be courageous and confident to put your hunches on the table to discuss with others, and to challenge well-established routines and structures
Test hypotheses
* Seek out evidence to confirm or modify a hunch, or reject it and develop a new one
* Don't worry if none of your hunches have any evidence base - move on to the next phase, professional learning, which may help you to devise and test new hunches
Professional learning
Key question: How and where can we learn more about what to actions to take?
Having identified what needs to be improved, the aim of this phase is to increase your knowledge about how you might do it better, drawing on research evidence as well as your own experience and that of other teachers. During this phase you identify new professional learning opportunities, and plan how to deepen your professional learning and translate that learning into practice.
Why do it:
This phase helps you increase your knowledge about how to bring about the desired changes in your children's learning. This phase may link back to and revisit the development of hunches, as your developing knowledge enables you to construct more hunches and theories to test during the course of your inquiry.
How to do it:
Create a plan
* Plan with the end in mind, that is, decide what evidence will indicate that children's learning has improved: plan your desired outcomes for children, and from there work out the required skills, knowledge and dispositions that children need
To explore more research guides, visit www.theeducationhub.org.nz
8
* Decide what you need to learn, connected to your desired outcomes for children, and how to learn it: create SMART (specific, measurable, attainable, results-oriented and time-bound) goals
Find relevant resources
* Consider what you already know that might be useful
* Identify resources to inform your thinking, and plan strategies for your learning (for example, creating a study group, or participating in an online community)
* Access current knowledge and expertise in your area of focus, and evaluate strategies you are considering to ensure they are evidence-informed and fit with your context
* Link opportunities for professional learning to your inquiry focus: don't just select professional learning activities that are convenient and readily available, or recommended or imposed by someone else
* Consider who you might be able to connect with for support
Engage critically with ideas
* Think beyond obvious solutions by drawing on colleagues, readings, research, resources and experts to expand your thinking
* Be open-minded: gather ideas from all sources and guard against being drawn to familiar ideas that fit with your existing beliefs about the right way to teach
* Be aware of the fallibility of research - research findings are often conjectural, and not necessarily transferable to your context, so consider what connections there are between your context and that in which the research was undertaken
* Aim to come to understand new ways of doing things in a deeper way, including their purposes and underpinning theory
* Identify what implications the knowledge has for your teaching and how you might adapt new knowledge to make it relevant to your particular teaching environment
Revisit
* Allow frequent opportunities to engage with new learning over an extended period of time
* Sustain your learning over time and consider how you will maintain motivation - the integration of very different ways of working and thinking will take at least one year, and often two or three years of engagement for real transformation to occur and for new learning to become embedded in your routines and practices
Potential sources for professional learning:
Professional dialogue with, or observation of, other teachers in your teaching team or setting, or in other settings.
Online communities.
Practical knowledge gained through workshops and courses.
Academic research – presented at conferences and found in books, educational journals and in summaries on portals like
The Education Hub.
Consider looking at:
Other settings with a similar focus.
Forming study groups and collaborative work.
Partnerships with university researchers.
To explore more research guides, visit www.theeducationhub.org.nz
9
Taking action
Key question: What will you do differently to make enough of a difference?
This phase is about more than just implementing some new strategies, or trying out innovative and exciting new ideas. Taking action is about learning more deeply about new ways of teaching by exploring them in action, informed by a thorough understanding of why they might be effective for, and relevant to, your early childhood setting.
Why do it:
This phase is about 'tinkering' with ideas, finding out if and how they are transferable to your setting. Deep learning occurs when you try something out in action, reflect on how it went, discuss it with others and get their perspectives, and then try it out again.
How to do it:
Select
* Select from the knowledge and ideas you have learned and put them into focused, informed action
* Focus on intended outcomes for children's learning rather than activities
* Ensure there is clear alignment between the aims of your inquiry, the resources available, the actions to be undertaken with those resources, and how these actions will improve children's learning
* Be systematic, targeted and explicit about what actions you are taking and how you are going to monitor and modify them
* Have a planned timeframe which includes monitoring strategies
* Set goals for your teaching practice as well as for children's learning
Plan
* Think about how you will communicate to parents and children that you are going to try something new and why, and find out what they think
* Build trust: be aware that taking action and implementing change may engender feelings of vulnerability
* Encourage children to be involved in the inquiry and to take responsibility for goals they have identified with you
* Anticipate barriers and consider strategies to overcome them
Trial new actions
* Take risks, make mistakes and try again - have courage and experiment!
* Expect dips and plateaus: when progress dips, clarify and refocus your efforts with the intended outcomes, and see plateaus as opportunities to consolidate gains
* Support each other, celebrate successes and expect some failures
Monitor your impact
* Engage in ongoing monitoring and evaluation: keep a diary, note what is happening for children as a result of the change, and use it as a tool for reflection
To explore more research guides, visit www.theeducationhub.org.nz
10
* Observe children to see if they are responding differently; talk to families and colleagues
* Create opportunities for observation (peer-observation or video-recording: these are less intimidating when you take charge and determine what will be observed) to aid your reflection - such observations will enable you to develop a sense of what new practices are like from the children's perspective
* Create a tool in which you identify the elements important to your inquiry, then use this list to guide your observation and as a self-checking tool while observing a video-recording of your practice
* Review the use of the strategy or action with others - ensure you regularly report to others to help maintain momentum, and get ideas from other people
Adjust
* Consider how you might need to modify the strategy or action, and try it again with modification
* Show persistence as you inquire again and again
Checking
Key question: Have we made enough of a difference?
In this phase, you collect and evaluate information on the impact of your actions for your children's learning. This will inform where your inquiry might go next.
Why do it:
This is a crucial phase. It is not the last phase of your inquiry, but a bridge between this part of the inquiry and the next. It is also the phase that brings intellectual discipline to your inquiry. In this phase you are systematically analysing evidence to discover which strategies have been successful and how they might be improved.
How to do it:
Clarify what counts as success
* Link your checks back to the intentions for improvement identified earlier in the inquiry - lack of clarity about what the action was intended to achieve makes it difficult to measure its success
* Maintain high expectations that your inquiry-led actions will make a significant difference for all your children
Determine methods and timeframes
* Involve children and their families in the checking process
* Consider creating your own inquiry tool, such as a questionnaire
* Examine the same sources of evidence that you used in the scanning and focusing phases to see what impact the changes have had on children and families
* Check regularly so that adjustments can be made in a timely fashion: give your innovation and change time to have an impact, but don't leave it too long in case the strategies you are exploring are ineffective (about three months is sufficient)
To explore more research guides, visit www.theeducationhub.org.nz
11
Investigate findings
* Pay attention to evidence that indicates the impact may not have been as positive as anticipated
* Ask critical questions: don't use the checking phase to justify your actions
Adjust practice
* Make adjustments immediately
* If you do not get the results you hoped for initially, remember there is always something to learn: deepen your processes of observation, listening and critical thought, be patient and willing to risk being wrong and learn from failure, and try again
General checking questions:
What happened as a result of your change to practice?
What learning happened for your children?
How effective has what you learned and enacted been in promoting your children's learning and well-being?
What can you adapt, refine or revise in your understanding of your children's learning?
Did the changes made achieve the intended outcomes? If not, why not? If so, how will you sustain the effective practices and what are your next steps?
Did the change impact all children? In what ways? Or why not?
Did the changes made have any unintended (positive or negative) outcomes?
Is this the most efficient way to use limited resources?
What different approaches could you try? Should you ask children and/or families?
Why is it that this change to practice was successful in one aspect, but not in another?
Why is it that this change to practice was less successful for one group of children and/or families compared to another?
What new goals do you want to set? (Return to scanning)
Questions adapted from Centre for Education, Statistics and Evaluation (2016), Halbert & Kaser (2013), Ministry of Education (2011), Sinnema & Aitken (2016), Te kete ipurangi (n.d.), and Timperley, Kaser & Halbert (2014).
Further reading
Halbert, J., & Kaser, L. (2013). Spirals of inquiry. BCPVPA Press, Vancouver. Further information available at www.bcpvpa. bc.ca/node/108.
Ministry of Education (2011). Understanding teaching as inquiry.
New Zealand Curriculum Update (12),
1-4.
Sinnema, C., & Aitken, G. (2016). Teaching as inquiry. In D. Fraser & M. Hill (Eds.), The professional practice of teaching in New Zealand (pp. 79-97). Melbourne, Australia: Cengage Learning.
Te Kete Ipurangi (n.d.). Inquiry and the key competencies. Retrieved from http://assessment.tki.org.nz/Assessment-in-the-classroom/Teaching-as-inquiry/ Teaching-as-inquiry-practical-tools-for-teachers/Inquiry-and-the-key-competencies
Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry (Seminar Series Paper 234). Melbourne, Australia: Centre for Strategic Education.
To explore more research guides, visit www.theeducationhub.org.nz
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Parent/Student Handbook
ST. JUDE CATHOLIC SCHOOL
2204 McDonough Street ∙ Joliet, Illinois ∙ 60436
School: 815.729.0288 ∙ Parish: 815.725.2209
www.stjudejoliet.net twitter.com/StJudeFlyers facebook.com/StJudeInJoliet
School fax: 815.729.0344
Table of Contents
Parent-Teacher Communication ............................................................................................................. 17
FEES ..................................................................................................................................................... 39
ST. JUDE CATHOLIC SCHOOL
School: 815.729.0288 ∙ Parish: 815.725.2209
2204 McDonough Street ∙ Joliet, Illinois ∙ 60436
School fax: 815.729.0344
www.stjudejoliet.net
Dear Parents and Students,
Thank you for choosing to send your student to St. Jude School. We know that entrusting the education and safety of your child to us is an amazing responsibility which we take on with great care and integrity. We accept this responsibility with enthusiasm, because we are excited to share the love of our Lord. We look forward to watching your children grown in their love for Christ, their quest for knowledge, and their development of friendships with each other.
Our school is Christ-centered; everything we do revolves around our Lord and savior, Jesus Christ. As a school community, we will begin and end each day in prayer as well as praying throughout the day. We will attend mass as a community once a week and seek to find the Truth, Beauty, and Goodness of our Lord within every aspect of our curriculum.
Our staff consists of dedicated, faith-filled, and passionate professionals that always keep the best interest of their students as their main focus. We will strive to create a rigorous, intriguing curriculum that challenges your child while also giving them the care and attention which they need to be successful. In addition to our classroom instruction, we hope to offer extra-curricular activities that pique your child's interests. We will nurture our students' minds, spirits, and bodies in a variety of ways.
While we promise to do all that we can to make your child's experience at St. Jude the best that it can be, we also ask for your partnership in this process. We will only achieve our greatest possible results if we work together as a team. Please reach out to your student's teacher with any questions or concerns throughout the course of the year. Also, be sure to use all of the resources at your disposal to keep up-to-date with the events at school and in the classroom. Our main school communication tool is https://www.schoolspeak.com where you will be able to check your student's grades and/or see announcements from their teacher. You can also stay connected by checking out our website at http://www.stjudejoliet.net/ or our Facebook page at https://www.facebook.com/StJudeInJoliet/ throughout the course of the school year. If you have any questions, please don't hesitate to call the office at 815- 729-0288.
The rest of the handbook will thoroughly cover the policies and procedures under which our school will operate, subject to change at any time.
God bless,
Lucas Stangler Principal
ST. JUDE CATHOLIC SCHOOL FACULTY AND STAFF
ST. JUDE CATHOLIC SCHOOL
St. Jude Catholic School is a Pre-Kindergarten (half day three-year-old Pre-Kindergarten and full day four-year-old PreKindergarten) through 8th grade elementary and middle school under the Diocese of Joliet Catholic Schools Office. St. Jude Catholic School adopts wholly the Handbook of School Policies of the Diocese of Joliet as the school's own policies.
The curriculum stresses academic achievement within a Christian community where the child feels that he/she is loved and respected by his/her peers as well as the teacher. The Diocesan curriculum guidelines, consistent with the State of Illinois guidelines, are followed for the teaching of all subject areas.
St. Jude Catholic School is further committed to meeting the instructional needs of all students. The Teacher Assistance Team (TAT) is utilized to document teacher concerns and provide intervention strategies for teachers to implement in the classroom. The differentiated model of instruction will continue to be implemented in all subject areas.
Dominican Sisters of St. Cecilia Congregation
The Dominican Sisters of St. Cecilia Congregation in Nashville, Tennessee have taught at St. Jude Catholic School since 2008. The Congregation has approximately 300 sisters who teach prekindergarten through college age students throughout the world. The Sisters teach in 47 schools in the United States and abroad. In addition, the Sisters serve in campus ministry in various universities across the world. The sisters at St. Jude teach all subjects with a special emphasis on religious education.
Since 1216, the Catholic Church has looked to the Order of Preachers (Dominicans) founded by St. Dominic to preach and teach the Word of God. The Dominican Sisters of St. Cecilia Congregation have continued this mission of St. Dominic through their dedication to the Christian education of youth in institutions of learning. For over 150 years, St. Cecilia Congregation has owned, operated, and served in schools in which students are instructed in a well- rounded curriculum that endeavors to instill, even in the very young, a love for learning and a desire for prayer. For more information about the Sisters, visit www.nashvilledominican.org.
Diocese of Joliet Catholic Schools Mission Statement
Jesus commissioned His apostles to teach and make disciples. Mindful of this twofold mandate, Catholic Schools in the Diocese of Joliet provide formation in the Catholic faith as well as superior academic education to students of diverse backgrounds. Our Christ-centered education nurtures a personal relationship with Jesus and service to others. Our whole child approach integrates Catholic doctrine, prayer, sacraments, and moral decision-making with academic achievement and physical health. Working in partnership with parents and parish communities, Catholic schools prepare students for success in further education, a productive career and a life eternal with God.
School Mission Statement
St. Jude Catholic School is an elementary school in the Dominican tradition. In partnership with parents, we offer children an excellent academic and religious education. We provide a Christ-centered atmosphere in which students may grow in knowledge, truth and love.
School Beliefs
Formed by Catholic tradition, we believe a Christ-centered educational community:
Recognizes the uniqueness and dignity of all persons
Strives to form the whole person spiritually, intellectually, emotionally, and physically
Works in unity with parents, the primary educators of their children
Continuously improves academic instruction for learners and professional development for teachers
Provides quality academic programs that prepare students for life-long learning
Offers a variety of instructional practices, activities and assessments that recognize different learning styles and needs Models and incorporates Catholic teachings throughout the curriculum to properly form the Catholic intellect
Provides opportunities to serve others in response to the Gospel message Provides a safe and disciplined environment where a love for the Catholic faith, life, family, and country is fostered
School Motto
Passionately Catholic, Academically Excellent, Distinctly Dominican
Core Values
Four features mark education in the Dominican tradition at St. Jude Catholic School: prayer, study, community, and service.
Accreditation
St. Jude Catholic School is an approved parochial elementary school in the Diocese of Joliet, Illinois. It is accredited through the Illinois State Board of Education and AdvancED.
St. Jude Catholic School is a member of the following organizations:
Catholic Diocese of Joliet
Association for Supervision and Curriculum Development (ASCD)
National Catholic Education Association (NCEA)
Illinois Elementary School Association (IESA)
PHILOSOPHY OF EDUCATION
School Philosophy
St. Jude Catholic School endorses the call of the Catholic Bishops of the United States to express its educational ministry through the objectives of personal spirituality, social justice, and a strong academic program in accord with the Curriculum Guide for Catholic Schools in the Diocese of Joliet.
The aim and content of the St. Jude educational program considers not only the child's mind and body but also, and most importantly, his/her immortal soul. To form true and honest young men and women who will live in this world in such a way as to enter the happiness of heaven is the aim of Catholic parents who have the first and greatest responsibility for the education of their children. St. Jude Catholic School is committed to supporting this fundamental task of parents through a school program aimed at providing spiritual, intellectual, social and physical opportunities for students to grow and explore their gifts, talents and responsibilities of service to the wider community.
Aware that the educational process is not simply a human activity but a Christian journey toward the Triune God, students are encouraged to recognize God in the sacraments, in doing His will, in one another, and in the everyday simple tasks which they perform. They are encouraged to develop a prayer life that unites them with Christ.
In providing a quality education, St. Jude Catholic School strives for personal and academic excellence in both its students and its faculty. Relying on the grace-filled cooperation of all, St. Jude Catholic School aims to be a school that provides for the Catholic education of the child in every aspect of his/her growth and development. Education is of the utmost importance because through education and guidance the children of today become the Catholic citizens and leaders of tomorrow.
Parent's Role in Education
The faculty and staff of St. Jude Catholic School consider it a privilege to work with parents in the education of children because we believe parents are the primary educators of their children. Therefore, it is your right and your duty to assume the primary role models for the development of your child's life—physically, mentally, spiritually, emotionally, and psychologically. Your choice of St. Jude Catholic School involves a commitment and exhibits a concern for helping your child to recognize God as the greatest good in his/her life.
Good example is the strongest teacher. Your personal relationship with God, with each other, and with the Church community will affect the way your child relates to God and others. Ideals taught in school are not well rooted in the child unless these are nurtured by the example of good Catholic Christian morality and by an honest personal relationship with God in your family life.
Once you have chosen to enter into a partnership with St. Jude Catholic School, we trust you will be loyal to this commitment. During these formative years (Pre-K through 8th grade), your child needs constant support from both parents and faculty to develop his/her moral, intellectual, social, cultural, and physical endowment. Neither parents nor teachers can afford to doubt the sincerity of the efforts of their educational partner in the quest of challenging, yet nourishing, the student to reach his/her potential. It is vital that both parents and teachers remember that allowing oneself to be caught between the student and the other partner will never have positive results. To divide authority between school and home or within the home will only teach disrespect of all authority. If there is an incident at school, parents must make investigation of the complete story the first step. Evidence of mutual respect between parents and teachers will model good mature behavior and relationships.
Students are naturally eager to grow and learn. However, sometimes in the process of maturation new interests may cause them to lose focus. As this natural process occurs, the student needs both understanding and discipline. At times, your child may perceive discipline as restrictive. However, it is boundaries and limits which provide a young person with both guidance and security.
It is essential that a child take responsibility for grades he/she has earned and be accountable for homework, long- term assignments, major tests, service projects, and all other assignments. This responsibility also extends to times of absence.
Together, let us begin this year with a commitment to partnership as we support one another in helping your child to become the best person he/she is capable of becoming.
Diocese of Joliet Policy of Christian Conduct
Our Catholic schools are rooted in a vision and values:
The values for the Diocese of Joliet Catholic Schools are: incorporating faith into the classroom, balancing challenging courses with a nurturing environment, collaborating with families, holding each other to a higher standard, and looking ahead.
The vision for the Diocese of Joliet Catholic Schools is: an integrated network of vibrant schools that makes Catholic education available to all within a community of lifelong learners formed in faith, educated for excellence and sent to serve.
This vision and these values are based upon the Gospel and summarized by Jesus' command to "...love the Lord your God, with all your heart, with all your soul, with all your mind, and with all your strength. You shall love your neighbor as yourself." (Mk 12:30-31)
In light of our Gospel vision and values, all our parents and their guests at our schools are expected:
* To be courteous and considerate of others.
* To display a truly Christian attitude in all activities and relationships with adults and other students. Treat others how we want to be treated.
* To extend courtesy to guests and visitors of the school.
* To treat the entire school community with dignity and respect.
Respect for ourselves and everyone who makes up our school community is an essential requirement for a Christian environment. Children first learn appropriate behavior demonstrated by their parents and other role models. As adults, it is our charge to help children accept responsibility for their actions and to understand the consequences.
Our whole child approach integrates Catholic doctrine, prayer, sacraments, and moral decision-making with academic achievement and physical health. This is accomplished in partnership with parents.
The ideal of discipline within Catholic education is to enable students to move from externally imposed discipline to self-discipline and finally toward adult discipleship.
As we teach, advocate, and model the virtues and values we wish to instill in our children, we, as adults, must also enforce rules related to our own behavior, as well as accept responsibility
Parents as Partners
In this Handbook, the term "parent" refers not only to a student's natural or adopted parent, but to a student's non- parent legal guardian or to any person or agency authorized to act in place of parents.
As the primary educators of their children, parents freely make the choice of a Catholic education for their sons/daughters. Registration and acceptance at St. Jude Catholic School constitutes an agreement of the parent to accept and abide by the rules and regulations of the institution and to support its philosophy of education.
A cooperative relationship between the St. Jude Catholic School faculty/staff and parents is essential for the overall education of a student. If a parent refuses to abide by the rules and regulations of St. Jude Catholic School, or by word or action is unsupportive of its goals, or otherwise fails to meet his/her obligations under school or diocesan policies, the school administrators may require the parent to withdraw his/her child or children from St. Jude Catholic School.
Additionally, parents will be held to the same standards of respect as students are in regard to their interactions with administrators, teachers, staff, and students.
As partners in the educational process at St. Jude Catholic School, we ask parents:
1. To attend Mass and teach the Catholic faith by word and example
a. Goes to bed early on school nights
2. To set rules, times, and limits so that your child:
b. Arrives at school on time and is picked up on time at the end of the day
c. If Remote Learning or At-Home Learning, attends all scheduled events throughout the day on time
d. Is dressed according to the school dress code
f. Has a lunch every day or has a lunch ordered every day
e. Completes assignments on time
3. To promptly notify the school and not send your child to school if your child is showing symptoms of illness (ex. fever, chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, new loss of taste of smell, sore throat, congestion or runny nose, nausea or vomiting, diarrhea) including those symptoms identified by the Center for Disease Control and Prevention ("CDC") at https://www.cdc.gov/coronavirus/2019-ncov/symptomstesting/symptoms.html
4. To monitor student's use of school-issued electronic devices to ensure the devices are being used in accordance with the technology policy included in the Appendix.
6. To actively participate in school activities such as parent-teacher conferences
5. To support and cooperate with the discipline policy of the school in all disciplinary matters
7. To see that the student pays for any damage to school books, school-issued electronic devices or property due to carelessness or neglect on the part of the student
9. To notify the school office of any changes of address or important phone numbers
8. To notify the school with a written note when the student has been absent or tardy
10. To meet all financial obligations to the school
12. To complete and return to school any requested information promptly
11. To inform the school of any special situation regarding the student's well-being, safety, and health
13. To read school notes and newsletters and to show interest in the student's total education
15. To treat teachers with respect and courtesy in discussing student problem and consequences.
14. To support the religious and educational goals of the school
Issues Regarding School Personnel
The administration and staff are committed to effective and appropriate communication. If an issue arises it is first addressed to the person(s) involved. If the issue is not resolved the supervisor of the school staff is contacted. At the local level, the principal supervises teacher/staff members and the pastor supervises the principal.
The Catholic Schools Office may be contacted for advice at any time during the process. Before the Catholic Schools Office acts to resolve the issue, all local recourse is to be exhausted.
If an issue about an individual employee is brought to a supervisor, the employee involved is advised of the nature of the issue. The employee is given opportunity for explanation, comment or presentation of the facts as he/she sees them.
CURRICULUM
Academics
Curriculum encompasses the sequentially ordered learning experiences which the school provides for its students. The total curriculum includes the development of Catholic values and attitudes, as well as the attainment of knowledge and skills necessary for the student's spiritual, moral, intellectual, social, and physical development. Our curriculum aims at the development and formation of the whole child in truth, goodness, and beauty.
The Diocesan curriculum guidelines, consistent with the State of Illinois guidelines, are followed for the teaching of all subject areas. The basic curriculum for the school (but not necessarily for each grade level) includes the following subjects: Religion, Reading, Language Arts (Grammar, Writing, Speaking and Listening, Handwriting), Mathematics, Science, Social Studies, Art, Music, Physical Education, Computer Education, Foreign Language, and Library.
Religious Instruction
Since religion is the distinctive mark of every Catholic school, systematic religious instruction is provided daily at St. Jude Catholic School. Religion permeates the school and is an integral part of everyday living. The child should show a deep interest in religion by diligent study and by taking an active part in religious exercises. Non-catholic students must attend the religious functions in which the students are engaged. They are expected to participate in classes of religious instruction. Throughout the week, students are reminded about the Sunday Mass obligation. Parents are strongly encouraged to assist their children in living out their faith by fulfilling this basic obligation of worship.
Sacramental Program
The sacramental life of the children of the Catholic faith is an important component of the religion program at St. Jude Catholic School. Preparations for two sacraments, Reconciliation and Eucharist, form the core of instruction in Grade 2. In accordance with the diocesan guidelines, candidates for First Eucharist will receive the Sacrament of Reconciliation prior to First Eucharist. The sacraments of Reconciliation and Eucharist are only conferred to students baptized in the Roman Catholic tradition.
Students in Grade 8 receive instruction for the Sacrament of Confirmation.
If a student in Grades 3-8 has not received the Sacraments of Baptism, Reconciliation, or Eucharist, the parent may contact the Principal to arrange for sacramental instruction.
Parents are required to be active partners in the preparation of their children for these sacraments.
Student Assistance
St. Jude Catholic School believes that every student has the potential to learn by using the gifts which God has given them. To help foster areas in which a student and teacher may need extra help to bring out that potential, resource instruction may be a component of the educational process.
The St. Jude Catholic School will strive to support children experiencing difficulty in the regular class due to properly identified learning deficits. Students that qualify for services will receive their assigned minutes from a Special Education Teacher provided by Public Schools District 86.
Our staff will do all that they can to provide any services or accommodations deemed appropriate and necessary within their classroom and will provide additional assistance outside of the classroom as whenever they are able to do so.
Formal Writing Policy
St. Jude Catholic School has developed a successful writing curriculum founded on solid educational principles. This curriculum teaches the art of writing to students, beginning in Kindergarten and incrementally progressing by grade level through 8th grade. An important component of this writing program is that formal writing assignments are completed under the guidance and supervision of the classroom teacher, trained in the writing program.
Homework
Formal home-study is assigned to help students become self-reliant and self-directed. Assignments are designed to reinforce daily lessons, to supplement and enrich class work, and to prepare for future lessons or classroom activities. Homework time does not include long-range projects or assignments.
Since each student has different capabilities and interests, it would be difficult to denote the specific amount of time to be spent on an assignment. At St. Jude Catholic School, the guidelines below are a rough estimate on the amount of time spent on homework in the evening:
Grade K (Parental help encouraged): 10-15 minutes
Grade 4: 45-60 minutes
Grade 8: 90-120 minutes
If a problem arises, or the time frame above is consistently exceeded, the teacher should be contacted.
Penalty for Missing Homework
Students are expected to turn in assigned homework the following day unless otherwise instructed by the teacher. Students in Grades 6-8 who fail to complete or turn in homework will receive a Missing Work Notice, which should be signed by a parent and returned to the teacher the next day with the missing work.
Homeroom teachers in other grade levels will develop their own procedure for missing homework.
Homework Policy Due to Illness
A parent may call the office and ask for their child's work. Calls must be placed before 10AM. Work will be emailed to the parent(s) by 5PM.
Students will be allowed one day for each day of absence due to illness to make up their work. For example, a student who was absent three days should be given three school days to complete the missed work.
Homework due to Vacations/Planned Absences
The school calendar provides for extended weekends throughout the school year. Parents are encouraged to schedule trips or family outings during these times to eliminate the need to interrupt a child's learning process. Missed assignments are the student's responsibility.
Teachers are not required produce homework, tests, or quizzes in advance of a planned absence. In certain circumstances, a teacher may be able to assign work or give an assessment in advance; however, school policy dictates that a teacher is not required to do so.
Remote Learning
Upon request, St. Jude Catholic School, in its discretion, may permit a student to participate in class lessons remotely via Zoom based on individual circumstances (ex. health reasons, quarantine, etc.)
Students in Remote Learning will be expected:
2. to participate in live class lessons according to the daily schedule
1. To login and appear for scheduled classes on time
3. to complete activities and homework as assigned
4. to keep their camera on at all times.
5. To be dressed in uniform
Students in Remote Learning will be provided screen breaks between classes.
If a student is Remote Learning, the curriculum goals (detailed above) and expectations of the students will remain unchanged.
At-Home Learning
In its discretion, St. Jude Catholic School may elect to institute At-Home Learning. Students are required to login and appear throughout all scheduled periods, participate during live class sessions, and complete activities and homework assignments. Included at the back of this Handbook is each class's individual schedule for At-Home Learning. St. Jude Catholic School reserves the right to change or amend this schedule at any time.
If At-Home Learning is instituted by St. Jude Catholic School, the curriculum goals (detailed above) and expectations of the students will remain unchanged.
Textbooks
Textbooks rented by the student must have a proper book cover. Writing in rented textbooks is not permitted. The student will pay a fine or replacement fees for damaged or lost texts before any final reports, transcripts, or diplomas are presented.
Testing
The IOWA Benchmarks Assessments are used to monitor progress of all students from grades K-8 in the areas of reading fluency, comprehension, and math in order to identify problems that may be causing difficulties in the classroom
The Iowa Test of Basic Skills is given in Grades 3 through 8.
The ACRE/IFG Test (Assessment of Catechesis and Religious Education/Information for Growth) is given to students in Grades 5 and 8.
Middle School students (Grades 6 – 8) may be given a maximum of three quizzes or tests per day.
Irregularities during Tests/Assignments, Plagiarism, Cheating
Honesty and truthfulness are virtues that are held in high regard at St. Jude Catholic School. There are standard regulations affecting all testing – students have no extraneous material on their desk, they keep their eyes on their own paper, they stop writing when told to do so, they do not share screens or forward information when on electronic devices etc. These regulations are made to assure the validity of the testing. All irregularities during testing and plagiarism are failures against these standard regulations and indications of possible dishonesty.
The Principal is informed by the teacher of all such infractions. Plagiarism and cheating of any type will not be tolerated. Where, in the judgment of the Principal, plagiarism or cheating/testing irregularity has taken place, commensurate punishment is assigned and the offender receives an "F" on the test or assignment on which the cheating/testing irregularity occurred. Students who choose to plagiarize or cheat face a failing grade, detention, suspension, and/or expulsion. A student who is involved in plagiarism or cheating may also be unable to participate in sports or extra-curricular activities.
Parent-Teacher Communication
Teachers will regularly communicate with parents in a variety of ways that will defer from one teacher to the next; however, parents can expect to receive regular communication through such mediums as newsletters, email, schoolspeak, websites, and phone calls.
Parent-Teacher Conferences will be held twice a year, once near the end of first trimester and again near the end of 2nd trimester. We highly recommend that parents schedule conferences for both sessions to get this face-to-face communication, especially if they have concerns about their student. Parent-teacher conferences can be scheduled throughout the school year if necessary. Parents should first contact a teacher with any concerns about a student or class before seeking intervention by school Administration.
Parents may contact teachers in writing, by phone, or by e-mail to discuss concerns and make an appointment for a conference. Please do not approach a teacher at arrival or dismissal, at lunch or recess, on field trips or other school sponsored events, or at sporting events to discuss classroom concerns.
Report Cards and Progress Reports
Evaluation of the student is based on teacher judgment and observation, independent work, teacher prepared tests (which may include but is not limited to projects, portfolios, and other tools for assessment), class participation, and effort.
The purpose of grade reports is to present an assessment of a student's achievement in his/her academic studies to parents. Parents of students in Grades 4-8 are encouraged to stay informed about their child's academic progress using the school's online reporting system. Information about how to log-in to this account will be sent home at the beginning of the school year.
Progress Reports
Progress Reports are sent home midway through the trimester for all students.
Report Cards
Report Cards are important tools for communication. Report Cards will be given three times during the academic school year as the school is on trimesters.
No student will be given a Report Card if tuition, fees, damages owed, or library fines are outstanding.
Grading Scale
Grading Scale for Grades 4-8
Grading Scale for Grades 1-3
4= Work Exceeds Expectations
Student demonstrates an in-depth understanding of grade level concepts, skills, and processes taught to date and exceeds the expectation of the curriculum. Student completes tasks without teacher assistance.
3 = Work Meets Expectation
Student consistently demonstrates an understanding of grade level concepts, skills, and processes taught to date to meet the expectations of the curriculum. Student completes tasks with little teacher assistance.
2 = Work Approaches Expectation
Student's work demonstrates that he/she is approaching an understanding of grade level concepts, skills, and processes taught to date to meet the expectations of the curriculum. Student requires some teacher assistance: prompts, directions, and reminders.
1 = Needs to Improve
Student has not yet demonstrated an understanding of grade level concepts, skill, and processes taught to date and needs consistent support. Student requires significant teacher assistance with prompts, directions, and reminders.
NG = Not Graded (Used when a particular subject is not taught.)
CHRISTMAS AND SPRING PROGRAMS
St. Jude Catholic School may produce up to two musical productions each year: a Christmas program and a Spring program. If the school elects to have these productions, participation in these events is mandatory. A penalty, determined by the administration, will be imposed for students who do not participate in these programs without prior permission from the administration.
Graduation Requirements/Ceremonies
The school does not guarantee a certificate of satisfactory completion of any course of study to students. In order to qualify for graduation, students must satisfactorily complete (by attaining a passing grade) all courses for credit in the school's academic program, satisfy their financial obligations, and be in compliance with the school's code of conduct and with all school regulations and policies.
The principal shall have the right not to certify a student's graduation or provide transcripts of the student's academic record to third parties such as other schools, or to issue a Certificate of Diploma to the student, if there has been a breach of a material condition of the contract (i.e., failure to meet financial obligations or infractions against the school's code of conduct).
8th Grade Class Trip
St. Jude Catholic School may elect to have an 8th grade class trip. Students may be denied the opportunity to participate in the 8th Grade class trip. This trip is a privilege earned by the students, not a right. Students may be denied participation if they fail to meet academic or behavioral expectations.
AWARDS
Principal's Leadership Award
This award is given to one 8th Grade student who demonstrates consistent Christian leadership throughout their 8th Grade year.
Spirit of St. Jude Award
Grades 3 through 8: One student per grade
Grades 1 and 2: One boy and one girl in each grade
Recipients of this award exemplify the spirit of the mission of St. Jude Catholic School. Criteria:
+Spirit of reverence
+Evidence of service (willingness to help)
+Integrity
+Exhibits leadership
+Academic effort
+Goes above and beyond the norm
+Appropriate conduct
+Respect for others
St. Dominic Award for Excellence in Religion
Criteria:
Grades 1 – 8 (one student per grade)
+Academic effort
+Academic achievement (A's and B's)
+Appropriate conduct
+Exhibits interest in the Catholic faith
+Goes above and beyond the norm
St. Vincent de Paul Service Award
Criteria:
Grades 7 and 8 (one student per grade)
+Commitment to service outside of school above and beyond the classroom
Grades 1 – 6 (one student per grade)
St. Cecilia Award for Excellence in Music
Criteria:
+Academic Achievement
+Displays effort and cooperation in class
+True love for Music performance and learning
+Goes above and beyond what is expected in the curriculum
+Active participation in Musical Programs
St. Albert the Great Award for Excellence in Science
Grades 3 – 8 (one student per grade)
+Displays effort and cooperation in class
Criteria:
+Academic Achievement (A's and B's)
+Active participation in class
+Exhibits interest in applied Science
+Goes above and beyond what is expected in the curriculum
St. Thomas More Award for Excellence in Social Studies
Criteria:
Grades 3 – 8 (one student per grade)
+Displays effort and cooperation in class
+Academic Achievement (A's and B's)
+Exhibits interest in Social Studies
+Goes above and beyond what is expected in the curriculum
+Active participation in class
St. Thomas Aquinas Award for Excellence in Math
Criteria:
Grades 3- 8 (one student per grade)
+Displays effort and cooperation in class
+Academic Achievement (A's and B's)
+Active participation in class
+Exhibits interest in Math
+Goes above and beyond what is expected in the curriculum
St. Paul Award for Excellence in Language Arts
Grades 3 - 8 (one student per grade)
Criteria:
+Academic Achievement (A's and B's)
+Displays effort and cooperation in class
+Exhibits interest in Language Arts
+Goes above and beyond what is expected in the curriculum
+Active participation in class
Bl. Pier Giorgio Frassati Award for Excellence in Physical Education
Grades 1 – 8 (one student per grade)
+Displays effort and cooperation in class
Criteria:
+Academic Achievement
+Active participation in class
+Exhibits interest in applied Physical Education
+Goes above and beyond what is expected in the curriculum
St. Joseph Award for Excellence in Art
Criteria:
Grades 1 – 8 (one student per grade)
+Displays effort and cooperation in class
+Exhibits interest in Art
+Academic Achievement
+Active participation in class
+Goes above and beyond what is expected in the curriculum
St. Isidore Award for Excellence in Computer
Criteria:
Grades 1 – 8 (one student per grade)
+Displays effort and cooperation in class
+Exhibits interest in Computer
+Academic Achievement
+Active participation in class
+Goes above and beyond what is expected in the curriculum
Honor Roll (Grades 6-8)
High Honor Roll
Have a 93% or better in all subject areas
For a student to attain High Honor Roll, the student must:
Receive no indicators on the report card of areas lacking in "Study Habits and Attitudes"
Receive an "Appropriate" or "Outstanding" mark for Effort on the report card
Honor Roll
Have a 85% or better in all subject areas
For a student to attain Honor Roll, the student must:
Receive no indicators on the report card of areas lacking in "Study Habits and Attitudes"
Receive an "Appropriate" or "Outstanding" mark for Effort on the report card
ACADEMIC PROBATION
A student whose academic performance indicates serious deficiencies may be placed on academic probation. Students whose average in any subject is an F will not be allowed to participate in any sports or extra-curricular activity until the grade has improved to a passing grade of D (70% or higher).
Promotion Policy and Retention Policy
Advancement to the next grade in St. Jude Catholic School is based on a student's daily performance, test results, recommendations of teachers, and the student's ability to complete work successfully on a more advanced level. Promotion to the next grade depends on successful completion of all subject areas. The administration may recommend the repetition of a grade, tutoring, or summer school classes as a requirement for promotion when, after conferences with teachers and parents, it is believed that such action will better prepare the student academically or emotionally for the next grade.
A decision to retain a student in the Pre-Kindergarten or Kindergarten program shall be based on the progress of the child, especially with regards to level of maturity attained and the ability to handle the academic program of the next grade level. This decision will be a consultative one involving the teacher, parents, and Principal.
Grades 1 – 3
The inability to read causes more children to experience failure or lack of progress in school than any other single factor. The foundation in reading is laid in the primary grades, especially the first two grades. Hence, in the primary grades, promotion is to be determined mainly by the child's progress in reading. It is important to determine the overall ability of the child in making such decisions. Retention in primary grades is advised over lack of achievement in the next level.
Grades 4 – 8
Language Arts (Reading/Literature, Grammar, Writing, Speaking and Listening)
Promotion in Grades 4-8 is to be determined by a combined average of the grades students receive in the following subject areas: Religion
Mathematics
Science
Specialty Subjects (Foreign Language, Computer, Art, and Physical Education)
Social Studies
A student who has received a general average of 70% (D-) or above in these subjects for the year is to be promoted provided he/she has passed two of the three core subjects including English, Literature, and Mathematics.
The school reserves the right to recommend retention for a student whose academic performance and/or behavior indicates that the student needs an additional year in order to mature. This is done only in cases where it is believed that the student will benefit from the additional year.
Students may also be transferred to the next grade. A student who is transferred to another grade may not be allowed to continue as a student at St. Jude Catholic School.
LIBRARY
The school has a well-equipped automated library and media center. Students are encouraged to use the library for curricular enrichment and pleasure reading. The following rules are to be observed:
Books damaged or lost must be paid for by the student before any other materials may be checked out.
Borrowed books are to be returned on time and in good condition.
Students who have lost or damaged books do not receive progress reports or trimester report cards until their account is cleared.
ADMINISTRATIVE PROCEDURES
School Office Hours
The school office is open on all school days from 7:30 AM – 3:05 PM, and 3:20 – 3:30 PM. All messages left on the general voice mail after 3:30 PM will be retrieved the following morning. Each teacher and staff member has voicemail to leave a message.
Admission Information
Non-discrimination Policy
Schools operated under the auspices of the Diocese of Joliet admit students of any race, color, gender, national and ethnic origin, and immigration status to all the rights, privileges, programs and activities generally available to students at the schools. The names of the elementary and secondary schools can be found in the Official Catholic Directory, published annually.
As openings become available, the following priorities will be used to accept students to St. Jude Catholic School:
* Current families with siblings enrolled
* Members of St. Jude Parish
* Non-Catholic students
* Members of other Catholic parishes
The admissions policy for St. Jude Catholic School adheres to the laws of the State of Illinois and the Diocese of Joliet Catholic Schools Office which determines the age for admittance as well as health and academic records required for admittance.
Age for Admission to Pre-Kindergarten and Kindergarten
* Children entering Pre-K 3 must be three (3) years of age by September 1st
* Children entering Pre-K 4 must be four (4) years of age by September 1st
* Children entering Kindergarten must be five (5) years of age by September 1st
General Conditions for Admission
St. Jude Catholic School seeks to serve families who desire to participate in its mission and the mission of the Roman Catholic Church. Parents understand that the mission of St. Jude Catholic School involves active and regular involvement in the Catholic faith through prayer, attendance at Sunday Mass, support of the Catholic Church and Her teachings, and regular reception of the Sacraments.
A family/student is admitted to the school on the premise that the family/student intends to learn about the Catholic faith and be educated in a Catholic environment. In certain cases, students may be admitted on a probationary basis subject to the student successfully completing one or more subsequent interim evaluations. Students with academic or other needs (i.e., behavior), which cannot be reasonably accommodated by the school, may be denied admission.
The following documents are required:
* Baptismal Certificate
* Birth Certificate (original and official)
* Immunization Records
* Report Cards
* Health Records
* Standardized Test Results
* Signed school contract
* Record of IEP
Students applying for admission in Grades 1-8 must present a copy of the current report card and standardized test results. These will be reviewed to determine whether the program at St. Jude Catholic School will meet the educational needs of the students. An interview with the parents and student is part of the admission process.
Testing in some academic areas may be held for new incoming students in Grades 2-8.
Although St. Jude Catholic School attempts to meet the needs of its students, it is not equipped to serve all special needs. Parents are asked to supply all pertinent information having impact on the school's ability to provide for the child's needs. Special academic and/or psychological evaluation may be required.
All admissions are subject to the approval of the Principal and are based on such criteria as:
* Active support of the mission of St. Jude Catholic School
* Active/contributing parish membership
* School records (Academic, Psychological, Attendance, Conduct)
* Predetermined class size
All new students will be given a trial period of one trimester in which to prove himself/herself both socially and academically. If during this trial period there are any problems, a student may be asked to withdraw his/her attendance at St. Jude Catholic School. The recommendation and decision of the school is final.
Non-Catholic students whose parents support the mission of St. Jude Catholic School will be accepted on a space available basis. Withdrawal or Transfer of Students
Notice of withdrawal of a student must be made by the parent in writing to the Principal in advance of the withdrawal date. All school-owned materials such as textbooks and library books must be returned to school and all fees paid before leaving. No student records will be forwarded to another school until financial obligations have been settled.
In accordance with diocesan policy, any student requesting admission as a transfer from a Catholic school will be provided with a diocesan Student Transfer Form to establish the transfer protocol and verify that the student is in 'good standing.' In good standing means that the school has not disciplined the student with an out-of-school suspension or expulsion and the student is entitled to attend classes as of the date of this form. Furthermore, the diocesan transfer policy requires that the family has no outstanding tuition balance owed to the school. No diocesan Catholic school may admit a new student from another school until this protocol is complete.
Custody Issues
At the time of enrollment, proof of custody is required. All report cards, conferences, or information concerning the progress of the child/children are sent to the custodial parent unless otherwise authorized.
Buckley Amendment
St. Jude Catholic School adheres to the Buckley Amendment (Family Education Rights and Privacy Act) in regard to student records and the rights of non-custodial parents. It is the responsibility of the parents to share any official custodial information determined through the courts. Official custodial agreements will be kept in a confidential file in the office of the Principal.
Non-custodial parents will be provided records of their student's progress after the custody agreement is presented to the Principal. A fee will be charged to non-custodial parents for shipment and handling of records. Office Records
Parents/Guardians are requested to notify the school office in writing of any change of address, home telephone numbers, cell phone numbers, business phone numbers, e-mail addresses and/or phone numbers of emergency contacts. This will guarantee that office records are accurate, complete, and up-to-date.
Family Directory
Each family will receive a Family Directory listing students' and parents' names, addresses, home telephone numbers, and e-mail addresses. Parents may choose to exclude any personal contact information from the Student Directory.
The Directory should be used to acquaint parents with the names of their children(s) classmates and parents. These directories are not to be used or sold for other purposes.
Student Records
St. Jude Catholic School adheres to the Buckley Amendment (Family Education Rights and Privacy) regarding access to student records. Records of students transferring to other schools will only be sent through the U.S. Mail. No records will be given to parents to transport to the new school.
Students requesting records/transcripts/recommendations must make a five school-day request to the School Office. All forms should be submitted to the St. Jude Catholic School Office for distribution. Completed forms will be sent via the U.S. Mail. Special handling will require that all postal fees be paid by the parents.
No records will be sent to transferring schools of students whose financial commitment is in arrears.
Missing Persons and His/Her School Records
Upon notification by the Illinois State Police of a person's disappearance, a school in which the person is currently or was previously enrolled shall flag the record of that person in such a manner that whenever a copy of or information regarding the record is requested, the school shall be alerted to the fact that the record is that of a missing person. The school shall immediately report to the Illinois State Police any request concerning flagged records or knowledge as to the whereabouts of any missing person. Upon notification by the Illinois State Police that the missing person has been recovered, the school shall remove the flag from the person's record.
Photos and Other Media
St. Jude Catholic School gives parents an opportunity to object before students participate in videotaping, audio recording, photography, news media releases, or Internet media. An Objection to Photo/Video Release form is included in this Handbook. For families that do not wish their children's photo/video to be used, please sign and return this form to the school office. This form is kept on file during the academic year. St. Jude Catholic School does not put student names with photos that are used on the St. Jude website. Any student or parental publications are subject to review and approval of the Principal prior to publication.
Video and/or Photographing of Students
The Diocese and Schools of the Diocese of Joliet allow positive publicity of students using videos, digital images, photographs and web publications within the context of this agreement. Video recording and/or photographing may be used in and by the Diocese and Schools of the Diocese as a facet of instruction for enhancing learning, to share information, to promote the school, to assist in providing a safe and secure learning environment, and to monitor/record student activities. Such video recording/photography may be announced or unannounced and will be conducted according to Diocesan guidelines. However, the Diocese and Schools of the Diocese do not approve of the display of any videos, digital images, photographs on social networking or video sharing sites, such as YouTube, Snapchat, Instagram, without the expressed permission of the administrator and all parties involved. The term "video sharing sites" does not include Zoom or Microsoft Teams.
Videos, photographs, and digital images of students may be utilized by teachers, administrators, or their designee within the Diocese and/or School for classroom instructional purposes without advance consent of a student's parent/guardian. Such School and or Diocesan staff shall maintain the confidentiality of these student records in accordance with state and federal laws and the established Diocesan student record procedures.
Photographs or videos of students posted on the School website shall not be captioned with the student's full name or identify the student by name in any manner. Disclosure of student information will be limited to first name and last initial. No image of a student may be posted in such a way that the image of that student may be linked to or associated with the student's full name.
A student teacher under the supervision of a college/university, or other certified staff member may utilize videos, photographs, or digital images of students for his/her own professional use without the advance consent of a student's parent/guardian. Examples of educational videos/photographs include documenting science experiments, presentations, etc. A release form is required from the parent/guardian when students participating in class activities with a student teacher are video recorded or photographed for purposes of assessment of teaching as part of the university class assignment and/or student teaching portfolio development.
Students under the supervision of the administrator/teacher or approved designee by St. Jude Catholic School, may video or photograph students without the advance consent of a student's parent/guardian for educational purposes, to promote the school/school activities and to enhance learning. Examples: yearbook, school paper, sports games, etc.
Forms of release for video recording and photographing of students are not required from the parent/guardian when: A student has voluntarily chosen or been allowed by his/her parent/guardian to participate in, or be a spectator at, a school-related activity that is open to the public such as an athletic event, concert, theatrical presentation, dance, etc.
The student has chosen to be an officially designated school leader or role model, such as athlete, student council leader, etc. for which there is potential for informal contact with news media.
Stock videotape footage or generic pictures. (i.e. yearbook individual and group pictures) are being obtained in public places. (i.e. hallways, gymnasiums, general classroom areas, playgrounds, athletic fields, etc.) by the Diocese and/or School.
Outside news media video record or photograph students in areas that cannot be effectively shielded from the public, such as playgrounds, parking lots, athletic fields, etc.
Video cameras are in use to monitor public areas of a school/church facility or bus.
No individual, parent, student, or family member is permitted to video, record or photograph any Remote Learning or At-Home Learning classes, conferences with teachers, or meetings with staff of St. Jude Catholic School without the express written consent from St. Jude Catholic School. All At-Home Learning including any video recording or photographs are owned by St. Jude Catholic School and cannot be recorded or photographed without the express written consent of St. Jude Catholic School.
Parent Sex Offenders
When the parent or guardian of a student is on the sex offender list, it is necessary to clearly outline the parameters of that parent's or guardian's presence on school property. It is necessary to have these parameters formally written, reviewed and agreed upon by the parents, principal, pastor and the Diocesan attorney. The signature of these parties is necessary before the child is accepted in the school. Failure to comply with the agreement may be cause for disenrollment of the child.
GENERAL SCHOOL PROCEDURES
Attendance
Daily attendance is a key factor in student achievement, growth, and development. Students are expected to be in school whether in person or checked-in online at the scheduled times if Remote Learning is permitted or-At-Home Learning is instituted every day that the school is in session unless illness or other emergency situations prevent them.
When a student is absent from school, a parent should call the office by 8:00 AM each day of the absence. The term "absent" or "absence" includes a student who fails to appear in person at school, or fails to login and appear if Remote Learning, or who fails to appear at the scheduled times for the At-Home Learning program if instituted. If the office does not receive a call, a parent will be contacted by 9:00 AM. This policy is for the protection of St. Jude Catholic School students.
The school day is seven hours. A student must be present (either in person or check-in and participating in Remote Learning if permitted or At-Home Learning if instituted) a minimum of three (3.5) hours to be considered present for a full day of school. All absences, tardies, and early checkouts are recorded in the student's attendance record and on the report cards.
If a student is absent, a written statement giving reasons for the absence or tardiness must sent via email to the student's teacher prior to the student's return. These written statements will be retained in the office for one year. Should absence for any reason other than illness seem imperative, parents are requested to consult with the Principal and present a written reason for the absence.
The school calendar provides for extended weekends throughout the school year. Parents are encouraged to schedule trips or family outings during these times so as to eliminate the need to interrupt a child's learning process. Missed assignments are the student's responsibility and are not permitted to be issued in advance of family vacation during the school year.
Students who are absent due to illness have one day for each day of absence to make up the missed assignments, quizzes or tests. For example, a student who was absent three days would be given three school days to complete the missed work.
When a student is absent for three or more days due to illness, a parent may call the school office before 9:30 AM to arrange for homework assignments. The school or the student's teacher will email the homework assignments to the parent. It is the parent's responsibility to ensure their student's homework assignments are received.
For short absences (less than three days), students should make arrangements with classmates regarding assignments. Students may also receive missed assignments from their teacher when they return to school.
Teachers are not required to give make-up tests or assignments for absences due to vacations. No assignment will be given in anticipation of the vacation. (See also Homework due to vacations/planned absences.)
Arrangements for regular classroom tests missed because of an absence are to be made with the individual teachers. These tests must be taken within one week of the original test date.
Excessive absence (18) days or the equivalent of 18 days including tardies, can be cause for a student to be retained in the current grade for another year.
Absence During the School Day
Students needing medical appointments during school hours require a written note by the parent. Parents are required to sign out their child. If the child returns to school during the same school day, he/she must be signed back into school in the office. If Remote Learning has been approved or At-Home Learning has been instituted, parents are required to email their student's teacher prior to the first scheduled time the student is to appear. Students who are away from school or do not login and appear for Remote Learning or do not check-in for At-Home Learning because of a medical appointment for three (3) hours or more will be counted as absent for half a school day.
Tardiness
Promptness is an important virtue. School begins whether in person or for Remote Learning promptly at 7:50 AM. Students are to be dropped off at school between 7:30-7:45 AM. A rare occasion may necessitate arriving after 7:50 AM. In this circumstance, please accompany the student to the school office to sign the tardy slip that will allow your student into class. Tardies will be tracked cumulatively and will reset upon the return from Christmas break.
If At-Home Learning has been instituted, School begins promptly at the scheduled times detailed in the At-Home Learning Plan included at the end of this Handbook. Students who fail to sign-in at the scheduled times will be marked as tardy.
Release of Students
Parents must provide a written notice when requesting that a child be dismissed prior to the school's dismissal. Authorization for release must bear the signature of the parent. Students will not be released to anyone other than parents/guardians unless the person is named in the notice from the parent.
Parents sign their child out of school at the school reception area. Parents do not go to the classroom, unless specifically directed to do so by the school personnel.
If a student is walking home from school or if there are changes to the normal carpool arrangement, please provide the office with this information.
School Hours
The length of the school day is below.
*If At-Home Learning is instituted, the schedule is included in the Appendix of this Handbook.
Arrival
Grades K-8:
Cars are to pull up to the front of the church to allow the line of traffic to flow safely and smoothly. Students are required to have an approved face covering (i.e. mask) (see school dress code below). Any student who arrives at school without a face covering will be issued a face covering and a warning. If a student comes to school a third time without a face covering St. Jude Catholic School will provide a face covering and may charge a $5 fee. The outside doors will close at 7:45 AM.
Pre-K:
Pre-K students will enter through the west (main) entrance of the school and must be accompanied by a parent. Students and parents must be wearing an approved face covering (see school dress code below). If a student comes to school a third time without a face covering St. Jude Catholic School will provide a face covering and may charge a $5 fee. Any students arriving after 7:45 AM will be marked tardy.
For the safety of our students, when entering through the main entrance of the school, do not pull up to the front of the building. Please park cars behind the line of cones.
Dismissal
Beginning at 3:05 PM, car numbers will be called over the school intercom. Car numbers will be provided to each family the first week of school. Place this number in a visible location when arriving at school in the afternoon. Please assist students in memorizing their car number. Car lines will form in the parking lot in front of the church. To ensure the safety of students and to assist the flow of traffic, please remember a right turn must be made out of the parking lot. Any students remaining at 3:20 PM will be taken to After School Care.
Parents are asked to pay close attention during the carpool process. It is strongly suggested that cell phones not be used at this time.
Homeroom teachers should be advised in writing if a child is to go home in a different car pool or by a different means on a given day.
At the end of the day, the teacher will walk Pre-K who are not meeting older siblings to the main entrance of the school where they will be dismissed to their parent/guardian. Again, for the safety of the students, please do not pull up to the front of the building. Please park cars behind the line of cones.
This same procedure will be followed when school dismisses at 11:30 AM on the designated Early Dismissal days.
Excusal from Physical Education Class
All students are expected to be in proper -uniform and to participate in Physical Education. Physical Education classes will take place outside weather permitting, and students should dress accordingly. If due to illness a student needs to be excused from one class, a note from a parent is acceptable. Students who have sustained a significant injury or for another valid reason need to be excused for a longer period of time from Physical Education class must present valid doctor's note to the office for approval. Students that are unable to participate in gym class will not be allowed to participate in recess either.
Returning to School After Dismissal
Students are not permitted to return to the school building after dismissal unless accompanied by a teacher. Students who choose to return to school without a teacher, face detention, suspension, or expulsion. This policy is designed for the protection of the students in addition to helping them to become more organized and personally responsible.
Extended Care
The St. Jude Catholic School Extended Care program serves children (Pre-K—8th grade) enrolled at the school and operates only on days when school is in session. Please escort your student(s) to the East doors of the school building.
Guidelines
1. Before School Care begins at 6:30 AM and ends at 7:30 AM each school day.
3. On Early Dismissal Days, After School Care begins at 11:45 AM and ends at 6:00 PM.
2. After School Care begins at 3:15 PM and ends at 6:00 PM each school day, except on Wednesdays when it begins at 1:45 PM and ends at 6:00 PM.
4. The cost of the Extended Care Program for the 2019-2020 school year is $7.00/hour per child. Charges will be assessed in 15-minute increments.
6. Charges for Extended Care will be added to your account on SchoolSpeak on a weekly basis. If an account exceeds 30 days past due, a family may be prevented from using the Extended Care Program.
5. If using After Care on Early Dismissal Days, please send your child with a lunch. No lunch will be provided.
7. Children are to be signed in/out by parent/guardian each day. Arrangements must be made in advance of any change in the guardian picking up your child.
9. All children are expected to be picked up by 6:00 PM. A $20.00 late pick up fee may be assessed if they are not picked up by 6:00 PM.
8. All children are expected to behave as they would in the classroom. All discipline problems will be handled according to school policies and procedures.
10. A phone call will be made to the parents as a reminder not to not drop off the student early or to pick up him/her up on time.
12. Repeated early drop off or failure to pick up your child on time will result in permanent exclusion from the Extended Care Program.
11. A letter will be sent to the parents as a reminder that dropping the student off at school prior to 6:30 AM or failure to pick up him/her on time constitutes neglect. Child Protective Services may be notified.
Deliveries to School
Please refrain from delivering items (binders, homework, instruments, uniforms, etc.) to school. The purpose of this policy is to maintain an orderly environment in our classrooms and to promote student responsibility.
Phone Calls
Students will not be permitted to call home for any reason, unless an emergency arises. Forgotten homework, athletic equipment, etc. do not constitute emergencies. Arrangements for after-school visits with friends should be made at home. What constitutes an emergency will be determined by the Administration. The telephone in a teacher's classroom is for the use of the teacher only.
Messages for Students
Ordinarily students will not be called to the telephone for outside messages. If the matter is urgent, please give the message to the receptionist.
Visitors
Visitors will be by appointment only. At all times, the doors to the building are locked. Any person entering the school building (parents, volunteers, etc.) must ring the bell at the main entrance. Visitors may be asked to show identification in the form of a driver's license or other government issued identification. All visitors are asked to maintain a social distance of at least three-feet while on or in the premises at all times. All visitors are also required to wear face coverings/masks on the school's premises at all times. All visitors are asked to conduct their business, wait for children, etc. in the area designated by the school.
For safety and security reasons, each person is required to sign in at the office when he/she enters the building for any reason. All visitors and/or volunteers are required to wear a designated badge that may be picked up in the office. Visitors and/or volunteers are to sign out at the time of departure.
Parents who volunteer to serve lunch or who volunteer in another capacity in the school may not drop in to a classroom to see their child during the day. This is an interruption to the teacher and to the educational process.
Volunteers
All individuals who volunteer in the school during the school day must complete the Volunteer Sign-Up sheet and will be asked to complete the Diocesan mandated background check, as well as attending a Diocesan training, Protecting God's Children. Once the background checks are complete and a certificate is received in the office confirming participation in Protecting God's Children, a parent or guardian will be eligible to volunteer.
All volunteers are expected to dress appropriately and to wear a face covering at all times while at school. Face Coverings may be removed during lunch or while outdoors so long as three feet of distance from other individuals are maintained. Clothing should be modest and neat.
The main responsibility of a volunteer is to assist the administration or teachers. For this reason, pre-school siblings are not allowed to accompany parent volunteers to school for any reason.
Lunch/Milk Program
Students may choose to bring their lunch each day. St. Jude Catholic School also offers a hot lunch program through an outside vendor for all students. Monthly calendars with lunch options are sent home to return your choices and payment. Orders will not be processed without payment.
Hot lunches will be delivered to the individual classrooms.
Students may not bring glass bottles, cans, soft drinks or excessive amounts of candy. When planning and packing a lunch, please make healthy choices. These good choices will affect the child's ability to focus and learn well in the classroom. Parents cannot bring lunches or drinks from carry-out restaurants.
Students are expected to use appropriate manners when eating lunch. Courtesy toward other students and cooperation with lunch monitors are required at all times.
Water Bottles
Students may bring a reusable water bottle to school for use during the school day. Water bottle refill stations are provided for the health of the students. Only water is permitted in the water bottles. No other drinks such as juice, tea, etc are permitted.
Home-School Communication
Weekly communication
St. Jude Catholic School's primary form of weekly communication is via an e-newsletter each Thursday. This weekly communication informs parents of school, parish, and community events and news. Please ensure that a current e- mail address is provided to the school office and notify the office of any changes to your e-mail address. A weekly Thursday brown envelope communication is used for forms that need to be returned to the school, tuition and Extended Care statements. If you are unable to receive electronic communications, please notify the school.
Money
When sending money to school, please mark the envelope with the child's name, grade and the item enclosed.
School Speak/Messenger®
In an effort to ensure quick and accessible communications between parents and the school, St. Jude Catholic School uses a messaging system which enables school personnel to notify all households and parents by phone, e- mail, and text within minutes of an emergency or unplanned event that will cause early dismissal, school cancellations, or a late start. The services may also be used to communicate general announcements or reminders. The contact information provided at the beginning of the year will be entered into this system and on such occasions parents will be notified through a School Speak/Messanger® voicemail, text, and email message. (Please remember to notify the office of any changes to this contact information.)
Inclement Weather/School Closing
If it should be necessary to close the school because of weather conditions, or for any other reason, an announcement will be made over School Speak/Messanger ®, local television stations and radio stations (WJOL 1340 AM; WSSR 96.7 FM; WRXQ 100.7 FM; WCCQ 98.3). Also, cancellations can be accessed online at www.emergencyclosings.com and enter St. Jude Catholic School. This information will also be posted on facebook (https://www.facebook.com/StJudeInJoliet). Ordinarily, when school is canceled all practices and events are canceled.
Field Trips
Field trips are privileges planned by teachers and approved by the school administration. Field trips are considered an extension of the school day and the code of conduct will apply. Any parent who accompanies students on school activities has the responsibility and duty to enforce all rules of good conduct and safety.
Other information:
* Field trips are designed to correlate with teaching units and to achieve curricular goals.
* Field trips are re-evaluated each year to determine the trips compatibility with curricular goals.
* There are no "traditional" field trips. Class participation in a particular field trip over consecutive years does not mean that this trip has become a school tradition.
* A field trip is a privilege and not a right.
* All grades do not always have the same number of field trips.
* Individual teachers, in consultation with the administration, reserve the right to restrict or deny student participation on any field trip due to, but not limited to, poor academic performance and/or poor conduct.
* Field trips are permissible for all grades when advanced planning, location, and the experience ensure a successful learning opportunity.
* A written official permission slip, signed by the parent, is required before a child will be permitted to attend a field trip
activity. Verbal permission cannot be accepted.
* Students who do not attend a field trip will either remain at home with the parent and will be marked absent for the day.
* A field trip permission slip is printed at the end of this book. This is the only format that may be used to allow a student to leave school during school hours. If your child fails to bring his/her permission slip home, you may tear out and use or copy the form provided. Call the school for information needed to complete the form. Note: A fax does not take the place of an original signature.
* Students who are participating in the field trip must ride the bus to and from the field trip with their class. Students not on the bus may not participate in the field trip and will be counted absent for the day.
* Student cell phones are not allowed on field trips unless otherwise directed by the teacher and/or administration.
* All money collected for the field trip are non-refundable.
* Parents who are not "official" chaperones may not drive their car to a field trip destination with the plan of accompanying the class on the field trip. Our risk management insurance company insures the "official" chaperones and participation by unofficial chaperones jeopardizes the protection for our students and all other "official" adults on the trip.
* All chaperones must be 25 years of age or older.
* Parents who chaperone a field trip may not bring pre-school or school-age siblings on the field trip
* All chaperones must have completed the diocesan training "Protecting God's Children," complete proper
* paperwork and background check.
* The school reserves the right to implement additional policy and procedures it deems necessary for the protection of the faculty, staff, volunteers, and students.
* In the event private automobiles/vehicles of parents/guardians or other authorized adults are to be utilized to transport students on field trips, the drivers and/or vehicle owners must have:
* Sufficient liability, medical, and uninsured motorist insurance coverage ($300,000)
* A copy of a valid driver's license
* A background check
* Protecting God's Children Training
* Evidence to this effect must be presented to the school office for review and approval prior to the use of such vehicles. The Principal has the right to prohibit, for any reason, a proposed driver from transporting students on a field trip.
Outside Speakers/ Distribution of Literature
Only speakers enhancing the school curriculum will be allowed to speak to groups of students. The individual responsible for the speaker or group meeting must present a format to be approved by the Principal. Other organizations may leave literature in the school office for distribution with approval from the administration.
Students or teachers, on school property, or at group meetings of students during school hours or after school functions, can only distribute literature approved by the Principal.
Class Parties
Planning and organization of parties is the responsibility of the teacher and room parent. Communication between the teacher and room parent is important in planning class parties. When deciding on snacks for the parties, please be considerate of all food allergies and, as far as possible, make healthy food choices. Parties may also consist of games, activities, or crafts. Because of various food allergies, it is strongly recommended that treat bags that are sent home include items other than food.
Birthday Observances
Students in Pre-K—Grade 8 may come to school dressed out-of-uniform on their birthday or half-birthday (if their birthday occurs during the summer months). If their birthday falls on a weekend or day off school, students may choose the day closest to their actual birthday to come out of uniform.
Students may bring in a birthday treat. Birthday treats should be store-bought and pre-packaged. Birthday treats will be distributed to the students as they leave school for the day.
Home Parties
Student's may not distribute invitations for a home birthday party while on the school premises.
St. Jude Catholic School is not responsible for parent sponsored parties/social functions involving students of St. Jude Catholic School.
Gifts
Students cannot exchange individual gifts at school. This gesture only creates hurt feelings among other students.
Parent Association Organization
The St. Jude Parent Association is sponsored by the school and works to support and enhance the educational ministry of the school. All parents are encouraged to take an active interest by attending meetings and taking part in volunteer opportunities within the school. All Parent Association activities and materials prepared by parents must be submitted to the Principal for approval prior to implementation and/or distribution.
The organization should strive to:
* Bring a closer relation of the home and the school so that parents and teachers may cooperate in the training of the child
* Support the pastor, principal/administration, teacher, parents
* Support and promote quality Catholic education
* Provide parental assistance for school functions as deemed necessary by the principal/administration
* Encourage Catholic values of family life
* Unify parents to raise funds each year for the school
* Build community
Lost and Found
Parents are encouraged to mark all articles with the child's name. A lost and found bin is located in the main hallway. Articles not claimed are given to a charitable organization at the end of the trimester. St. Jude Catholic School is not responsible for items lost by students. Students should not bring valuable items or large sums of money to school.
Students who lose a library book, school-issued electronic device, textbook or workbook must pay the replacement cost of the item plus shipping in order to receive a new copy.
HEALTH AND SAFETY
Illness Policy
This Illness Policy is subject to change based on new information and updates to existing Diocese of Joliet ("Diocese"), Illinois Department of Public Health ("IDPH") , and Center for Disease Control and Prevention ("CDC") guidelines.
St. Jude Catholic School is committed to providing a safe and healthy environment for all our students, faculty, and staff. The success of any school year depends on everyone in the community being responsible for themselves and each other by practicing good hygiene and following the health guidelines provided by the Roman Catholic Diocese of Joliet, the Center for Disease Control and Prevention (CDC) and the Illinois Department of Public Health (IDPH). This information can be found at the following websites: http://www.dioceseofjoliet.org/index.php; https://www.cdc.gov/ ; and https://www.dph.illinois.gov/ .
Information on the Diocese's health and safety and infection protocols can be found at the Diocese's website at http://www.dioceseofjoliet.org/cso/content1.php?secid=35. St. Jude reserves the right to change or add addendum's to its illness policy as it sees fit.
No individual including students, faculty, or Staff should enter the school who shows symptoms of COVID-19 as identified by the CDC (https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html) including high fever (above 100.4°F), sore throat, coughing, nausea, headache, muscle aches, loss of taste or smell, runny nose, fatigue, diarrhea and difficulty breathing. If a student is experiencing symptoms of COVID-19, the parent should contact the student's doctor and call the school's main office.
If the symptoms of COVID-19 or other illness occur during the school day, the student will be immediately sent to a designated area separate from all students and the parent will be contacted to pick the student up from school. If we are unable to locate the parent, the name and number noted on the Emergency Form will be called. In the event that there is still no response, we will attempt to call a relative or friend. No child will be sent home without permission of the parent, or one designated to take the place of the parent. No child will be sent home alone during school hours, therefore, it is important that an emergency number be filed for each student and kept up-to-date.
For students, faculty, or staff who have experienced COVID-like symptoms but have been diagnosed with a non-COVID illness the IDPH states:
"[the individual] must meet the criteria for returning to school for the illness with which they have been diagnosed. At a minimum, the individual must be fever-free for 24 hours without the use of fever-reducing medication and have had no diarrhea or vomiting in the previous 24 hours. Other diseases have specific criteria for when a student or staff member can return to school [that can be found at the following link: https://dph.illinois.gov/sites/default/files/publications/commchartschool-032817.pdf].
Students, faculty, or staff who are returning to school from a non-COVID illness and who had experienced COVID-like symptoms, must submit a doctor's note confirming the negative COVID-19 diagnosis.
Head Lice
Head lice are a fairly common problem in school age children. It is most prevalent among preschool and elementary school age children and their household members. While head lice are a nuisance it does not pose a significant health hazard and is not known to spread disease. Head lice can be acquired anywhere in the community and may not be identified until weeks to months after exposure. Having head lice is not related to cleanliness of the person or their environment.
If a child is assessed as having head lice during the school day, the child's parent or guardian will be notified that day and the child will be sent home. The child should receive the immediate proper treatment at home. If head lice are discovered at home, the parents should notify the school and the treatment that has been followed. Parents should continue the treatment at home and continue to check their child for active lice. All active lice and eggs must be removed and remain clear from the child's hair for 24 hours before he or she will be allowed to return to school. Parents of other students in the class will receive a notification letter indicating that a case of head lice has been reported in the class. Parents should check their child for head lice. The school will not conduct such checks unless the situation warrants such action.
Record Keeping
At the beginning of each school year, or when a child joins St. Jude Catholic School, parents are asked to submit their child's medical record. From this information the school keeps its medical register which is available for all school staff. If medication changes at any time, parents are asked to inform the school.
Each child enrolled at St. Jude School must have all health immunization records, eye exam, and dental exam on file before the first day of school. If an appointment occurs after the first day of school, a note from the doctor which includes the doctor's name and date/time of the appointment must be turned into the school office until the appropriate forms can be obtained. A child will not be permitted to attend school until these records are on file showing the following information: physical/immunizations, eye and dental exam.
All children entering Kindergarten must have a physical, eye and dental exam prior to entrance and they must show proof of having two doses of live rubella virus vaccine, two doses of live mumps virus vaccine and two doses of varicella vaccine (chicken pox) or a written letter from the physician showing proof of having had the disease. Dental exams for Grades 2 and 6 are required per the State of Illinois effective July 1, 2005.
Medication
St. Jude Catholic School will not dispense any type of non-prescription medication to students. If a child needs to take an over-thecounter medication (i.e., Tylenol, cough syrup, etc.) a parent must come into school to administer the medication or sign a release form to give the school permission to administer this medication.
When it is necessary for school personnel to administer prescribed medication, the following guidelines are to be followed:
Written request must be obtained from the physician and the parent/guardian before any medication may be administered by school personnel. Forms may be requested from the school office.
The principal will appoint a responsible person or persons to supervise the storing and administering of the medication.
The request must include instructions as to name of medication, dosage, time, and duration medication is to be taken and possible side effects.
New request forms must be submitted each school year and as necessary for changes in medication order. At the end of the school year parents are responsible to pick up all medications. All medication left in the school office at the end of the school year will be disposed.
Medication must be in the original containers (child proof) and have an affixed label including the student's name, name of doctor prescribing the medication, name of medication, dosage, route of administration, and time of administration.
Students are not allowed to carry medicines of any kind except for inhalers, Epi-Pens®, and a diabetic testing kit. If children are to carry one of the aforementioned medical items, a note from the physician stating this, along with a signed permission form from the parent, must be on file in the school office.
Asthma
St. Jude Catholic School recognizes that asthma is a serious condition affecting many school children. Immediate access to reliever inhalers is vital. Children are encouraged to carry their reliever (emergency) inhaler as soon as the parent, doctor or nurse and class teacher agree they are mature enough. Parents are asked to ensure that the school is provided with a labeled spare reliever (emergency) inhaler. All inhalers must be labeled with the child's name by the parent.
The school does all that it can to ensure the school environment is favorable to children with asthma or allergies. As much as possible the school does not use chemicals in science and art lessons that are potential triggers for children with asthma.
Food Allergies
St. Jude Catholic School recognizes that life threatening food allergies affect many school children. In order to minimize the incidence of life threatening allergic reactions, St. Jude Catholic School will maintain a system-wide procedure for addressing life threatening allergic reactions and maintain an Emergency Action Plan for any student(s) whose parent/guardian and physicians have informed the school in writing that the student(s) has a potentially life threatening allergy.
The school secretary and parents/guardians will be responsible for notifying classroom teachers about the nature of the lifethreatening allergies faced by students. This notification will include an explanation of the severity of the health threat, a description of the signs and symptoms to be aware of and what allergen (food, materials, etc.) to avoid.
Reasonable accommodations will be made for children with food allergies. Parents are advised to schedule an appointment with the principal to discuss procedures if their child's allergies may result in a severe reaction.
Peanut Allergy Policy
St. Jude Catholic School tries to provide a safe environment for all students, especially those with a peanut allergy. If a student in a class has a peanut allergy, a note will be sent home to each family in the class with the following requirements:
Children can have peanut butter in their lunch only on days that lunch is served in the cafeteria. In the cafeteria, students with a diagnosed peanut allergy will sit at the end of the table with their class. Children who have a lunch that does not contain nuts will sit next to them. The table and bench will be wiped off with a bleach/water mixture before and after lunch. Children with peanut butter in their lunch will be asked to sit at the opposite far end of the table. When students are scheduled to eat in the classroom, a note/message will be sent home prior to that day to remind parents to not send peanut products in school lunches. The students will wipe off their desks and chairs before and after lunch. Students with peanut allergies will be seated slightly separated from the group at a separate table if possible. Snacks that have peanut butter, including pre-packed peanut butter crackers, cannot be sent into school. Birthday treats and/or snacks are prohibited.
Staff Training
In order to minimize the incidence of life-threatening allergic reactions, St. Jude Catholic School will provide training and education for all school staff. In conjunction with the student's parent/guardian and primary care provider and/or allergist the school will maintain an Emergency Action Plan (provided by the parent, primary care provider or allergist) for any student identified with a potentially life-threatening allergy.
The training will be provided to all school employees and will include (but not be limited to):
* The signs and symptoms of anaphylaxis
* A description/definition of severe allergies and a discussion of the most common food, medication, latex and stinging insect allergies
*
* Specific steps to follow in the event of an emergency
The correct use of an epinephrine auto-injector (EpiPen®)
* Completion of an "Evaluation Form" by each employee after training
* Activating Emergency Medical Response - Dial 911
* Policy and procedure will be reviewed at the beginning of every school year
* Location of emergency EpiPen®
* Classrooms
* Teachers must be familiar with the Emergency Action Plan of students in their classes and respond to emergencies as per the emergency protocol documented in the Emergency Action Plan.
In the event of a suspected allergic reaction (where there is no known allergic history), emergency medical services will be called immediately. The classrooms have easy communication with the school office via direct phone or intercom.
Information will be kept about students' food allergies in the classroom and in the substitute emergency folder, accessible by teachers, substitutes or other responsible adults.
All teachers will be educated about the risk of food allergies.
A parent or guardian of a student with food allergies is responsible for providing all food for his/her own child. Snacks will be kept in a separate snack box or chest provided by the parent or guardian.
School Field Trips
Medications including an EpiPen® and a copy of the student's Emergency Health Care Plan must accompany the student. A cell phone or other communication device must be available on the trip for emergency calls. The adult carrying the EpiPen® will be identified and introduced to the student as well as the other chaperones. There may be occasions when the school would require a parent to accompany a child on a field trip.
Heart Defibrillators
St. Jude Catholic School has an onsite heart defibrillator unit for use in an emergency that may occur during school hours or during school activities that take place in the school building. It is the hope that these units will never be utilized, but with the variety of events that happen within the school building, the presence of the defibrillators (AED) allow the school to be prepared in an emergency.
Child Abuse Laws
St. Jude Catholic School abides by the Child Abuse Laws of the State of Illinois. This law mandates that all cases of suspected abuse and/or neglect be reported to the Illinois Department of Children and Family Services (DCFS).
Crisis Plan and Emergency Drills
St. Jude Catholic School has implemented a Crisis Plan in case of any school wide emergency including fire, tornado, earthquake, lockdown, etc. All teachers and staff are aware of the procedures to follow to keep your children safe. Monthly drill practice is enforced per State regulations.
Asbestos Management Plan
Please be advised that the Asbestos Management Plan for St. Jude Catholic School required by 40 CFR 763.93 and the Illinois Asbestos Abatement Act is available for inspection during normal business hours by representatives of the U. S. Environmental Protection Agency and the State of Illinois, the public, including teachers, other school personnel, and their representatives, and parents.
In 2015, St. Jude Catholic School underwent the required asbestos re-inspection process. The results of that are included in a document available from the school office. If our school conducted an asbestos removal project, that information is also contained in the asbestos management plan.
If you would like a copy of the asbestos management plan or other asbestos management documentation, please contact the school office. We will provide a copy within 5 working days after receipt of a request for inspection. The school may charge the reasonable cost of making any copies requested.
If you have any questions about the school asbestos management plan or its contents, please contact the principal or Richard Kaffka, the Diocese of Joliet asbestos designated person at 815.722.6606.
Reporting Drug Violations to Authorities
A "drug violation" is when any of the following occurs on school property, on a public way within 1,000 feet of a school, or on any property owned, leased, or contracted by a school to transport students to or from school or to or from a school related activity: A person knowingly manufactures, delivers, or possesses with intent to deliver, or manufacture, cannabis in a school, in violation of the Cannabis Control Act, 720 ILCS 550, Section 5.2; or
A person knowingly possesses, procures, transports, stores, or delivers any methamphetamine precursor or substance containing any methamphetamine precursor in standard dosage form with the intent that it be used to manufacture methamphetamine or a substance containing methamphetamine, in violation of the Methamphetamine Control and Community Protection Act, 720 ILCS 646 et seq.
A person delivers a controlled, counterfeit or look-alike substance to a person under 18 years of age, in violation of the Illinois Controlled Substances Act, 720 ILCS 570, Sections 401(b) and or 407; or
Upon receiving any report from any school personnel regarding a verified incident involving drugs in a school or on school owned or leased property, the superintendent or his or her designee shall report such drug-related incident occurring in a school or school property to the local law enforcement authorities immediately and to the Illinois State Police. Reports to the Illinois State Police can be made through the School Incident Reporting System ("SIRS"), a web-based application used by schools to report incidents electronically. Note that reporting through SIRS does not satisfy the requirement to report the incident to local law enforcement authorities as well. 105 ILCS 5/10-27.1B
Reporting Firearms on School Property to Authorities
Upon receiving any report from any school personnel regarding a verified incident involving a firearm in a school or on school owned or leased property, the superintendent or his or her designee shall report such firearm-related incident occurring in a school or on school property to the local law enforcement authorities no later than 24 hours after the occurrence of the incident and to the Illinois State Police. Reports to the Illinois State Police can be made through the School Incident Reporting System ("SIRS"), a web-based application used by schools to report incidents electronically. Note that reporting through SIRS does not satisfy the requirement to report the incident to local law enforcement authorities as well. 105 ILCS 5/27.1A, 5/34-8.05
Reporting Attacks on School Personnel to Authorities
Upon receiving a written complaint from any school personnel, the superintendent or his or her designee shall report an incident of battery committed against a teacher, teacher personnel, administrative personnel or educational support personnel to the local law enforcement authorities immediately after the occurrence of the attack and to the Illinois State Police's Illinois Uniform Crime Reporting Program no later than 3 days after the occurrence of the attack. Note that reporting through the Uniform Crime Reporting Program does not satisfy the requirement to report the incident to local law enforcement authorities as well. 105 ILCS 5/10-21.7
FINANCES
Financial Obligations
Catholic education is a responsibility of the entire parish community. Tuition does not cover the entire cost of education or all of the costs to maintain and operate St. Jude Catholic School. The difference is made up primarily through a subsidy St. Jude Parish gives the school to cover costs. Parents who have their children's education subsidized have an obligation to support the parish financially, unless there are serious extenuating circumstances.
Registration and Other Fees
An Early-bird Registration Fee of $75 per existing family is due by March 31, 2021. A registration fee of $100 is due for any family that registers after March 31, 2021.
A Technology Fee of $250 per student and a $40 Parent Association Fee per family is also assessed.
A Curriculum Fee for Kindergarten - Grade 8 is $250 per student. The Curriculum Fee for Pre-K is $100 per student. This fee covers hard-cover textbooks, consumable workbooks, classroom supplies, planners, art materials, physical education equipment, etc. This fee does not cover field trips, Extended Care, the athletics program, or other after school activities.
The payment of all fees is due on July 20, 2021.
Tuition Payment
Tuition payments are processed through the St. Jude Parish Office and the St. Jude School Office. Questions regarding payment options should be directed to Paula Bucciferro at the Parish Office.
There are three options for tuition payment:
Beginning of the year down payment that lowers monthly payments, due on July 20, 2021
One annual payment due on or before July 20, 2021
The 10-month payment plan beginning August 20, 2021
If paying monthly by check or cash, payment is due 15 days from the date on the statement. If paying with direct debit or credit card, payment will be charged on the 20th of each month. For credit card payments, a convenience fee will be added to your payment.
St. Jude Catholic School asks those parents or those responsible for tuition to communicate with the school if tuition payments have not been regular or are behind. Transfer of records or test scores will not be forwarded until the account is paid in full. Registration is suspended for the next school year until the tuition account is paid. Families whose tuition payments are in arrears at the time of registration will not be permitted to register until their account is up to date.
Late registration will not guarantee that a space will be available for the student. Students will not be admitted to classes for the new school year until the previous year's account is paid in full. Families whose tuition is delinquent risk losing their child's place in the class.
Tuition is a parental responsibility. Parents may be asked to withdraw their children from St. Jude Catholic School if they fail to meet their financial obligations.
2020 - 2021 Tuition and Fees
FEES
Registration Fee: $100 (after March 31, 2021)
Early-bird Registration Fee: $75 (due by March 31, 2021)
Curriculum Fees for K-8 (per student): $250
Curriculum Fees for Pre-K (per student):$ 100
Technology Fee for K-8 (per student): $250
Parent Association Fee (per family): $40
CREDITS
Credit for Direct Debit Payments: $50 (one-time only)
Credit for Payment in Full: $100
Credit for Family Referral: $200
ANNUAL TUITION RATE
Tuition 4 Year Old (5 Full Days): $4,265
Tuition 4 Year Old (3 Full Days – Mon, Wed, Fri): $3,805
Tuition 4 Year Old (2 Full Days – Tues, Thurs): $3,120
Tuition 3 Year Old (5 Half Days): $2,835
Tuition 3 Year Old (3 Half Days – Mon, Wed, Fri): $2,465
Tuition 3 Year Old (2 Half Days – Tues, Thurs): $1,920
1 Child: $4,700
2 Children: $6,950
3+ Children: $9,375
Late Payments
All payments are due on the selected due date. Financial adjustments will not be made for scheduled holidays, sports-related trips or family vacations.
If payments are not received by the due date, a late fee will be assessed.
If payment is not received by the 30th day the student will be suspended from school and all other related activities such as but not limited to athletics, clubs, and extended care until the balance is paid.
If a payments is more than 15 days late, a $30 late charge will be added to the tuition payment.
If a student is suspended for nonpayment of Tuition/Fees, the parent/guardian will be assessed a $50 re- instatement fee. Tuition continues to accrue during suspension, the balance due must be paid, along with the reinstatement fee, before the student may return to the classroom.
If a student does not return to St. Jude, all school-related items such as, but not limited to books, supplies, athletic uniforms are to be returned to the school within 3 days. If items are not returned, a charge of the current cost to replace the items will be added to the balance due to St. Jude. Furthermore, no school records will be sent to the school the student is currently attending until all balances are paid in full.
Terms of Agreement
* I acknowledge and appreciate the parish financial and spiritual investment on behalf of St. Jude Catholic School. I will actively support our parish by giving back through time, talent, and treasure.
* I/We agree to pay the family registration fee when we register or re-register our family.
* I will contribute my time and talents for the many activities that benefit the school community by volunteering at St. Jude Catholic School. I understand that I will be given a list of opportunities at Back to School Information Day. I understand that is it part of the school's mission to get every family involved in service.
* I/We agree to pay the tuition, fees, and fundraising.
* I/We agree to pay a $35 fee for each returned check and automatic bank payment and credit card payment that is rejected.
* I/We understand and agree that any and all fees assessed to our account are credited before any tuition amount is credited.
* Pre-Kindergarten Only: I/We understand that Pre-Kindergarten tuition is separate, and the multi-child discount does not apply.
* I/We agree to support and fulfill the mandatory fundraising as outlined on this agreement.
* I/We understand that by opting for the Direct Debit Plan at the start of the year, a onetime $50 credit/discount will be applied to my/our account.
* I/We understand that any deviation from the above must be arranged in advance with the Principal or Pastor of St. Jude Catholic School with acknowledgement made to the Business Manager.
* I/We understand that by paying in full at the start of the year, a onetime $50 credit/discount will be applied to my/our account.
* I/we agree to make tuition payments for the 2020-2021 school year according to the options I/we have selected. I/we have read the school Tuition Policy regarding payment and agree to abide by this policy.
Fundraising/Volunteering
Various fund-raising events occur throughout the school year and are required by diocesan guidelines to help off-set the costs of providing a Catholic education. While not all fund raisers are deemed mandatory, each family is encouraged to maintain a minimum level of participation.
Please take note of the Fundraising Events listed below and the family obligation as it relates to the contract:
Non-Mandatory Fundraisers
Scrip: Scrip is ongoing and provides families the opportunity to purchase gift certificates weekly for groceries, favorite local restaurants, local retailers and gas stations. Tuition credit is 1/2 of the percentage as shown on the selection sheet.
Mandatory Fundraisers
Each family must select one of the two following options:
Option #1: Fundraising is essential to offset the cost of tuition. All families are required to participate in $500 mandatory fundraising by selling 100 raffle tickets that cost $5 each. The drawing for the cash raffle will take place at the Christmas Program
with 1st place winning $1000, 2nd place winning $500, and 3rd place winning $250. Families will receive the raffle tickets in August at the Meet the Teacher Day. All raffle tickets must be returned by the first Friday in December. The winners of the raffle will be drawn at the Christmas Program.
Option #2: A family may donate at least $1000 through the Empower Illinois Program to St. Jude.
In addition to selecting one of the two options above each family is responsible for contributing to the Annual Fundraiser in one of the following ways:
* Donate an auction item of $200 or greater value
* Obtain a sponsorship for the Annual Fundraiser of $200 or greater value
* Donate at least $200 to the Annual Fundraiser
* Donate at least $200 to St. Jude School through Empower Illinois
Service Hour Requirement
Each family is required to complete 8 hours of service during the school year. A variety of service opportunities will be offered and families can sign up for these opportunities on SchoolSpeak. Any family can sign up for anything in the SchoolSpeak system, regardless if it is for athletics or the school. Any family that will have their student participate in Athletics throughout the school year will be required to complete an additional 8 hours during the school year. Certain service opportunities will require competition of the Protecting God's Children class and background check.
If a family does not want to fulfill their school service hour requirement they may opt-out of that requirement by paying a $300 or $600 (if student participates in athletics) fee. If a family does not fulfill their requirement, they will be charged $37.50 for each hour they do not complete. Cancellations for opportunities that a family has signed up for must be made with 24-hour notice. If a family signs up for an opportunity and does not show up, the following consequences will occur:
A warning will be given for the first offense.
The signed school contract for the upcoming school year indicates that the family understands that the agreement constitutes a contractual obligation under Illinois law and agrees to the terms and conditions set forth. In the event of a breach of the contract, the family agrees to pay any reasonable fees associated with collection of this debt, including attorney fees and court costs in connection with any action commenced in a court to enforce the terms of the agreement.
Each time after the first offense, the family will be charged $37.50 per hour missed.
Tuition Assistance
Any Families that wish to receive financial assistance must apply for two scholarship opportunities:
Catholic Education Foundation Scholarship - https://factsmgt.com
Illinois State Tax Credit Scholarship –
https://empowerillinois.org
If a family still needs financial assistance after applying for these two scholarships they may contact the principal. The principal will give their information to the Finance Committee, a sub-committee of the St. Jude School Board, and they will determine if St. Jude can give further financial assistance to the family.
Withdrawal Policy
Families must notify the school in writing if a student is withdrawn from the school.
Registered students who withdraw before the first full day of school are responsible for 1/3 of the yearly tuition amount. Registered students who withdraw between the first day of school and December 15th are responsible for ½ of the yearly tuition amount. Registered students who withdraw after December 15th are responsible for the full tuition amount. Fees are not refunded is a student is withdrawn from the school.
The school will not forward records for students who withdraw with an outstanding balance.
Grades and transcripts are held until all tuition and fees are paid in full.
STUDENT RESPONSIBILITIES AND BEHAVIOR
Behavior Expectations
Students as St. Jude Catholic School are expected to develop patterns of self-discipline, respect, reverence, and honesty. Our discipline policies ensure that students are protected from harm and create an atmosphere that is conducive to the total development of the human person: physically, emotionally, socially, morally, intellectually, and spiritually. As partners with the parents, the school endeavors to teach students the necessary skills to become a responsible and self-directed adult. At St. Jude Catholic School, education is formation in the likeness of the Person of Jesus Christ.
Each student is expected to demonstrate respectable Christian behavior, on and off the school grounds. The faculty and staff attempt to foster an environment that promotes the total Christian education of the student. If this goal of maturity is to be realized, discipline is necessary to provide for the health, safety, and development of each person within the context of the common good. Cooperation between faculty/staff, students, and parents will help to build a Christian atmosphere.
General expectations for behavior include:
* Show reverence to God in prayer, Mass, daily conversations
* Be respectful to all
* Be courteous and considerate of others
* Be on time for school
* Obey classroom and school rules
* Respect, preserve, and protect property
* Respect and observe the school's dress code
* Be honest and trustworthy
Discipline
Discipline is fundamental in education and in life. Each person must contribute if there is to be harmony, order, balance, and happiness. Each student is expected to be a positive influence on his/her peers in the classroom, in the school, and during Remote Learning or At-Home Learning. A spirit of cooperation is essential. St. Jude Catholic School does not tolerate cruelty, harassment, or violence in speech, action, or intimidation of any kind. Please report any incidences to the principal, teacher or staff member immediately.
Students who lack self-discipline or who violate those rights of others can expect disciplinary action. Each offense will be dealt with on an individual basis according to the age of the student, the nature of the infraction, and the severity of the case. Repeated infractions can result in more serious consequences, up to and including suspension and/or expulsion, but there is no requirement for progressive discipline.
The St. Jude Catholic School discipline system recognizes that children in the primary grades warrant a form of correction and discipline that is different than the system used for older children. Teacher/parent communication for children in the formative grades of Pre-K through Grade 4 is essential for helping children to grow in virtue and good behavior.
Our discipline system for students in Grades 5-8 is based on a gradation of warnings, demerits, detentions, suspension, and dismissal/expulsion which pertain to different levels of responsibility.
The following are some approved disciplinary measures:
* Communication notice to parents
* Warnings from the teacher
* Demerit slip
* Assignment of special tasks
* Denial of privileges
* Conference with the student and/or family
* Detention
* Suspension
* Probation
* Dismissal/expulsion
* Classroom Conduct
Students have the responsibility to conform to the rules of conduct set up by a teacher whether within a classroom, Remote Learning, At-Home Learning or area of responsibility. Each classroom will have a posted set of rules which are consistent with the school's general rules. Teachers may also implement a set of rules for Remote Learning or At-Home Learning which are consistent with the school's general rules.
At the start of the school year, the teacher and students will discuss the rules for their classroom and, if applicable, Remote Learning or At-Home Learning. Consequences are determined by the individual teacher or the principal.
Because it is impossible to foresee all problems that may arise, this Handbook empowers the faculty and administration to take disciplinary action for any behavior (within or outside of the school community) that violates the spirit, philosophy, and code of conduct of the school, even though not specified. In justice to the other students, circumstances may dictate that a student be removed temporarily or permanently from the school setting.
Disciplinary Action
St. Jude School also recognizes the need for a school-wide discipline program to respond to infractions and inappropriate behavior. If students fail in what is expected of them, they must learn to accept the consequences of their chosen behavior. To maintain and promote good order and discipline, students must comply with the regulations listed. Failure to obey the rules will result in disciplinary action.
The Demerit System (Grades 4-8)
Demerits are given for any actions, or patterns of poor choices, that violate basic behavior expectations at St. Jude Catholic School. When a student receives a demerit, it is to be taken home, signed by the parents and returned to school the next day. Parents are asked to sign demerits so that they will have an opportunity to speak with the child regarding his/her behavior.
Violations that may result in a demerit include but are not limited to:
* Failure to wear a face covering
* Failure to obey directions, defiance, or disrespect of a teacher or staff.
* Wearing an inappropriate face covering
* Repeated failure to observe dress code.
* Physical altercations such as hitting or fighting.
* Excessive or out-of-turn talking and loudness.
* Inappropriate language.
* Getting out of seat without permission.
* Words or actions which are disrespectful of or detrimental to the well-being of peers and/or teachers, including and especially bullying and/or cyberbullying.
* Chewing gum or eating without permission.
* Arriving late or unprepared for class (including the absence of homework and materials such as paper or pencil needed to participate fully in the lesson).
* Inappropriate hall behavior.
* Being out of class, whether at school, Remote Learning, or At-Home Learning, without permission
* Any behavior that takes away from the learning environment.
* Destruction of school property.
* Writing or passing of notes, chats, texts, emails during school hours including Remote Learning and/or At-Home Learning
* Public display of affection
* Littering
The penalty for students in Grades 5-8 who do not turn in homework and/or fail to complete work assignments is explained in the "Penalty for Missing Homework" section of this Handbook.
Detentions
* Disrespectful behavior at Mass/Church
For serious violations of the expected behavior of students at St. Jude Catholic School, automatic detentions may be given. A detention may be given by teachers or the Principal for a violation of school or classroom rules and regulations. Reasons for giving a detention include but are not limited to:
* Disrespect toward a teacher, staff member, or agent of the school
* Impulsive behavior that is harmful to another person
* Cheating/irregular behavior during testing/plagiarism
* Harassment (bullying/cyberbullying)
* skipping class including Remote Learning or At-Home Learning
* Forgery, lying,
* Vandalizing or defacing school property or personal property
* Deliberate physical harassment (fighting, rough play, etc.)
* Major classroom disruptions (throwing objects, etc)
* Disruptive behavior at assemblies
* Profanity (verbal or written) or obscene gestures directed toward any person
* Unauthorized accessing of computer programs, data or message capabilities, inappropriate use of the Internet
* Use of cell phone or other unauthorized electronic/media device during school hours (7:50AM-3:20PM), in the school building or during extended care.
* Using another person's password to access computer network or programs
Penalty for the Violation of Expectations
A series of disciplinary consequences will result for students who accumulate demerits and detentions during the school year:
3 Demerits = After-School 1-Hour Detention; Reflective Essay, Conference with Principal and student
9 Demerits = 2-Hour Saturday detention, No extra-curricular activities, including practices/games for one month
6 Demerits = After-School 1-Hour Detention, No extra-curricular activities, including practices/games for one week
12 Demerits = 1-Day Suspension, Parent/Principal/Pastor/Student Conference
18 Demerits = Expulsion
15 Demerits = 1-Week Suspension, Re-registration Denied
Serving the Detention
The administration will determine when detention will be served: on a Saturday or after school. Students must serve detention in full uniform. If a student is late to or absent from detention, he/she will serve two successive detentions. If a student misses two detentions, he/she may be suspended. Detention takes precedence over appointments, practices, lessons, tutoring, ballgames, etc. No detention is excused without the expressed permission of the principal.
Suspension
Suspension is a serious consequence used when all other methods of discipline have failed to change a student's inappropriate behavior. In the event of a suspension, the student cannot participate in athletic events or extracurricular activities. Suspensions, inschool or out of school, may result in the loss of privileges, such as field trips, class parties, etc. Students who are given an inschool suspension will be required to report to school each day. Students who receive an out-of-school suspension will not be allowed on campus during the time of their suspension. Students must complete all class work and tests from the days of suspension.
Expulsion
Expulsion is an extremely serious matter. Students who pose a threat to themselves or to others may be expelled from St. Jude
Catholic School. Students who have been expelled will not be allowed to return to the school without prior permission from the Pastor and Principal. Students whose parents have violated the Parents as Partners agreement in this Handbook may also be excluded from St. Jude Catholic School.
Off Campus Conduct
The administration of St. Jude School reserves the right to discipline its students for off campus behavior that is not in line with behavior expectations of its students during the course of the school day. This off campus behavior includes, but is not limited to, cyberbullying.
Harassment
Harassment is defined as any verbal, physical, or visual conduct on the part of a student that has the purpose or effect of substantially interfering with an individual's academic performance or of creating an intimidating, hostile, or offensive educational environment. Harassment includes, but is not limited to, the following:
pushing/shoving, and social alienation unwelcoming and persistent behavior that makes a student feel threatened or unsafe, including hitting, kicking, spitting,
verbal conduct such as repeated teasing, taunting, mocking or ridiculing, the use of vulgar or obscene language, repeated racial slurs, derogatory jokes or comments retaliation or intimidation for having reported or threaten to report serious misconduct visual gestures, notes, pictures, graffiti, e-mails, or other means of electronic media/cyberbullying
behaviors that are sexual or intimidating in nature including physical contact such as assault, unwanted touching, and blocking of normal movements that interferes with another student's work, study, or play
Procedure for Reporting Harassment
Harassment of any type is not tolerated at St. Jude Catholic School. The Principal investigates all complaints of harassment. Students involved in harassing behavior face detention, suspension, and/or expulsion.
Student(s) should tell a teacher or staff member and their parents of any concerns.
Parents are asked to inform the student's teacher(s) of their concerns.
Teachers will address the concern and determine if further action is needed. If necessary, the teacher will refer the situation to the Principal.
Privacy protects all parties from the disclosure of information regarding a student to anyone other than his/her parent or legal guardian and school staff. Reports are not shared with those who are not in a position of authority. They may be shared with others in a position of authority on a need-to-know basis.
Athletes should tell their coach and parents. Coaches and parents should inform the Athletic Director. If necessary, the Athletic Director will contact the Principal. The Principal keeps the Pastor informed of serious or repetitive incidents.
Bullying and Cyberbullying
St. Jude Catholic School attempts to provide a safe environment for all individuals. Verbal or written threats made against the physical or emotional well-being of any individual are taken very seriously. Students making such threats in person, verbally, written or via proxy (seriously, in jest or online) face detention, suspension, and/or expulsion.
Students, parents, faculty, and staff are liable for severe consequences if they threaten another person with harm of any kind. Joking about harming another student is not Christian behavior and will be treated seriously. The student is always a St. Jude student. A student who engages in conduct, whether inside or outside the school, that is detrimental to the reputation of the school, may be disciplined by school officials.
Anti-bullying Policy (Diocese of Joliet Catholic Schools Office)
All elementary and secondary schools in the Diocese of Joliet shall actively seek to provide a supportive, caring environment in which all persons are safe from all forms of intimidation including bullying, which is unacceptable, unchristian, and strictly prohibited.
For the purpose of this policy, bullying is defined in conformity with Illinois Law as follows:
"Any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:
Placing the student or students in reasonable fear of harm to the student's or students' person or
Causing a substantially detrimental effect on the student's or students' physical or mental health;
property;
Substantially interfering with the student's or students' academic performance; or
105 ILCS 5/27-23.7 (b)
Substantially interfering with the student's or students' ability to participate in or benefit from the services, activities, or privileges provided by a school."
Bullying Conduct
Bullying conduct covered by this policy is conduct that occurs on school property or at school sponsored activities or events; while students are being transported or walking to or from school or school sponsored activities or events; while students are waiting at school bus stops; or cyber bullying as defined hereinafter.
Cyber Bullying
This policy prohibits bullying and intimidation of students through the use of internet and social media sites on any electronic device (private, public, or school owned), whether on or off the school campus, or during non school hours.
Any student who engages in bullying will be subject to appropriate discipline, up to and including suspension or expulsion and referral to local law enforcement. Behavioral interventions may be included as a component of the disciplinary actions. This may include but is not limited to mandatory counseling.
Retaliatory behavior by a student accused of bullying will also incur consequences. False accusations of bullying will result in disciplinary action taken against the accuser.
Any reported bullying issue will be promptly brought to the attention of the appropriate party: the Pastor or the Principal or designee, and thereafter investigated.
Reference: The Illinois School Code, 105 ILCS, 5/27-23.7
Prohibited Items
Student are not permitted to bring to school items such as, but not limited to, questionable books and pictures, White-out®, liquid paper, Sharpie® markers, knives, pocket knives, sharp items, fireworks, firearms, guns, matches, cigarettes, laser lights, mp3 players, cameras (unless it is a school-issued electronic device), or anything that will detract from a learning situation.
Further, for the safety of all, especially those with allergies, students are not permitted to bring into school strongly scented perfumes/lotions or aerosol deodorant spray such as Axe, Old Spice, Arrid Extra Dry. Students are only permitted to bring in roll on deodorant if needed.
The Principal, in accordance with state laws, will determine the appropriate disciplinary measures to be taken concerning the presence of these items in the school. Items taken away from students will be returned to the parent(s)/guardian(s) on the last day of the school year.
Drugs and Alcohol
Students who possess drugs and/or alcohol at school or at any school function face suspension and/or expulsion.
Lockers and Desks
Each student is assigned a locker in which to store clothing, book bag, and textbooks. In order to maintain a quiet atmosphere for class, students are allowed to go to their lockers only at specified times. Lockers and desks are school property and are subject to searches by school authorities to protect the safety of all. Lockers may not be decorated inside or out.
Students in Grades 6 – 8 are issued a school-owned combination lock to use to protect their personal items. The school maintains a universal key and reserves the right to open student lockers at anytime without probable or reasonable cause. The locks are the property of St. Jude Catholic School. Students will be responsible for replacement of any lost lock.
Student and Student Property
Students are solely responsible for their own personal property. The school accepts no responsibility for items left unattended in the common areas of the school.
Care of School Property
Students are to care for school property in a respectful manner. The parent of a child who carelessly destroys or damages any furniture, school-issued electronic devices, equipment, buildings, or anyone's personal property will be obligated to pay the full cost of repairs and labor or replacement. If library books are not returned, students will be assessed an amount equal to the value of the book or its replacement, whichever is greater, as determined by the administration. The student will pay a fine or replacement for damaged or lost textbooks before any final reports, transcripts, or diplomas are presented.
Uniforms and Dress Code
Uniform components (pants, shorts, skirts, shirts, pull-overs, fleeces and sweaters) may be purchased through Dennis Uniform Co. (1141 N. Main Street Lombard, IL 60148 630-932-7171) or order online at www.dennisuniform.com. (Use the school ID: GCJGL when ordering online).
At St. Jude, we believe that uniforms create a sense of ambassadorship and loyalty; equalize student dress so students will not be known by what they wear but by who they are; de-stress the daily routine of choosing the appropriate attire; build a sense of community spirit in the students; and encourage a sense of modesty and discipline.
The only exceptions to the uniform guidelines are on Dress Down Days and Birthdays. If there is a time when the prescribed uniform cannot for some legitimate reason be worn, a note from the parent/guardian must be written to the Principal. Students who are out of uniform without this excuse will be sent to the office and the parent will be called to bring the proper clothing. Students who repeatedly violate the uniform policy will be denied participation in the next out-of-uniform day or will serve a detention.
All students will wear their gym uniform on Tuesdays and Thursdays for the entire day.
Girls' Mandatory Uniform
Grades 4-8: Red knit short or long-sleeve properly-worn uniform polo shirt with school logo.
Grades Pre-K through 3: Plaid shift with white polo shirt (white polo does not need to be a uniform polo)
Grades 4-8: Plaid skirt
Solid (no logo) white, black or navy knee, crew or bobby/ankle socks or white, black or navy tights (cable or opaque)
Grades 2-8: Navy blue, black, or brown belt (when wearing shorts or pants)
For warmth: zippered red sweatshirt, red sweater, or red fleece from a uniform company.
8th grade only: Miraculous Medal provided by school
Please note: Girls skirts cannot be shorter than 1 inch above the knee
OPTION for cold weather
Twill uniform navy blue pants from a uniform company or another store with comparable pants.
OPTION for warm weather
Twill uniform blue shorts from a uniform company or another store with comparable shorts.
Boys Mandatory Uniform
Light blue knit short or long-sleeve properly-worn uniform polo shirt with school logo.
Twill uniform navy blue pants from either uniform company or another store with comparable pants.
Grades 2-8: Navy blue, black, or brown belt
Solid (no logo) white, black or navy ankle, crew, or tube socks.
For warmth: Zippered navy sweatshirt, navy sweater, or navy fleece from a uniform company.
8th grade only: Miraculous Medal provided by school
OPTION for warm weather
Twill uniform blue shorts from a company or another store with comparable shorts.
Additional Dress Code Guidelines
Face Covering (i.e. Mask)
* When eating
All persons on school grounds including students, teachers, staff, visitors, parents, custodial staff, etc. must always wear a face covering when in school, except:
* When outdoors and at least three (3') feet of physical distancing can be maintained
* When using a face shield when other methods of protection are not available or appropriate (see the IDPH's website for guidance on when a face shield can be worn)
* When receiving Holy Communion
* If a face covering is removed, strict adherence to three (3') feet of social distancing must be maintained.
All students, faculty, and staff are required to bring their own face coverings to school. Parents may opt to buy disposable or reusable face coverings. For disposable face coverings, each face covering must be thrown away at the end of every school day and parents should send plenty of extra face coverings to school with their child. If using a reusable face covering, the face covering should be cleaned after every use. All students, faculty, and staff who are using reusable face masks must bring at least one extra face covering to school. Face coverings must be changed immediately if soiled, wet, or torn.
Face coverings must be worn properly and must completely cover both the nose and mouth and fit against the sides of the face with no gaps. Face coverings may not have inappropriate or distracting images or messages. St. Jude Catholic School reserves the right to deem any face covering inappropriate. If a face covering is deemed inappropriate, the face covering must be placed in a plastic ziplock bag and placed in the student's book bag. If the student does not have an extra face covering, the student will be given a disposable one. A face covering that is deemed inappropriate can subject the student to disciplinary action.
School Shoes
Dress shoes should be predominately one color and only contain navy, black, or brown. Oxford style, saddle shoes, loafers, topsiders are acceptable. Top-siders should not have patterns of any kind. Shoes with laces must be tied at all times. Shoes that light up are not permitted at any time.
Tennis shoes may also be worn with the uniform if they only have white and/or black colors on them. Tennis shoes must have matching solid white or solid black laces. Tennis shoes that are worn with the school uniform may also be worn during gym class.
Hair
Hair should be neat and well kept. It should not extend beyond the eyebrows in the front. Boy's hair must be above the shirt collar and trimmed around the ears. A Mohawk style hair cut is not permitted. Colored, dyed, or highlighted hair is not permitted. Girls may wear simple hair accessories. Hair bows/ribbons, hairbands, barrettes, and clips should be simple and of uniform colors (plaid, solid color: navy blue, white, red, or black). No writing is permitted on hair accessories. No beads or scarves should be worn in the hair. Boys must be clean shaven.
Accessories
* No visible tattoos of any kind. Students who write on their body will be sent to the office to remove the markings.
* No makeup, nail polish, lip gloss, colored Chapstick, or artificial nails may be worn.
*
Girls with pierced ears may wear only small studs in one hole per ear.
* No cartilage piercings are permitted.
* No other body piercings are permitted.
* No dangling or hoop earrings are permitted. Boys are not permitted to wear earrings.
* No Hologram contact lenses, fake eyelashes or fake nails.
* Watches with a beeping device must be disabled during the school day.
* Simple watches (that match the school uniform) are permitted.
* Smart watches such as the Apple Watch are not permitted.
* Religious medals or a crucifix may be worn on a simple gold or silver chain.
* Other necklaces, bracelets, rings, or pins are not permitted. Any item worn to excess is not permitted.
Other uniform notes:
During the winter months, girls may wear plain sweatpants under their uniform during arrival, recess, and dismissal.
For warmth during the school day, students can only wear the approved uniform attire.
Shirts must properly worn (tucked-in or banded shirts must be properly folded).
The uniform should be clean and pressed with all buttons attached and hem intact.
Jumpers and skirts cannot be shorter than one inch above the knee throughout the entire school year. It is recommended that girls wear navy or dark colored shorts under their jumpers and skirts.
Physical Education Uniform
*2020-2021 School Year – All students will wear gym uniforms on GYM DAYS – Tuesday & Thursday
Physical Education uniforms may be purchased through Dennis Uniform Co. (1141 N. Main Street, Lombard, IL 60148 630-932-7171) or order online at www.dennisuniform.com. (Use the school ID: GCJGL when ordering online).
* Tennis shoes and socks are required.
* No roller skate sneakers, shoes that light up, or sneakers with zippers instead of laces.
* Gym socks must be regular uniform socks per the above guidelines for girls and boys.
* Students in grades K-4 will wear their gym uniforms to school on days they have gym (Tuesdays and Thursdays).
* Students in grades 5-8 should bring roll-on or solid deodorant.
* Students in grades 5-8 will bring their gym uniforms to school on days they have gym and change into their uniforms.
* Scented lotions are allowed.
* Body sprays, deodorant sprays or any type of aerosol is not permitted.
Out of Uniform Guidelines
slacks
All uniform regulations and guidelines are subject to the discretion of the Principal.
Attire for Picture Day
For picture day, students are permitted to dress up or wear their uniforms to school. No jeans are allowed. Girls are permitted to wear heeled shoes provided the heel is no taller than 2 inches.
Out-of-Uniform Notices: Any student that is in violation of the uniform code or does not bring their gym uniform to school will receive an out-of-uniform notice. Students in grades 4-8 will receive one demerit for three out-of-uniform notices
TECHNOLOGY
School-Issued Electronic Devices
Technology is an important part of today's educational system. Each student will receive a school-issued electronic device. The term "electronic device" refers to laptops, IPads, batteries, power cord/chargers and bag/cases/covers. The school-issued electronic device is on loan to students and remain the property of St. Jude Catholic School. Students in Kindergarten through Second Grade will receive an IPad. Students in grades three (3) through eight (8) will receive a laptop. Students and families must understand that:
Electric devices must support education.
All users of the electronic device are accountable to all school, Diocese of Joliet, local, state, and federal laws, rules, and/or guidelines.
Students are expected to keep the equipment in good condition. Failure to do so will result in bills for repair or replacement of the electronic device.
Students are expected to report any damage to their device as soon as possible (no later than the next school day).
Students are expected to notify their teacher if they come across any information, images, or messages that are inappropriate, dangerous, or threatening.
Students may not loan their school-issued electronic device to any other person for any reason.
Students are not to share their passwords with other students at any time.
Any failure to comply with these guidelines may result in disciplinary action. St. Jude Catholic School reserves the right to confiscate the school-issue electronic device at any time.
Cell Phones and Other Electronic Devices
Students are not allowed to be in a possession of a cell phone (e.g. Iphone, Android, etc.) or other non-school-issued electronic device (ex. Kindle, laptop, video game system, etc.) at any time during the school day (7:50AM-3:20PM) unless special permission has been granted by the Principal or his/her designee. Students are allowed to store a cell phone in their locker so long as it remains in the locker and turned off during the school day. Cell phones are not permitted during extended care. If a cell phone is seen or heard during the school day or during extended care, it will be confiscated and turned in to the Principal.
Acceptable Use Agreement
The Schools within the Diocese of Joliet believe that all students should have access to technology when they act in a responsible, efficient, courteous and legal manner. Internet access and other network services available to students and teachers offer a multitude of global resources. The goal in providing these services is to enhance the educational development of all students.
To participate in the use of technology at St. Jude Catholic School, parents must discuss the Diocese of Joliet Student Agreement for Internet Access and Related Technology Use (located below) and the Diocese of Joliet Acceptable Use Agreement (located at the back of this Handbook). Both the student and parent must sign and return the Acceptable Use form to the school office. Please note that there is one agreement for students in grades K-3 and another for students in grades 4-8.
Diocese of Joliet Catholic Schools Office
Student Agreement for Internet Access and Related Technology Use
The Catholic Schools Office of the Diocese of Joliet and St. Jude Catholic School hereinafter (the "School") support the use of technology in the instructional program through internet capable devices, digital equipment, and electronic communication and associated technology services collectively referred to as ("Technology Resources") as a means to facilitate learning and teaching in a digital world.
DEFINITIONS:
Network is any and all wired and wireless technology networks, cellular networks, commercial, community, or homebased wireless networks accessible to students.
User includes anyone, including employees, students and guests using the School's Technology Resources, including but not limited to devices, wired or wireless network, Internet, email, and other forms of technology services and products.
Equipment refers to computers, notebooks, tablets, cellular phones, smartphone devices, iPads, kindles, e- readers, as well as portable storage devices.
All uses of Technology Resources shall be for educational purposes only, and will be consistent with the Diocesan and School's goal of promoting Catholic values and teaching, moral and ethical decision-making and academic excellence as defined in the respective mission and philosophy statements.
The Parents/Guardians of student users of Technology Resources must agree to and accept the Terms and Conditions below before their children will be granted access to the Technology Resources within the School.
The School recognizes that students have widespread access to both technology and the internet, therefore, use of personal devices and connectivity is considered to be included in this Acceptable Use Agreement (AUA).
The failure of any user to follow the terms and conditions of this Agreement may result in the loss of privileges, disciplinary action and/or legal action.
TERMS AND CONDITIONS
Acceptable Use
The Diocese and School will make reasonable efforts to ensure that all Technology Resources are used in a responsible, moral and ethical manner consistent with the educational and moral objectives of the Diocese and School.
Responsibility
The students, teachers and staff have the responsibility to respect and protect the rights of all digital users in School and on the Internet. The School Administration or Pastor has the authority to determine what constitutes inappropriate use and his/her decision is final.
School administrators, teachers, staff, and volunteers work together to help students cultivate and manage their digital identity and reputation and online social interactions in ways that promote Catholic values and that are positive, ethical, safe and legal. However, there is an enormous range of material available on the Internet, some of which may not be fitting with the particular values of a student's family. It is not practically possible for the Diocese and School to monitor and enforce a wide array of social and religious values in student use of the Internet. Therefore, the Diocese and School recognize parents as primary educators of their children and the need for them to be involved in instructing and monitoring their children as to what material is and is not acceptable for access and communication at home when in possession of a school owned device.
Code of Conduct
Expectations for conduct Grades Pre-K-3, and 4-8 are defined with the expectation for age appropriate behavior when using technology resources.
Safety
Reasonable efforts will be made to protect users of the network from harassment, or unwanted and unsolicited communication. Any network users who receive threatening or unwelcome communication should immediately bring this to the attention of a teacher or administrator.
Internet Filtering/CIPA
The school will use technology protection measures in compliance with the Children's Internet Protection Act (CIPA) to protect minors and all users.
Privacy
The user does not have any right of privacy or ownership whatsoever regarding their use of the School's property, network, Internet access or files including email and all school provided accounts. Consequently, all communication systems and all communication and information transmitted by, received from, or stored in any manner are the property of the Parish, School or Diocese and are to be used for educational purposes only.
To ensure that the use of the network is consistent with the educational objectives and philosophy of the School, Parish, and Diocese, authorized representatives may monitor the use of the network to access, review, copy and store or delete any electronic communications or files and disclose them to others as it deems necessary. This applies to use of personal devices as well as school owned equipment.
The system administrator (Principal or designee, Pastor) may remove any material stored by the users which violates the terms of this Agreement.
Consequences for Inappropriate Use
The School network user shall be responsible for damages due to the misuse of technology equipment, systems, and software.
Illegal use of the School network, intentional deletion or damage to files or data belonging to others, copyright violations or theft of services will be reported to the appropriate authority and will be deemed a failure to follow the terms and conditions of this Agreement.
Web Pages
The School may choose to publish Web Pages for purposes of providing School or Parish information and teacher or class information. This may include the posting of meetings, agendas, student activities, projects and accomplishments, schedules and other information of interest to students, parents and the community. Classrooms may participate in the development of web pages as on-going educational projects. The posting of any material that may violate copyright law is expressly prohibited.
Disclosure of student information on the School website will be limited to first name and last initial. Photographs or video of students may be posted on the school website; however, no photograph or video of any student will be captioned with the student's name, or identify the student by name in any other manner. No image of a student may be posted in such a way that the image of that student may be matched up with the student's name.
The principal or his/her designee shall monitor school web publications.
Personal Electronic or Cellular Devices
Students may not carry personally owned devices with them during school hours unless special permission is granted by the Principal or his/her designee. Privately Owned Devices otherwise stored in student lockers must be turned off. These items include, but are not limited to: cell phones, pagers, Mp3 players, iPods, cameras/video recorders, laptops, notebooks/tablets and all other mobile devices.
Indemnification
The user's parent/guardian hereby agrees to indemnify the School/Parish/Diocese for any losses, costs, or damages, including attorney fees, incurred by the School, Parish, or Diocese relating to or arising out of the breach of, or the enforcement of this Agreement or the School/Parish/Diocese enforcement thereof.
Financial Obligations
The student, parent, guardian, agrees to be responsible for any financial obligation incurred through the use of the School network that is contrary to the terms of this Agreement.
Limitation of Liability
The School/Parish/Diocese makes no guarantee that functions and services provided by the for the accuracy or quality of information obtained through the use of the School network or for any damages users suffer.
School's computer system and network will be error free or without any defect. The School/Parish/Diocese have no responsibility
Blogs , Social Media, and Other Apps
Engagement in online blogs and the posting of defamatory comments, photos, videos, etc on other social media apps such as, but not limited to, Snaptchat®, Facebook®, Twitter®, Instagram®, etc. may result in disciplinary actions if the content of the student's or parent's blog includes defamatory comments regarding the school, the faculty, other students or the parish.
Sexting
Students involved in possession or transmission of inappropriate photos on their cell phones or other electronic devices face suspension and/or expulsion.
Texting
Students should at no time be involved in texting during the course of the school day. Students involved in texting at school face detention, suspension and/or expulsion.
Virtual Reality Sites and Video Games
Virtual Reality sites and online video games pose a developmental and moral risk to the life of a student. Parents are cautioned to be aware of the online sites visited by their children, knowing that often predators are not living in a neighborhood, but within the home via a computer. Parents must closely monitor their child's use of online sites and teach them appropriate use and behavior. Students whose avatars depict other students, teachers, or parish staff in a defamatory light face detention, suspension, or expulsion.
EXTRA CURRICULAR ACTIVITIES
Participation
Participation in extra-curricular activities is a privilege, not a right. Students who successfully meet the school's academic requirements and adhere to the code of conduct will be given the privilege of participating in extra- curricular activities. Reports are distributed every six weeks, alternating between interim reports and report cards. Parents may also stay informed about their child's academic progress using the school's online reporting system.
Ineligibility
The Principal informs the Athletic Director when students are to be removed from the team on a temporary or permanent basis. Students are removed when they have a failing grade (F) in a subject area. After a one week period, if the grade is passing, the student may be readmitted to participation in athletics. The Athletic Director informs coaches. The Principal also informs other persons responsible for extracurricular activities of any suspensions.
Any student that is absent from school or goes home sick will not be allowed to participate in an extra-curricular practice, game, or event on that same day.
School Detention
Extra-curricular activities do not come before school discipline. Students who need to serve detention cannot use these activities as an excuse. If a student receives a detention and must miss the activity, it is the student's responsibility to inform the sponsor/coach about his/her absence. Students who attend/participate in the activity rather than attend detention will be suspended from the next two events and serve the detention.
Extra-curricular Activities Offered
(Note: This list may vary depending on the availably of teachers and volunteers.)
Altar Servers
Students in Grades 4-8 may volunteer as altar servers for Mass after appropriate training. This commitment involves Masses during the week and on the weekend at the parish.
St. Jude Choristers and Junior Choir
Students in Grades 1-8 who are interested in learning about and performing sacred music are part of this choir that sings at Mass and other occasions that come up during the school year.
Student Council
Students in Grades 5-8 are elected by their peers to represent the student body and to organize various activities throughout the year.
Battle of the Books
Students in Grades 4-8 participate in a diocesan wide competition. Pre-selected books are read throughout the year and students meet weekly to discuss and review the books.
Poms
Students in Grades 4-8 practice weekly to learn special choreography for our Christmas and Spring Musical and sporting events.
Patrol
Students selected are responsible for assisting with the safety of the student body at dismissal from school. They help facilitate the smooth running of traffic and the safety of all.
Athletics
A variety of sports are offered to students of St. Jude Catholic School. Sports include: Boys Football, Girls Volleyball, Co-ed Volleyball, and Boys and Girls Basketball. An intramural program is available for Grades 1-4. Students in Grades 5-8 compete primarily against teams in the South Suburban Catholic Conference.
ST. JUDE ATHLETIC PROGRAM
The St. Jude Athletic program is an extra-curricular program sponsored by St. Jude Catholic School through the work of volunteer parents. The program is self-supporting. St. Jude Catholic School students who meet the eligibility criterion set by the teachers and Administration may participate.
The program exists for the students of St. Jude to foster positive school spirit, good sportsmanship, character formation, positive experience in team participation, and most importantly an enjoyable time for the students. The program emphasizes skill development and honest hard work. Although winning is enjoyable, it is not the primary focus of the program. The school Administration, as well as the volunteer coaches, emphasizes this. St. Jude parent volunteers support the program by coaching, volunteering time at the games, working in the concession stands, and practices. Volunteers are a very important part of the program. It is necessary for parents to give of their time as well as their presence at different functions. If volunteers do not come forward, St. Jude Catholic School will not be obliged to furnish a sports program for the students.
Students must adhere to the policies issued by the school Administration and Athletic Director.
Sportsmanship
The St. Jude athlete is expected to perform to the best of his/her ability at all times while also extending courtesy to coaches, officials, opponents, spectators/fans, and school employees during contests and outside of them. Clothing worn to athletic events must be free of references to drugs, alcohol, sex, or any derogatory remarks. Athletes may not use offensive language or gestures
before, during, or after athletic events. If a student chooses to indulge in such behavior they will be suspended for two games. If they choose to repeat behavior for a second time they will be asked to leave the athletic program for the rest of the season.
Care for Uniforms and Equipment
Please follow care directions in the labels of uniforms. Uniforms are to be returned on time, washed, and in good condition. If a student fails to return the athletic uniform they will be charged the cost of the uniform. Report cards may be held until all uniforms are paid for or returned to the school.
Respect for Facilities
Students must leave St. Jude or other school's facilities clean and free of damage. Athletes and unauthorized persons are not permitted in the Physical Education office. Coaches, students, and parents must remain in the gym or hall directly outside of the gym. Entry into the school to enter classrooms or access lockers or bathrooms is strictly forbidden.
Safety Practices
Athletes may not use the facilities unless coaches are present. Athletes must be supervised during athletic events. They are not to be running around the facilities before, during, or after games.
Illness or Injury
Students who have been absent from school during the day may not participate in a St. Jude function in the evening. This includes both games and practices. Injury, illness, or incapacitation during a practice or game must immediately be reported to the coach or parents in charge. Before an athlete may return to an athletic activity after any injury requiring a physician's attention, he/she must present the signed approval of the physician and parents/guardians to the Athletic Director.
Awards
Trophies, plaques, ribbons, and any type of athletic award should not be given to students without the express permission of the Athletic Director and Principal. Banquets, parties, and athletic gatherings require approval and permission of the Principal. End of the year nominations for student athlete awards must be submitted by the Athletic Director to the Principal for approval.
Parent Obligations
Ensuring students have a proper physical prior to the beginning of the athletic season
Parents support the St. Jude Athletic Program by:
Ensuring students are dropped off and picked up on time for both practices and sporting events. If students are consistently left at practices and game sites, parents will receive a call. If the pattern continues, the student may not be allowed to continue in the athletic program
Give positive and appropriate example to student athletes at all athletic functions. Adults should not be loud or disrespectful to referees or coaches; they should not heckle players from St. Jude Catholic School or opposing teams. They should not use profane language toward coaches, students, referees, or other parents. Adults should have control of their emotions and tempers at all times. Adults should not be surprised if they are asked to leave a contest or practice in which they have displayed inappropriate behavior
Support proper student behavior at all athletic events both verbally and by example
Anyone who violates these rules will be suspended from attending the next event. A parent who consistently violates these rules will be suspended from attending athletic events for the remainder of the season.
RIGHT TO AMEND
St. Jude Catholic School reserves the right to amend this Handbook. Notice of amendments will be sent to parents via the Thursday e-newsletter communication.
Acceptable Use Policy K-3
DIOCESE OF JOLIET
ACCEPTABLE USE AGREEMENT: INTRANET/INTERNET Grades K - 3, *
Including Summer Programs
As a part of my schoolwork, my school gives me the use of devices and technology resources for my work. My behavior and language should follow the same rules I follow in my class and in my school. To help myself and others, I agree to the following promises:
1. I will use technology to do school work, as explained to me by my teacher and not for any other reason.
2. I will use the Internet only in ways the teacher has approved.
3. I will not give my password to anyone else, and I will not ask for or use anyone else's password.
4. I will not put on any device my address or telephone number, or any other personal information about myself or anyone else.
5. I will not upload, link, or embed an image of myself or others without permission.
6. I will not play games or use other resources that a teacher has not approved.
7. I will be polite and considerate when I use devices. I will not use them to annoy, be mean to, frighten, tease, or poke fun at anyone. I will not use swear words or other rude language.
8. I will not use the technology to bully or threaten anyone, including teachers, schoolmates or other children.
9. I will not try to see, send, or upload anything that says and or shows bad or mean things about anyone's race, religion or gender.
10. I will not damage the device or anyone else's work.
11. I will not break copy or take credit for anyone else's work including any source on the Internet.
12. If I have or see a problem, I will not try to fix it myself but I will tell the teacher. If the problem is an inappropriate image I will turn off the screen or cover it and then seek help.
13. I will not block or interfere with school or school system communications.
14. My technology use is not private; my teacher may look at my work to be sure that I am following these rules, and if I am not, there will be consequences.
15. I know that the conduct that is forbidden in school is also forbidden when I use devices outside of school.
Addendum for One to One Devices
I understand that St. Jude Catholic School will provide a device for ACADEMIC use in school and at home. In order to be permitted to use my school provided device, I agree to the following responsibilities and restrictions:
1. I will bring my device to school every day fully charged.
APPENDIX
2. I will not give my device to anyone else to use or access.
3. I will follow all school rules while using my device at all times and in all locations.
4. I will not take photos or record video of any student, teacher or administrator without the permission of my teacher or school administrator.
5. I will not use the device during class unless expressly instructed to do so by a teacher and I will immediately comply with a directive to turn the device off, to put the device away or to turn the device over to a teacher or administrator..
Print Student's Name: _______________________________________School: ____________Grade: ______
Student's Signature: __________________________________________________Date: _____________
Parents: I have read and discussed with my son or daughter the Acceptable Use Agreement, and I give permission for him or her to use these resources. I understand that technology access is conditional upon adherence to the guidelines above.
I understand that Devices are on loan to students and remain the property of the St. Jude Catholic School.
I understand that I am responsible for theft, damage or loss of the device while in my student's care.
Although students are supervised when using these resources, and their use is electronically monitored, I am aware of the possibility that my son or daughter may gain access to material that school officials and I may consider inappropriate or not of educational value.
Print Parent/Guardian Name: _____________________________________________________________________
Parent/Guardian Signature: ______________________________________________________Date: ______________*
STUDENTS MAY NOT USE TECHNOLOGY RESOURCES UNLESS THIS AGREEMENT IS SIGNED AND RETURNED TO THE TEACHER.
Acceptable Use Policy 4-8
DIOCESE OF JOLIET
ACCEPTABLE USE AGREEMENT: INTRANET/INTERNET
GRADE 4-8* (including Summer School)
I understand that St. Jude Catholic School hereinafter (the" School") provides electronic resources, including Internet access and storage space for student work, as an integral part of the curriculum. Behavior and language in the use of these resources should be consistent with classroom standards. I agree to the following responsibilities and restrictions:
1. I will use the electronic resources, including storage space, only for educational purposes related to work in School and not for any personal, commercial or illegal purposes.
2. I will use the Internet only with the permission of the staff member in charge.
3. I will not use games or other electronic resources that have objectionable content or that engage me in an inappropriate simulated activity.
4. I will not give my password to any other user, nor attempt to learn or to use anyone else's password, and I will not transmit my address or telephone number, or any personal or confidential information about myself or others.
5. I will not upload, link, or embed an image of myself or others to any sites without expressed teacher permission and a signed parental permission slip.
6. I will not make statements or use the likeness of another person through website postings, email, instant messages, etc., that harass, intimidate, threaten, insult, bully or ridicule students, teachers, administrators or other staff members of the school community, make statements that are falsely attributed to others, or use language that is obscene or offensive.
7. I will not attempt to access, upload, or transmit material that attacks ethnic, religious or racial groups, or material that is pornographic or explicitly sexual in nature.
8. I will not violate copyright laws, damage or tamper with hardware or software, vandalize or destroy data, intrude upon, alter or destroy the files of another user, introduce or use computer "viruses," attempt to gain access to restricted information or networks, or block, intercept or interfere with any email or electronic communications by teachers and administrators to parents, or others.
9. I understand that my use of technology resources is not private, and that the school reserves the right to monitor use to assure compliance with these guidelines; violations may lead to loss of privileges including internet access and/or other disciplinary measures.
10. I understand that the prohibited conduct described above is also prohibited off campus when using private equipment if it has the effect of interfering with the educational process as decided by school administration, and that such off-campus violations may lead to disciplinary measures. 11/16
Addendum for One to One Devices
I understand that St. Jude Catholic School will provide a device for ACADEMIC use in school and at home. In order to be permitted to use my school provided device, I agree to the following responsibilities and restrictions:
1. I understand that Devices are on loan to students and remain the property of the St. Jude Catholic School.
2. I will bring my device to school every day fully charged.
3. I will not give my device to anyone else to use or access.
4. I will follow all school rules while using my device at all times and in all locations. I understand that the rules outlined above regarding my use of school resources apply to my use of the device and that rule 10 above applies to my use of my device off school property.
5. I will not take photos or record video of any student, teacher or administrator without the expressed permission of my teacher or school administrator.
6. I will not use the device during class unless expressly instructed to do so by a teacher and I will immediately comply with a directive to turn the device off, to put the device away or to turn the device over to a teacher or administrator.
7. I understand that the device may be confiscated at any time and that a teacher or administrator may view contents of the device including but not limited to, texts, emails or social media postings, if it appears that I may have used the device in violation of school rules or this Agreement.
8. I understand that I am responsible for theft, damage or loss of the device.
Print Student's Name: __________________________________________________________________
School: _____________________________________________________ Grade: ___________________
Student's Signature: ____________________________________________________Date: ___________
Parents/Guardians: I have read, understood, and discussed with my son or daughter this Acceptable Use Agreement, and I give him or her permission to use electronic resources, understanding that this access and use of one to one devices on school grounds is conditional upon adherence to the agreement. Although students are supervised when using school resources, and their use of school resources is electronically monitored, I am aware of the possibility that my son or daughter may gain access to material that school officials and I may consider inappropriate or not of educational value.
Print Parent's Name: _________________________________________________________________________
Parent's Signature: _____________________________________________________________Date: _________
At-Home Learning Plan
PreK
Kindergarten
1 st Grade
2 nd Grade
3 rd Grade
4 th Grade
5 th Grade
6 th Grade
7 th Grade
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Problems for student activity
Problem 1
Twins Arthur and Martha work together to make two types of toy, badgers and ducks. Each badger requires 12 minutes of Arthur's time and 24 minutes of Martha's, while a duck takes 20 minutes of Arthur's time and 8 minutes of Martha's. Arthur works for 5 hours each day and Martha 6.
If they make a profit of £16 on each badger and £12 on each duck, what should be their daily strategy to maximise profit?
Problem 2
A furniture manufacturer produces dining tables and chairs. Each table requires £80 worth of materials, needs 10 person hours of work and sells for a profit of £150. A chair requires £32 of materials, needs 6 hours of work and sells for a profit of £70.
£1920 and 300 worker hours have been allocated to the next production batch. How many chairs and tables should be made?
Problem 3
Florrie makes and sells bouquets of flowers. Elegant bouquets each use 4 carnations and 12 roses, whilst bloomer bouquets use 6 carnations and 4 roses. The profit on an elegant bouquet is £3 and the profit on a bloomer bouquet is £4.50.
Florrie has 200 roses and 160 carnations available. For the purposes of display, at least 20% of the bouquets should be elegant.
How many of each type of bouquet should Florrie make to maximise her profit?
Problems for student activity: Solutions
Problem 1
Twins Arthur and Martha work together to make two types of toy, badgers and ducks. Each badger requires 12 minutes of Arthur's time and 24 minutes of Martha's, while a duck takes 20 minutes of Arthur's time and 8 minutes of Martha's. Arthur works for 5 hours each day and Martha 6.
If they make a profit of £16 on each badger and £12 on each duck, what should be their daily strategy to maximise profit?
Solution
The optimal integer solution is for them to make 13 badgers and 6 ducks per day, yielding a daily profit of £280. However, the truly optimal solution is 12.5 badgers and 7.5 ducks, so they would be better to make 25 badgers and 15 ducks over a two day period, yielding an average daily profit of £290.
Problem 2
A furniture manufacturer produces dining tables and chairs. Each table requires £80 worth of materials, needs 10 person hours of work and sells for a profit of £150. A chair requires £32 of materials, needs 6 hours of work and sells for a profit of £70.
£1920 and 300 worker hours have been allocated to the next production batch. How many chairs and tables should be made?
Solution
The optimal solution is 12 tables and 30 chairs at a profit of £3900. However, this would mean only 2.5 chairs per table, which is likely to be problematic! We could add the constraint that there needs to be at least four chairs per table – this produces an optimal solution of 8 tables and 36 chairs, leading to a profit of £3720.
Problem 3
Florrie makes and sells bouquets of flowers. Elegant bouquets each use 4 carnations and 12 roses, whilst bloomer bouquets use 6 carnations and 4 roses. The profit on an elegant bouquet is £3 and the profit on a bloomer bouquet is £4.50.
Florrie has 200 roses and 160 carnations available. For the purposes of display, at least 20% of the bouquets should be elegant.
How many of each type of bouquet should Florrie make to maximise her profit?
Solution
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Missouri Can Create 3,900 efficiency-related Jobs, Cut Electric Bills, and Curb Carbon Pollution
"Earth's climate is on a path to warm beyond the range of what has been experienced over the past millions of years. By making informed choices now, we can reduce risks for future generations and ourselves, and help communities adapt to climate change. People have responded successfully to other major environmental challenges such as acid rain and the ozone hole with benefits greater than costs, and scientists working with economists believe there are ways to manage the risks of climate change while balancing current and future economic prosperity."
—"What We Know," American Association for the Advancement of Science, 2014
That sobering prospect and challenge from leading scientists makes it clear that Missourians and all Americans have an obligation to address climate change now, chiefly by reducing the carbon pollution fueling changes we're already seeing. In doing so, we can reap substantial benefits to our economy while protecting future generations. Under the Clean Air Act, the U.S. Environmental Protection Agency is moving now to curb power plant carbon pollution, which makes up 40 percent of our nation's total carbon footprint.
MISSOURI CAN ADDRESS CLIMATE CHANGE, WITH GREAT BENEFIT TO FUTURE GENERATIONS AND OUR ECONOMY
MILLION IN SAVINGS FOR HOUSEHOLD AND BUSINESS CUSTOMERS
$363
3,900
Setting the first-ever national carbon limits…will cut Missouri's dangerous carbon pollution by 20.2 million tons. 1
Using smart strategies…
can put more than 3,900 people to work in efficiency-related jobs in Missouri.
And that will save Missouri households…$181 million on their electric bills, or $67 per average household.
All figures for 2020
WE MUST ACT NOW TO MEET THE ENVIRONMENTAL CHALLENGE OF OUR TIME
For more information, please contact:
Kelly Henderson
email@example.com
(202) 289-2401
www.nrdc.org/policy www.facebook.com/nrdc.org www.twitter.com/nrdc switchboard.nrdc.org/
blogs/khenderson
THE EPA's PLAN TAKES AIM AT THE HEART OF THE PROBLEM
n Electric power plants are the largest source of the dangerous carbon pollution that is driving climate change and extreme weather.
n In 2011, the nation's 100 largest electric power companies, which account for 86 percent of electricity production and 88 percent of the industry's carbon pollution, released 2.1 billion tons of carbon pollution, according to reporting by the industry. 2
n In Missouri, power plants released 87 million tons of carbon pollution in 2011, equal to the annual emissions of 18 million cars. That ranks 8th-highest in the nation, according to air emissions tracking from the 100 largest electricity providers. 3
n Today we limit the amount of arsenic, mercury, and soot these plants emit. But there are no limits on carbon pollution. That is wrong, and it must change.
In response, the president has directed the U.S. Environmental Protection Agency to end the limitless dumping of carbon pollution from these power plants. The EPA has both the authority and the responsibility to reduce carbon pollution under the Clean Air Act, and it should move forward to help protect future generations. The EPA has proposed standards for future power plants and is scheduled to issue the first federal standards for existing power plants in June 2014.
NRDC'S CARBON POLLUTION SOLUTION: EMPOWER STATES TO CURB CLIMATE CHANGE
In December 2012, the Natural Resources Defense Council unveiled a proposal showing one way for the EPA to significantly cut carbon pollution from the nation's power plants—at low cost and with big benefits. 4 This approach:
n Allows states to tailor policies to meet the standards, choosing among such actions as cleaning up existing power plants, shifting power generation to plants with lower emissions or none at all, and improving the efficiency of electricity use.
n Sets carbon intensity–based emissions standards for all large fossil-fueled power plants. Each state would have a different target; states relying more on coal would have a higher carbon target than those depending less on coal.
n Charts a path to affordable and effective emissions reductions by tapping into the ingenuity of the states and leveraging their existing efforts to reduce pollution and provide more clean energy options. This statebased approach has been used for decades to cut other pollutants.
n Can be implemented now using the authority the EPA has under the Clean Air Act.
BENEFITS TO MISSOURI AND THE UNITED STATES FROM ACTING ON POWER PLANT CARBON POLLUTION
NRDC selected a respected firm, ICF International, Inc., often used by industry and government to model impacts of regulations, to analyze the impact of its power plant plan on jobs and electricity bills. In a 2014 analysis conducted by ICF for NRDC and based on NRDC's policy designs and assumptions, it was found that the EPA could design carbon pollution standards to help the nation reduce carbon pollution 29 percent by 2020 and 38 percent by 2025, compared with 2012 levels. 5
These carbon reductions would generate between $28 billion and $63 billion in benefits through avoided climate change impacts and avoided pollution-related illnesses and deaths.
NEW JOBS AND LOWER BILLS
In addition, this approach could help the country in 2020:
n Create 274,000 new efficiency-related jobs.
n Save U.S. household and business customers $37.4 billion per year on their electricity bills, including:
n Save U.S. household customers $13 billion, or an average of $103 per household.
n Save U.S. business customers $24.3 billion.
n Reduce U.S. carbon pollution by 531 million tons. 6
n Stimulate significant growth in the energy efficiency industry.
In Missouri, the impacts would be substantial. Using the Clean Air Act in this way to reduce carbon pollution, the state could in 2020:
n Create 3,900 jobs—largely through investments in energy efficiency.
n Save $5.60 per month on the average household customer's electricity bill.
n Cut 20.2 million tons of carbon pollution, equal to the annual emissions of 4.2 million cars. 7
n Save Missouri households $15 million a month, or $180 million annually, on their electricity bills, NRDC estimates.
n Save Missouri business customers $183 million on their electricity bills.
n Stimulate significant growth in the state's energy efficiency industry.
Because the bulk of investments in energy efficiency focus on making our buildings and homes more efficient, such investments create thousands of jobs that require a broad range of homegrown expertise, in industries that have been especially hard hit by the recent recession. There will be greater demand for electricians, heating/air-conditioning installers, carpenters, construction equipment operators, roofers, insulation workers, industrial truck drivers, construction managers, and building inspectors.
MISSOURI ALREADY LEADS ON CLEAN ENERGY
Already, Missouri's clean energy policies and growing energy efficiency and renewable energy industries have provided big benefits to the state:
n Missouri had 68,534 green jobs as of 2011. 8
n By the end of 2014, the Missouri solar industry will have created more than 3,700 jobs and added $415 million to the state's economy. 9
n In early 2014, Clean Line Energy Partners announced plans for a high-voltage line to transfer 3,500 megawatts of wind power from Kansas to states to the east, crossing Missouri and creating approximately 2,800 jobs. 10
n Missouri residents and businesses are on track to save hundreds of millions of dollars on their energy bills through utility-sponsored energy efficiency programs already in place, with savings set to scale up significantly going forward.
Missouri's large tracts of windy land and fertile soil, located relatively close to dense, energy-consuming urban centers, put the state in a prime position to become a national leader in renewable energy. Studies show that a local renewable energy industry in Missouri would create tens of thousands of jobs and provide substantial new sources of income for farmers.
By developing wind power, making biomass energy from agricultural waste, and growing dedicated energy crops to make advanced biofuels, Missouri can keep its energy dollars at home and even start exporting energy to other states.
The Farmers City Wind Power Project in Atchison County is an example of how renewable energy spurs the local economy. 11 Its 73 wind turbines generate 146 megawatts of clean, renewable energy, and when it came on line in 2009, it nearly doubled the wind power capacity of Missouri. Benefits of this project include:
n $365,000 annually in lease payments to landowners, many of them farmers who are still able to grow soybeans and corn;
n up to $1 million in annual local taxes paid; and
n 150 jobs created during the construction period.
An even larger wind energy project (the largest in the state to date), sponsored by Kansas City Power and Light, will bring 200 megawatts of wind power on line by the end of 2015 in Holt County, Missouri. This project will bring $400 million of investment to the state and create 300 jobs during the construction period. 12
Missouri has already established a Renewable Energy Standard that requires 15 percent of the state's energy to come from renewable sources by 2021. 13 A 2008 University of Missouri–St. Louis study predicted that the Renewable Energy Standard would create 9,591 jobs and generate $2.86 billion in economic activity in the state over the next 20 years. 14
Missouri is increasingly turning to energy efficiency as an economic policy to save consumers money, create jobs, and foster energy sustainability through investment in a clean, local resource that reduces emissions and boosts in-state energy expertise. Missouri state agencies, local governments, utilities, and nongovernmental organizations are already investing in energy efficiency and have made notable progress in recent years. 15
Since the passage of Missouri's Energy Efficiency Investment Act in 2009, Missouri's largest utilities have developed plans to help their customers save hundreds of millions of dollars on energy bills while creating local jobs, improving the comfort and quality of life in Missourians' homes. 16
THE IMPACT OF POLLUTION AND CLIMATE CHANGE IN MISSOURI AND THE UNITED STATES SHOWS WHY WE NEED TO ACT NOW
Rising temperatures are a health concern
Asthma sickened about 20 million adults and more than 7 million children in the United States in 2013. 17 Climate change, driven by rising carbon pollution, leads to higher concentrations of ground-level ozone, or the pollutant smog, which aggravates asthma.
Extreme weather is becoming more common
In 2012, there were 3,527 monthly weather records broken for heat, rain, and snow in the United States, according to information from the National Climatic Data Center. That's even more than the 3,251 records smashed in 2011—and some of the newly broken records had stood for 30 years or more. 18
And it is imposing growing and grievous costs
Nationally, in 2012 alone, crop losses, flood damage, wildfires, and other climate-related disasters cost our country more than $140 billion. Taxpayers picked up the lion's share of the tab, to the tune of $1,100 each. 19
Missouri's share is significant
In 2012, an estimated $1.8 billion in federal taxes paid by Missouri residents went to clean up after extreme weather, according to Natural Resources Defense Council calculations.
Extreme Weather and Pollution Are Affecting Missourians Now
Although we cannot say climate change is responsible for any individual event, climate change is already making itself felt:
n Over the past 10 years, Missourians have been affected by at least 15 weather disasters that each did more than $1 billion in damage. 20
n In 2011, hazardous weather in Missouri killed 180 people, injured 1,897, and caused an estimated $3.26 billion in damage to property and crops. 21
n In 2012, Missourians endured intense heat that broke records at 107 locations in 41 counties. 22
n That same year, hot, dry weather fanned the flames of 70 large wildfires. 23
n And drenching rainstorms broke precipitation records in 17 counties. 24
ENDNOTES
1 Laurie Johnson, Starla Yeh, and David Hawkins, Retail Electric Bill Savings and Energy Efficiency Job Growth from NRDC Carbon Standard: Methodology Description, Natural Resources Defense Council, May 2014.
2 Christopher Van Atten, Amlan Saha, and Lee Reynolds, Benchmarking Air Emissions of the 100 Largest Electric Power Producers in the United States, M.J. Bradley & Associates, May 2013, www.nrdc.org/air/pollution/benchmarking/files/ benchmarking-2013.pdf.
3 Ibid.
4 NRDC, Using the Clean Air Act to Sharply Reduce Carbon Pollution from Existing Power Plants, Creating Clean Energy Jobs, Improving Americans' Health, and Curbing Climate Change, December 2012, www.nrdc.org/air/pollution-standards/files/pollutionstandards-IB.pdf.
5 NRDC, Cleaner and Cheaper: Using the Clean Air Act to Sharply Reduce Carbon Pollution from Existing Power Plants, www.nrdc.org/ air/pollution-standards/.
6 Laurie Johnson, Starla Yeh, and David Hawkins, Retail Electric Bill Savings and Energy Efficiency Job Growth from NRDC Carbon Standard: Methodology Description, Natural Resources Defense Council, May 2014.
7 Ibid.
8 Environmental Entrepreneurs, "How Clean Energy Works for Missouri," Clean Energy Works for US, cleanenergyworksforus.org/ states/missouri/.
9 "Missouri Solar Industry Poised to Lose Thousands of Jobs" St. Louis Post-Dispatch, March 20, 2014, interact.stltoday.com/pr/ business/PR032014101216342.
10 Marie French, "Construction of Wind-Energy Transmission Line to Create Missouri Jobs," St. Louis Post-Dispatch, January 30, 2014, www.stltoday.com/business/local/construction-of-wind-energytransmission-line-to-create-missouri-jobs/article_be6e5f7f-5755-50a18ed4-efe299e87ad6.html.
11 NRDC, The Renewable Energy Standard: Missouri's Economy, February 2013, www.nrdc.org/energy/renewable-portfolio-standards/ files/RPS-MO.pdf.
n Climate change will worsen smog and cause plants to produce more pollen pollution, increasing respiratory health threats, particularly for people with allergies and asthma. Some 115 Missouri counties have ragweed pollution; residents of at least 8 are exposed to both unhealthy smog levels and ragweed. All 5 counties in the St. Louis region fail to meet ozone standards. 25
n Poor air quality is sending people to the hospital. In Missouri, there were more than 7,700 hospital admissions for asthma in 2011, with an average cost of more than $14,300 for each stay. 26
The longer we delay taking substantial steps to curb carbon pollution, the worse these changes will become. To protect our children and future generations from catastrophic climate change, we must act now.
12 Clinton Thomas, "Winds of Change Blow into Holt County" New Press Now (St. Joseph, Missouri), March 22, 2014.
13 NRDC, Renewable Energy for America: Missouri, www.nrdc.org/ energy/renewables/missouri.asp.
14 David Laslo, Clean Jobs, New Prosperity, University of Missouri– St. Louis Public Policy Research Center, Fall 2008, pprc.umsl.edu/ pprc.umsl.edu/data/PropCEconomicImpactFullReport.pdf.
15 Maggie Molina, et al., Missouri's Energy Efficiency Potential: Opportunities for Economic Growth and Energy Sustainability, American Council for an Energy-Efficient Economy, August 2011, Report Number E114, ded.mo.gov/energy/docs/aceestudy.pdf.
16 David Weiskopf, "Kansas City Power & Light to Double Its Energy Efficiency Investment in Missouri—if the State Allows It," NRDC Switchboard blog, April 18, 2014switchboard.nrdc.org/blogs/ dweiskopf/kansas_city_power_light_agrees_to_settlement_to_ double_its_energy_efficiency_investment_in_missouri_if_the_state_ allows_it.html.
17 American Lung Association, Estimated Prevalence and Incidence of Lung Disease, April 2013, www.lung.org/finding-cures/ourresearch/trend-reports/estimated-prevalence.pdf.
18 NRDC, "Extreme Weather Map Shows 3,527 Monthly Weather Records Shattered in 2012," press release, January 2013, www.nrdc. org/media/2013/130115.asp. NRDC, Extreme Weather Map 2012, www.nrdc.org/health/extremeweather/.
19 NRDC, Who Pays for Climate Change? May 2013, www.nrdc.org/ globalwarming/taxpayer-climate-costs.asp.
20 The White House, The Threat of Carbon Pollution: Missouri, fact sheet, www.whitehouse.gov/sites/default/files/docs/state-reports/ climate/Missouri%20Fact%20Sheet.pdf.
21 Ibid.
22 NRDC, Extreme Weather Map 2012.
23 Ibid.
24 Ibid.
25 NRDC, "Climate Change Health Threats in Missouri," Climate Change Threatens Health, www.nrdc.org/health/climate/mo.asp.
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Seattle Excellence Continuous School Improvement Plan (CSIP)
Seattle World School
Purpose
The Continuous School Improvement Plan provides an overview of the school, student outcome goals and a brief narrative description on how the school plans to collaboratively meet these goals over time. It is intended to offer families and community audiences an overview of improvement work aligned to the strategic plan and written in language that is accessible by a diverse audience.
Introduction
WHEN WE FOCUS on ensuring racial equity in our educational system, unapologetically address the needs of students of color who are furthest from educational justice, and work to undo the legacies of racism in our educational system by doing the following:
* Allocating resources strategically through a racial equity framework
* Delivering high-quality, standards-aligned instruction across all abilities and a continuum of services for learners
* Creating healthy, supportive, culturally responsive environments from the classroom to central office
students of color who are furthest from educational justice; and
* Directly and consistently working in partnership with families and communities who represent
* Making clear commitments and delivering on them
THEN we will eliminate opportunity and achievement gaps and every student will receive a high-quality, world-class education.
Seattle Public Schools Foundational Beliefs for Supporting Student Learning
In Seattle Public Schools, we understand that a shared vision of practice is essential to fostering the learning communities that each of our students and adults needs to thrive. This shared vision enables educators to work in concert to build their practice with a focus on student learning.
As such, we believe:
1) Teaching is intellectually complex, difficult and demanding work, and the development of skillful teaching requires deep collaboration and non-defensive self-examination of practice in relation to student results.
3) "Intelligence" is not a fixed, inborn trait. All children come to school with cultural capital and intelligence, and all have the raw material to learn rigorous academic material at high standards. Therefore, our work is to build students' academic mindset
2) By collaborating with families in authentic partnerships, we create a path for students to reach their highest potential, engaging with families as the first and lifelong teachers of students.
4) By recognizing and cultivating the gifts and strengths of every student, we can get each student to believe in themselves and deconstruct any of their own internalized stereotypes.
5) Racism in our society exerts a downward force on the experiences and achievement of students of color that must be met with active countermeasures.
Our commitment to these beliefs is the route to institutionalizing racial equity and fostering a context where each child receives what they need to develop to their full academic and social potential, and we make educational equity and justice the cornerstone of our system.
School Profile
The Seattle World School community is committed to mentoring youth in navigating academic and career goals with holistic services. Our mission is to provide opportunity for rigorous critical thinking supported by the necessary social-emotional and life skills development of all youth. Our focus is to empower all members of our learning community as self and global advocates in our rapidly changing world. Seattle World School is a learning community where everyone is a lifelong learner, each person's culture is celebrated, and community is nurtured.
At Seattle World School, our school is designed with the following researched-based understanding to ensure academic, social-emotional, and linguistic development and growth:
* Learning is a social process.
* We learn most effectively when we use our knowledge, skills, talents and effort with others to make connections to what we already know and when we problem solve together to acquire new learning.
* Thematically aligned units allow learners to engage in meaningful experiences while continuing to develop talents, skills and knowledge.
* Collaborative problem solving and project work invites all learners to authentically develop skills, knowledge and abilities.
Students at Seattle World School come from all over the world, represent many different cultures, and speak many different languages. Almost all students speak a language other than English and bring a rich cultural heritage to the daily learning experience within our community. Many students come from places where social and economic issues have forced young people and their families to leave their homes in search of safety and opportunity. Some are unaccompanied minors while others were able to come with a
sibling, parent or several people in the family. For many students and/or their families, leaving home was a life or death decision.
Here are some additional highlights of our learning community:
* While many students are newcomers to the USA, many also have extensive scholarly experience and diverse academic preparation.
* Some students have interrupted formal education while also having a deep set of skills and knowledge within their informal educational experiences.
* Many students come from collectivistic societies where community is at the center of culture, learning and life.
Our school is an ideal place for youth who want to develop global competency and act on issues of global significance while in the presence of others from many parts of our world. Students, staff, families, and community partners can expect to be surrounded by others developing skills and global-minded attributes to prepare them for success in life and learning. We are a community learning environment in which all are invited to contribute in service to social justice, racial equity and human dignity, and global harmony.
Seattle World School Values and Beliefs
* We believe in creating an exceptional and rigorous learning environment for youth by:
o Engaging with each other and sharing information in more than one language and with different modes of communication.
o Recognizing our diverse native languages, celebrating cultures, valuing our unique identities and struggles and taking on our shared challenges.
o Encouraging advocacy and interdependence in learning.
o Connecting students with community internships and vocational readiness opportunities.
* We believe in engaging parents and families and the wider community in a meaningful and cooperative partnership by:
o Providing a welcoming environment in the school with up-to-date resources.
o Strengthening relationships between parents and staff with culturally sensitive, authentic communication.
o Celebrating cultural backgrounds.
o Providing academic, social and enrichment events.
o Connecting individuals with necessary social services in a respectful manner
* We believe in supporting teaching and learning success by:
o Conducting professional development with research-driven best practices.
o Building strong collaboration with joint school and community projects.
o Facilitating family involvement through engaging and relevant school gatherings.
o Providing a safe, health-minded and well-resourced school environment.
o Nurturing a diverse, international community of learners with a culture of positive interactions.
Seattle World School is Seattle Public Schools' culturally and linguistically diverse school for newcomer secondary students. Our core values are leadership, readiness to learn, collaboration and respect. We honor and respect all cultures, languages and backgrounds. Ninety-eight percent of students are designated as English Language Learners (ELLs). More than one third do not have access to stable housing. Ninety six percent of students qualify for free or reduced lunch. We serve students from 6 th to 12 th grade. The high school provides full grade-level academic curriculum that leads to a high school diploma. English language support is integrated with academic courses. Social and emotional health is supported in the classrooms and through partnerships.
Priorities and Measurable Goals
High School Focus Goal: 9 th Grade On-Track
Priority Goal 1:
For the 2020-21 school year, at least 30% of 9 th grade students of color furthest from educational justice (SOCFFEJ) will accumulate enough credits (6+ or more) to be on-track to graduate in 4 years.
Safe and Welcoming Environment Goal
Priority Goal 2:
For the 2020-21 school year, as measured in the On-Line Platform Utilization Report, our average daily attendance of 70% will increase to meet or be within 10% of the district average.
High Quality Learning Experiences
Educate the whole child through high-quality instruction and learning experiences that accelerate growth for students of color who are furthest from educational justice, with an intentional focus on African American males.
To achieve educational justice , Seattle Public Schools (SPS) strives to provide safe learning environments, curriculum that incorporates a student's life experiences and culture, and instruction delivered by high-quality, culturally responsive educators. Unfortunately, many students from certain ethnicities have not historically experienced equitable opportunities for all or part of their educational journey (including African and African American, Asian Pacific Islander and Pacific Islander, LatinX, and Native American students). These students are our priority – with an intentional focus on African American males.
School-wide Systems and Structures (MTSS)
MTSS offers the potential to create the alignment of systems necessary for all students' academic, behavioral, and social success. In addition, MTSS promotes needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students. MTSS is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, studentcentered learning, individualized student needs.
Seattle World School will focus on developing a robust Multi-Tiered System of Support (MTSS) system that focuses on Positive Behavior Intervention Support (PBIS) strategies, Social Emotional Learning (SEL) strategies, and Project-Based/Theme-Based Learning collaborative groupwork strategies. We are currently developing:
1. A cohort approach that prioritizes team teaching and learning for all at Seattle World School and
2. Strengthening and clarifying tier 1 supports for all members of our learning community
Seattle World School courses will reflect the multicultural student body and celebrate diversity. Students will have clear learning outcomes for each culturally inclusive content course supported by differentiated activities for students with interrupted education. They will have clear learning outcomes for listening, speaking, reading and writing in English with supports in first language and differentiated activities for students with beginning English skills. They will have clear goals stated in comprehensible terms with regular check-ins to help guide them toward their "big picture" content goals. Instructional staff will be supported through a cohort model that shares students so that formative assessments can be evaluated with all cohort staff weekly. Cohort teams will use the assessment data to design interventions that support content learning and English acquisition. Instructional staff will work closely together through weekly meetings to increase use of effective strategies. Students will show content mastery through well designed, research-based activities that provide opportunities for inquiry. Students that need additional support will be identified within three weeks and will receive appropriate support through targeted interventions. All content will support cultural awareness and will be intentionally designed to support collaboration through groupwork
Gap Closing Practices and Special Services
Seattle Public Schools is committed to eliminating opportunity gaps to ensure access and provide excellence in education for every student.
Delivering high-quality, standards-aligned instruction across all abilities and a continuum of services for learners is a core element of Seattle Excellence. Our Theory of Action is guided by the principles of "Targeted Universalism." Our universal goal is every Seattle Public Schools' student receives a highquality, world-class education and graduates prepared for college, career, and community. Targeted Universalism holds that targeted and differentiated efforts are required to meet the needs of specific student populations, so every student meets the universal goal.
By focusing on students of color who are furthest from educational justice, especially African American
males, we will make the greatest progress toward our collective vision. We believe that an intentional focus on African American males will ultimately benefit every student.
Seattle World Schools is committed to eliminating opportunity gaps to ensure access and provide excellence in education for every student.
Seattle World School is a global community learning center for all. We provide a uniquely intercultural learning experience where students who speak many languages, represent many cultures and have uniquely diverse experiences can come together to continue to grow and learn with, from and by each other collaboratively. We specialize in providing opportunity to build authentically rich learning experiences, using diverse pedagogical approaches, and developing communities of support that enhance our unique and shared global perspectives. Our goal is to design systems of support that allow our learning community of students, staff, parents and community partners to make meaning of the world, take action to solve real world problems, and reflect on self, texts, and the world in order to address local, regional and global challenges.
Practices and Strategies
We will recognize and serve the academic, social, cultural, emotional, and behavioral strengths and needs of students, providing high-quality, culturally responsive instruction, curriculum, and socialemotional learning supports delivered by educators who set high expectations, so students graduate ready for college, career, and community.
Whole child education goes beyond a focus on academic achievement. When educators focus on educating the whole child, students are healthy, safe, engaged, supported, and challenged. In Seattle Public Schools, this means that we appreciate and serve the academic, social, emotional, and behavioral strengths and needs of students, which we believe comprise the needs of the "whole child."
High-quality instruction is focused on student-centered learning and achievement, intentional about student engagement, and aligned to standards with consistent and appropriate feedback.
At its foundation, culturally responsive education means that students are in an environment where they have the individual safety and comfort to learn within a classroom that has a common culture that is respectful of all backgrounds.
Safe and Welcoming Environment
Students thrive in healthy, safe, engaging, supported, and challenging environments in which they can to learn to their full potential. Instruction must be high-quality, culturally responsive, focused, and aligned to standards for students to develop as independent learners.
Student voice should be evident, and students must be seen and celebrated for their authentic selves. Significant increases in academic outcomes for students furthest from educational justice are possible when social, cultural, emotional, and behavioral needs of students are met by educators that share an unconditional belief in the potential of every student they serve.
Seattle World School students will have clear learning outcomes for social/emotional learning with comprehensible lessons designed to increase comfort in school and help students increase capability in self-management and social interactions. Practice of social skills and PBIS strategies will be embedded into weekly lessons to provide students regular practice with understanding and managing emotions, setting and achieving positive goals, feeling and showing empathy for others, establishing and maintaining positive relationships and making responsible decisions. Students and staff will be supported by clinical staff trained in using strategies to help students acquire the skills.
Students will each have an adult mentor who will check in at least weekly to assess SEL needs and provide appropriate supports. The mentors will actively work with students to increase: Self-awareness, Selfmanagement, Social awareness, Relationship skills, Responsible decision-making.
Students will show:
* Engagement during the school day
* Engagement in afterschool activities
* Positive relationships with other students and adults
* Attendance
Measured by:
* Climate and culture surveys
* Classroom data
* Student and family surveys
Seattle World School staff collaborates to provide a healthy, safe, engaging environment so that students can learn to their full potential. We are culturally responsive and focused on students to help them develop as independent learners. Students are the heart of the school. Their voices are central to the daily work. All students are seen and celebrated. Educational justice is essential and the focus of our work. Our staff shares an unconditional belief in the potential of every student they serve. Multicultural staff greet families and provide a welcoming space to learn about the Seattle school system and how to be successful. The clinic staff works to help students and staff understand the effects of trauma and underlying physical health issues and helps to make school a space where we all feel safe and respected. The school has a specialized on-site health center, enrollment center, and family support center. Multicultural support staff help families feel welcome to participate in the students' education and reinforce their academic success. All students have access to extended day academic programs, extracurricular activities, and tutoring. Community agencies also work as partners with the school, providing academic support and bolstering the school's emphasis on multicultural awareness and respect.
Safe and Welcoming Environment Goal
Target Goal:
School Tier I fidelity scores will increase from 40% in 2018-19 to over 70% in the coming academic year as measured by the Tiered Fidelity Inventory (TFI).
Inclusive and Authentic Engagement
Partner with students, families, and communities who are furthest from educational justice by conducting inclusive and authentic engagement.
We will proactively and consistently work in partnership with students, families, and communities to identify needs, determine solutions, and support the implementation of the initiatives that will best meet the needs of students of color who are furthest from educational justice. We will use culturally responsive ways to engage so we build trusting relationships and empower the voices of those who can help us meet these needs.
Plans for Family Engagement
SWS welcomes families with a family welcome center, multicultural and multilingual supports, and additional supports offered by Kandelia and the International Children's Health Services (ICHS). Families have multiple opportunities to engage in school activities throughout the year. Supports for families include family and community outreach, classes for families, health support through ICHS and opportunities to visit classrooms and engage in celebrations. Seattle World School Fund (SWS Fund) offers grant writing and other financial support services to help students and families meet basic needs.
20-21 COVID-19 Addendum
Seattle World School
The global pandemic of Covid-19 has disrupted many aspects of teaching and learning in the 2019-20 and 2021 school years across Seattle Public Schools, Washington State and the nation. In response to the global pandemic and to meet the specific needs of students and families, staff and school leaders will be implementing and monitoring the following practices for remote and distance learning which are aligned to our strategic plan, Seattle Excellence, and notes in the Seattle Public Schools Remote Learning Playbook and Seattle Education Association-Seattle Public Schools MOU around distance learning for the 2020-21 school year.
Engaging Families:
The District and Association agree that a rigorous and effective remote learning program requires additional supports for students and families to ensure their engagement and success. The supports will address the diverse needs and challenges families and students face in accessing remote instruction. As such, the District and the Association agree on the following:
Required Practices:
1. Buildings will create and implement a pick up and/or delivery system for the distribution of school supplies, curricular materials and the necessary technology, to include mailing if necessary, which will be coordinated by school buildings/programs, and the system communicated to all itinerant/building staff and students/families and will include volunteers willing to do deliveries. All extra time provisions outlined in the collective bargaining agreement will continued to be followed.
2. Student devices necessary to access remote instruction will be allocated by the district for each student K-12. Educators will confirm with each student on their ability to access district applications during the "strong start" in September.
3. Educators will work to create and implement a clear, consistent process for communication with families and staff.
4. The District will provide appropriate level of technology support to students and families. Interpretation support will be provided.
5. Each building will implement a clear, consistent process for communication, to include current school-based structures prioritizing communication working in conjunction with counselors, social workers, family support workers, and student family advocate workers, for students that need additional supports.
6. Empower families/caregivers to support their students' learning by sending comprehensive communication about the weekly learning plan for students in their grade level/classroom.
7. The District/School will take reasonable steps to provide parents/guardians who are speakers of diverse languages with translation/interpretation of information about general programs, services, and activities.
8. Recommended School Specific Strategy as outlined in the Playbook:
Seattle World School will provide a weekly bulletin for students and families via email, SWS website and link to SWS website sent via Talking Points within the grade level cohorts. Admin staff has been diligently working to update family contact information including the update of phone numbers, email address(es), home/mailing address(es), and emergency contacts. This is a challenging process as families of many of our students come from different cultures and speak many languages. In many cases we need to engage with families 1-1 to ensure clarity, consistency and accuracy in gathering the necessary information to support our families and student communication. We will also continue to work closely with our community partners to develop enrichment meetings for families (Kandelia and friends), academic resource supports through Seattle World School Fund (SWS Fund), and also to provide for health services (ICHS and friends). Our CBO partnership has been instrumental in providing a consistent level of resource support (distanced in-person health and food events, usually on Wednesdays). Additionally, our Family Support Worker is consistently contacting families and reaching out to those in need while also securing resources for families as we learn about them and/or they reach out to us.
Social Emotional Learning:
The District and Association recognize social emotional learning strategies are an urgent and central need for students, families and staff in response to the shared collective trauma of a dual pandemic, and the guidelines below are meant as a first step in integrating these strategies into the instructional and social fabric of school communities. Social Emotional Learning skills will be explicitly taught, integrated with academic instruction, practiced by staff and demonstrated organizationally so that everyone feels welcome, safe, and known as valued members of SPS communities.
Required Practices:
1. Have a plan for checking in with staff to foster relationships and support their well-being.
2. All SEL/Digital Citizenship PD and supports will be trauma-informed and include culturally responsive/antiracist SEL instruction and support with input from DREA and CRE.
3. All SEL/ Digital Citizenship PD will be differentiated by content, grade levels (PK-21), and needs.
4. Recommended School Specific Strategy as outlined in the Playbook:
* For school staff and community partners , we will conduct meetings and dialogues that are inclusive by 1) modeling and leading feelings check-ins, 2) facilitate community building activities, and 3) commit to the inclusivity of multiple voices. We will also engage in attentive listening by 1) inviting all participants' funds of knowledge and 2) provide for diverse interactions: pairs, small group and whole group. Finally, we will engage staff and adult community in reflective work to recall moments where we have been working hard and experiencing success to support our ongoing success and identify our strengths as a community.
For our students , we will engage in inclusive practices such as 1) greeting all students with warmth and joy, share and practice norms, and facilitate warm openings and encouraging closings. We will provide for engaging practices that 1) utilizes students' strengths and experiences and 2) prepares students for transitions. We will also highlight reflective practice that 1) facilitate peer praise, 2) provides structures for variety in contribution and 3) celebrates learning that is happening daily.
Curriculum, Instruction, and Assessment:
Required Practices:
1. Use CAI guidance on priority standards by grade level and content areas that consider unfinished learning and how to accelerate learning. CAI will provide pacing plans.
3. Use CAI guidance and professional learning on how to use adopted curriculum for in-person, digital synchronous, and digital asynchronous instruction on Schoology/Seesaw.
2. Use CAI guidance and curricular resources to teach culturally inclusive curriculum that reflects the diversity of our students' experiences and helps students meet content.
4. Use CAI recommended high-leverage digital learning strategies aligned to the SPS Foundational Coursework (and CSIP Essential Practices) to promote culturally relevant, effective remote instruction.
6. Continue to provide 6-12 High School and Beyond Planning lessons and supports to ensure that students receive instruction on course planning for career and college future planning.
5. Regularly assess student work and provide meaningful feedback to students and their families on the progress made toward standards.
7. Implement a school-wide, multi-tiered system of support: Tier 1/2
* A systemic plan to track and monitor learner experience data
* (e.g. determine level of engagement to inform supportive practices.)
* Collection and review of meaningful and purposeful data
* (e.g. aligns to SPS assessment plan for 2020-21 school year.)
* Adult collaboration between educators and families
* (e.g. review of data in collaborative PLCs)
8. Implement a school-wide, multi-tiered system of support: Tier 2/2
* Students receiving Tier 2 or 3 supports will experience 1 or 2 touch points per week totaling at least 30 minutes in 1:1 or small group live check-ins with an educator or other adult.
* Families of students receiving Tier 2 or 3 supports will experience a personal phone or video checkin from educators at least 1x per month for at least 15 minutes with a teacher, counselor, or other designate adult.
* McKinney-Vento and Foster Care Students the district will take reasonable steps to provide parent/guardians information about general programs and activities required by federal and state laws.
9. Recommended School Specific Strategy as outlined in the Playbook: Seattle World School operates from a cohort-based perspective. Students and teachers work within four (4) cohorts: 1) Middle School Cohort, 2) 9 th Grade Cohort, 3) 10 th Grade Cohort, and 4) 11 th /12 th Grade
Cohort. Almost all students work with a core group of adults who all see the same students within their cohort in this developing model approach. We are building systems, routines, language, approaches, tools and other resources to support improved teaching and learning for our students. Our student intervention support structures begin within the cohorts. Teachers and staff work to review instruction, student data and specific emerging needs to support the cohort, courses within the cohort, and individual students within the cohort. In addition to working toward coherence of classroom presentation, routines and approaches (apparent in Schoology and within MS Teams, for example), teachers analyze student's attendance, course performance to determine student progress and course/unit/lesson development. Strategies for remote instruction include management strategies like: 1) Identifying a number of expectations/norms for student interactions with one another and the teacher, 2) Outlining procedures and routines, 3) Teaching expectations, routines, and procedures by modeling the, explaining their rationale, and providing students time and opportunity to rehearse. Teachers are working hard to learn and organize the learning management system (LMS – Schoology) in a way that is accessible for teachers and students to conduct work and stay connected. Staff within cohorts are standardizing their landing pages within Schoology to support consistency for all students including icons across classrooms to support students who needs scaffolded language supports. Teachers and staff will consistently practice strategies that invite student voice in all forms – verbal, written, drawing, recorded, and live. | <urn:uuid:0105b33b-fc37-4613-96c5-5c9ea1c1a63c> | CC-MAIN-2022-21 | https://www.seattleschools.org/wp-content/uploads/2021/08/seattle_world_school.pdf | 2022-05-28T19:13:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00797.warc.gz | 1,160,693,273 | 5,486 | eng_Latn | eng_Latn | 0.996725 | eng_Latn | 0.99725 | [
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Avoiding the hothouse and the icehouse
11 February 2009
The picture shows the maximum ice distribution on the northern hemisphere during the last ice age. By controlling emissions of fossil fuels we may be able to delay the start of the next ice age for 500,000 years, new research shows. Credit: Dr. Martin Jakobsson, Stockholm Geo Visualization Lab
By controlling emissions of fossil fuels we may be able to greatly delay the start of the next ice age, new research from the Niels Bohr Institute at University of Copenhagen concludes. The results have been published in the scientific magazine, Geophysical Research Letters.
From an Earth history perspective, we are living in cold times. The greatest climate challenge mankind has faced has been surviving ice ages that have dominated climate during the past million years. Therefore it is not surprising that back in the relatively cold 1970's prominent scientists like Soviet Union climatologist Mikhail Budyko greeted man-made global warming from CO2 emissions as a way to keep us out of future ice ages. And there are still those around who feel that continued high fossil fuel emissions are good for this reason. But is the extreme global warming that would result from this a reasonable, and indeed necessary, price to pay to keep ice ages at bay?
In a paper published in the scientific journal Geophysical Research Letters 'Long time management of fossil fuels to limit global warming and avoid ice age onsets', Professor Gary Shaffer of the Niels Bohr Institute, University of Copenhagen, and also leader of the research team at the Danish Center for Earth System Science (DCESS), outlines a way to keep the Earth out of both Hot- and Icehouses for a half a million years into the future.
Building up ice sheets
Ice ages start when conditions at high northern latitudes allow winter snowfall to persist over the summer for enough years to accumulate and build ice sheets. Such conditions depend mainly on summer solar radiation there and atmospheric CO2 concentration. This radiation is modulated on time scales of 20.000, 40.000 and 100.000 years by changes in the Earth's orbit and orientation. Critical summer solar radiation for initiating ice sheet growth can be significantly lower for higher atmospheric CO2 with its greenhouse warming effect.
Professor Shaffer made long projections over the next 500,000 years with the DCESS Earth System Model to calculate the evolution of atmospheric CO2 for different fossil fuel emission strategies. He also used results of a coupled climate-ice sheet model for the dependency on atmospheric CO2 of critical summer solar radiation at high northern latitudes for an ice age onset.
The results show global warming of almost 5 degrees Celsius above present for a "business as usual" scenario whereby all 5000 billion tons of fossil fuel carbon in accessible reserves are burned within the next few centuries. In this scenario the onset of next ice age was postponed to about 170,000 years from now.
Carbon can postpone ice age
However, for a management scenario whereby
1 / 3
fossil fuel use was reduced globally by 20% in 2020 and 60% in 2050 (compared to 1990 levels), maximum global warming was less than one degree Celsius above present. Similar reductions in fossil fuel use have been proposed by various countries like Germany and Great Britain.
In this scenario, combustion pulses of large remaining fossil fuel reserves were then tailored to raise atmospheric CO2 content high and long enough to parry forcing of ice age onsets by summer radiation minima as long as possible. In this way our present equable interglacial climate was extended for about 500,000 years, three times as long as in the "business as usual" case.
Valuable climate regulation
"It appears to be well established that the strong ice ages the Earth has experienced over the past million years were ushered in by declining levels of atmospheric CO2. Our present atmospheric CO2 level of about 385 parts per million is already higher than before the transition to these ice ages" Professor Shaffer notes and adds that "The Earth's orbit is nearly circular at present meaning that the present minimum in summer radiation at high northern latitudes is not very deep. We have already increased atmospheric CO2 enough to keep us out of the next ice age for at least the next 55,000 years for this orbital setup".
He concludes that "Fossil fuel reserves may be too valuable for regulating climate far into the future to allow the reserves to be consumed within the next few centuries. The price of extreme global warming to avoid ice ages is a high and indeed unnecessary price to pay."
More information: Geophysical Research Letters: www.agu.org/pubs/crossref/2009/2008GL036294.s html
Source: University of Copenhagen
APA citation: Avoiding the hothouse and the icehouse (2009, February 11) retrieved 28 May 2022 from https://phys.org/news/2009-02-hothouse-icehouse.html
2 / 3
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3 / 3 | <urn:uuid:bcfeb915-de7b-4fb2-b2e7-3865274d67d2> | CC-MAIN-2022-21 | https://phys.org/pdf153556935.pdf | 2022-05-28T19:55:48+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00797.warc.gz | 531,137,635 | 1,074 | eng_Latn | eng_Latn | 0.995986 | eng_Latn | 0.997753 | [
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5 Ways to Improve My English by Estrella Chan
Dear English Learner:
Many people believe that you have to learn English by taking a course designed by someone, perhaps by attending a class or listening to a CD course. These are good options, if the methods fit your personality. I believe there are many ways to improve a foreign language on your own.
Here are some methods I showed my students and clients. Try them out and see which one fits your learning style. If you have questions while experimenting with them, feel free to email me at email@example.com
Happy learning! Estrella Chan
How do I sound like a native English speaker?
Sir Sidney Poitier, known for his role in the movie To Sir with Love and many other movies, faced a similar issue early in his acting career. He wanted to be rid of his Bahamian accent in order to succeed in his acting career (it was a time when diverse accents were less well received.) To do this, he bought a radio, chose a program he liked, and imitated the accent of the host. He did this for 6 months, then audition for a part. That's how he got started in the movie industry.
What can we learn from Sidney Poitier? He chose someone who has clear pronunciation. The host was on radio. He had to speak clearly! So choosing someone with the kind of clear pronunciation and accent you want to imitate is a start.
Then Sidney imitated the host. Inflection, enunciation, everything. He kept at this until the new speaking style became a part of him.
One of the elements in this kind of imitation is music–music of a language. You have listened to people speaking English with a British, Australian, Hawaiian, Indian, Chinese, Japanese, Spanish accent, right? Why is it easier to understand some and not others?
Language is like music. Some languages are spoken with more staccato. Some sound more melodic. Some put the inflection at the end of a sentence instead of the middle.
So when you start imitating someone whose accent and pronunciation you like, observe the length of the syllables, where is the inflection placed, when does the voice go up, and when does it come down. Where is the highest note? The lowest note of the sentence? When you begin, just listen. When you have become accustomed to the music of this person, then start imitating.
If you are imitating news reporters on television or on u-tube, you have the added benefits of watching how their facial muscles move, the shape of their mouth when they pronounce certain words. You can use a mirror to imitate those movement.
Once you have mastered the imitation, you can find another person to imitate so you expose yourself to different styles. When you feel ready, you will come up with your own style that is both clear and that feels right to you.
Have fun with this. Just play with sounds.
Listen to audio books.
Some popular books are recorded onto CDs. This is an excellent way to read the story while hearing it. You can hear the inflection of the sentence, pronunciation of the consonants and vowels. And you'll be learning from a professional because only those who speak clearly are asked to record the book onto a CD.
If imitating a radio host or a TV host feels too fast because you don't know what they are going to say, this is an excellent alternative.
How do I improve my pronunciation?
* If you are imitating journalists on TV, watch their facial muscles. How do they shape their mouth at the beginning of a word?
* Can you hear the ending consonant? (for example, the "d" in "word")
* English vowels (especially "a") have different pronunciations. Listen to the different ways that "a" can be pronounced.
* Politicians tend to speak clearly. They need to be good
public speakers. So learn from their pronunciation in addition to journalists.
* After you learn how to pronounce a word, also listen to how it is pronounced when used in a sentence. Sometimes that changes slightly. For example, when you say the word "adjust" by itself, you pronounce the ending "t" sound. However, in the middle of a sentence such as "I have to adjust to life in my new home," you pronounce only the "t" in "to" because "adjust" ends in a "t" and "to" begins with a "t". It would sound awkward if you pronounce both "t".
* To sound more like a native English speaker, learn pronunciation in context rather than repeating a word by itself. Inflection changes depending on whether the word is in the middle of a sentence or at the end.
How do I learn word order?
Different languages arranges the order of words differently. For example, in Spanish, the sentence "I don't have any books" would have the order "No have none books" But when you are learning a foreign language, how would you know the word order of that language?
* After you read a paragraph, go back and observe the order of words. Develop the habit of looking for patterns. Are there any general patterns? As you do this more and more, you will gradually increase your familiarity with word order.
* Go back to the paragraph. Substitute the nouns with
different nouns, and the verbs with different verbs. Try using sentences that you actually use in your daily life. Now you are making the word order a natural part of your speaking.
* Then substitute the adjectives and adverbs.
* If you like grammar books, find ones that have natural sounding sentences. Show the book to a native speaker and ask if the sentences sound natural. If so, imitate the sentences, changing the noun and the verb so the sentence becomes your own.
* Allow yourself time to observe, absorb, and try out the patterns. You will become more familiar with the patterns each time you use them. Please do not worry about being perfect. Learning is a process. Please do not require yourself to be perfect the first time. Pressure is stressful. Stress is counter-effective for learning.
Increase your reading speed
If you are an international student, this will be an important skill to learn. You can cut your reading time in half, probably more.
Time your reading for 2 minutes. Read the way you usually do.
* Count the number of lines you read
* Pick any 3 lines and count the number of words per line (Find the average number of words per line)
* Multiply the average number of words per line by the number of lines you read
* Divide by 2 (you read for 2 minutes)
* This is how fast you are reading per minute
Here is an example:
1) You just read for 2 minutes.
2) You read 50 lines.
3) You pick any 3 lines to count how many words are in each.
a) 1 line has 9 words
b) 1 line has 10 words
c) 1 line has 11 words
d) The average number of words per line is 10
4) You multiply 10 words by the 50 lines you read. That's 500 words.
5) You read for 2 minutes, so you divide 500 words by 2
6) Your current reading speed is 250 words per minute.
If you are disappointed at the speed, don't worry. It won't stay this way for long.
Here's the first technique. Let me explain the logic behind this technique. When you get on the freeway, you increase your speed from the street to match that of the freeway. Let's say no one is on the highway and you speed up from 55 to 60, 65, 70 miles per hour. Suddenly you see a police car miles ahead. You slow down–65, 60, 55. Now 55 mph feels slow to you, right? But it really isn't that slow. 55 mph is fast.
That's the way with this first technique. It is training the movement of your eyes. You are not trying to read for understanding. Like the highway speed, you are moving your eyes at a faster and faster speed (like 70 mph), then when you slow down, you will feel you are reading very slow. But just like 55 mph really isn't that slow, your eye movement isn't that slow either.
So, let's begin. And remember, you are not reading the words, just training your eyes to move fast.
Underline each line with your finger. When you reach the end of the line, instead of lifting your finger, wrap it around so you find the first word on the next line.
Research shows that we spend 1 out of 6 seconds looking for the beginning of the next line.
Continue underlining each line with your finger so your eyes are accustomed to moving fast and landing on the first word of the next line.
Increase your speed.
Now start slowing down. You can even begin to see some of the words now, right?
Okay. Choose a page you have not read before. Time your reading for 2 minutes again. This time, use this technique. Then compare your reading speed.
Practice 1 skill a week
That was a lot of information. Too many skills to practice. So pick only one and practice it for one week. In week two, pick another skill. Rotate.
Have fun with your learning! Join Toastmasters International. Google local groups called "meet up". Americans who want to practice a foreign language meet native speakers of that foreign language at different locations regularly. If this club doesn't already exist in your area, you can start one by going to Meetup.com.
If you have questions while practicing these skills, just send me an email at firstname.lastname@example.org
To your learning success!
Estrella | <urn:uuid:9854e917-4b8e-43ae-9687-18ceadc1c3bc> | CC-MAIN-2017-43 | http://turkcha.org/resources/5%20Ways%20to%20Improve%20my%20English.pdf | 2017-10-21T19:08:09Z | crawl-data/CC-MAIN-2017-43/segments/1508187824894.98/warc/CC-MAIN-20171021190701-20171021210701-00045.warc.gz | 342,330,089 | 2,107 | eng_Latn | eng_Latn | 0.999068 | eng_Latn | 0.999297 | [
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Circuit Drawing Tips Wilfrid Laurier University
Terry Sturtevant
Wilfrid Laurier University
March 1, 2012
Terry Sturtevant
General Layout
Drawing Tips
Terry Sturtevant
General Layout
Repeated Terms Unused Inputs
Repeated Terms
Unused Inputs
General Layout
How you draw a circuit can determine how easy it is to debug.
Terry Sturtevant
General Layout
Terry Sturtevant
General Layout
It has 3 inputs
Terry Sturtevant
Repeated Terms
Unused Inputs
and two outputs.
Terry Sturtevant
General Layout
Each output is a sum
Terry Sturtevant
of products
General Layout
Terry Sturtevant
General Layout
of its inputs
Terry Sturtevant
General Layout
or their inverses.
Terry Sturtevant
Repeated Terms Unused Inputs
Start with the inputs at the top left and draw wires across the page.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
For each input, add an inverter as shown and add wires, as with the inputs.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Drop down wires from inputs to make product terms.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Inverses of inputs can have drop down wires as well.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Many products will use some inputs and some inverses.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Continue until you have created all of the required product terms.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Sum the product terms for each output.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Add and label each output.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Repeat until you're done.
Terry Sturtevant
Repeated Terms
Drawing Tips
Terry Sturtevant
General Layout
Repeated Terms
Unused Inputs
Repeated Terms
Unused Inputs
Repeated Terms
Sometimes the same logical term shows up in the equations for multiple outputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Repeated Terms
Sometimes the same logical term shows up in the equations for multiple outputs.
This makes drawing the circuit easier.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a repeated term.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a repeated term.
Terry Sturtevant
Repeated Terms
Unused Inputs
Note that you only need to create a product term once, but you can use it as many times as you need.
Terry Sturtevant
Unused Inputs
Drawing Tips
Terry Sturtevant
General Layout
Repeated Terms
Unused Inputs
Repeated Terms
Unused Inputs
Unused Inputs
Occasionally you need a certain number of inputs to a gate, but no gate exists with that number of inputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Unused Inputs
Occasionally you need a certain number of inputs to a gate, but no gate exists with that number of inputs.
This is no problem if you have gates available with more than that number of inputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a gate with an extra input.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a gate with an extra input.
Terry Sturtevant
Repeated Terms
Unused Inputs
It has been tied to one of the other inputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Whether the gate is an AND or an OR, two inputs tied together will be the same as a single input.
Terry Sturtevant
Repeated Terms
Unused Inputs
Whether the gate is an AND or an OR, two inputs tied together will be the same as a single input.
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HOMILY TWENTY-SEVENTH SUNDAY IN ORDINARY TIME MATTHEW
1. Vineyard, like a garden needs regular and constant care
a. Even with the best of care a garden can fail us
2. Isaiah pictures Israel as being God' vineyard
a. Like the owner of a vineyard God has cared for his people
b. The owner of a vineyard finds fertile ground
i. He clears it of stones and plants good vines
ii. He would expect a good yield of grapes, not just a bunch of wild grapes
iii. If all he gets are wild grapes, he might knock down that vineyard and start over
c. Isaiah says to Israel
i. Despite all the care God has provided to you
ii. Bringing you out of slavery, giving you King David
iii. You have not chosen to be faithful to God, you have gone after false gods, mistreated widow and orphan
iv. greed, violence and lust lead to a coarsening of culture as they do today
v. Isaiah says to Israel should you not be concerned that God will just give up on you
vi. We may find that if we do not care for the vulnerable, someday we may be the vulnerable person needing care
3. Jesus says the same thing in his image of the vineyard
a. In his parable he presents the image of a landowner who leases his vineyard to some tenants
i. Rather foolish landowner, puts all kinds of effort into building vineyard
1. Builds walls and watchtowers
ii. Sends servants seeking his share of the harvest, they beat servants and kill them
iii. Sends more servants, do the same
iv. Finally expects them to respect his son, while they think of taking over the inheritance
v. Jesus asks moral of story; expect that he would destroy those tenants 4. Jesus throws an interesting curve into the story
a. You are the tenants, risk vineyard may be taken away from you and given to someone who will bear fruit
b. Parable is addressed to us as well as Israel
c. God gives us reminders to care for his people and his creation
d. He sends prophets and preachers to warn us to pay attention to God's will
e. He even regularly sends his Son, in the Eucharist, as a reminder of His great gift to us
f. We need to ask ourselves are we returning to God a share of the fruit He has given to us
g. Are we responsible as we care for our families, our communities, our Church
i. The prophets are the people asking for our help,
ii. giving us advice on how to care for our families and communities,
iii. may even be the politicians telling us what they believe is needed for our communities
h. The scriptures and the Church give us moral principles to consider
i. Summarized in call to love our neighbor as ourselves
ii. Remembering God has a special care for weak and vulnerable
iii. Nearly every prophet warned People to be aware of widows and orphans since these no longer had able bodied family to care for them
5. Finally God continually sends His Son to us in Eucharist, in the Scriptures, and especially in the person that is least among us
a. The question we need to consider is how are we like the tenants in the parable
b. Do we choose to ignore or abuse the Son of God as He comes to us
i. Do we take for granted the great gift of the Eucharist, Jesus Body and Blood available each day
ii. Are we aware of the needs of those around us or do we get involved only if affects us directly
6. We have the freedom to change the parable
a. We can realize that Jesus is offering us new life through the Resurrection
b. We can be a people sensitive to God's love being willing to accept the responsibilities God gives us
c. As Jesus tells us over and over we must always put the needs of others ahead of our own interests
i. Perhaps this is most important in this time of electing representatives
ii. Temptation is to vote for person who will make our life better
iii. we must consider who will work for the common good, especially the most vulnerable
iv. Usually not an easy answer to this, will be disagreement over what vision is most effective
d. Ultimately we have to put our trust in God,
i. If we strive to be faithful to God's will in all that we do even in elections we will bear fruit
ii. May not always see what think is success in short run, but ultimately God will use our efforts as means of bringing new life into the world
e. If we are faithful to God's will as we discern it, we can be confident that God will give us his peace
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Definition evolution:
- Gradual/cumulative change characteristics of organism generation to generation over prolonged period of time
History Evolution Theory:
- Theory: explanation observed things supported scientifically collected data/modified more evidence available
- Jean Baptise Lamark
- Argued life not fixed
- Environments changed, organisms change behaviour to survive
- Use and disuse: if used organ increase in size
- Discredited as phenotypes not passed to offspring and redundant organs (ie: tonsils) not disappear
- Alfred Russel Wallace
- Independently conceived of nature, even observable , way for life to change
- Charles Darwin
- Published origin of species on natural selection
- HMS Beagle
- Galapagos Islands (rough terrain see changes easily)
- Observed:
- Offspring same species produce large number of offspring
- Only few survive
- Survival organism depend on natural selection
- If organism have trait help withstand elements/breed more successfully=produce more offspring so trait become more common
- Darwin said variation occur, adaptations favour survival passed on, population produce more offspring than environment can support=survival fittest
VISTA
Variation and Inheritance:
- Sexual reproduction result in variation
- Some variations more favourable allowing individual to survive
- Variation result random mutations cell divide (ie: size, colouration)
Selection:
- Environment not support unlimited growth
- Organisms experience environmental pressures (competition, predation, climatic, disease)
- Some individuals more successful finding food, mating, avoiding predation=survive/breed=pass on DNA (differential reproduction)
Time and Adaption:
- Advantageous trait passed onto next generation=common population
IE: Giraffe
Variation physical make up result small changes
Compete same resources
Longer neck favour survival
Longer neck reproduce
Overtime variation in species increases
Until new species
Adaptive radiation:
- Process species evolve rapidly to exploit empty niches
- Ecological niches exert selection pressures that push population to evolve various directions
- Finches
- Several species adapt different environmental niches
- Different beak shape for different food source
- Evolve from ground dwelling to seed eating finches
IE: English Peppered Moth
Well camouflaged on speckled lichen tree trunk
Genetic mutation cause black moth to appear
Pollution cause lichen die off so black moth favoured survival
Pollution improved white moth favoured survival
All about reproductive advantage and mutation
Evidence for Evolution:
Fossils
- Age of earth 4.56 billion years old
- Calculated oldest terrestrial minerals (crystal zircon Australia)
- Age solar system (lunar samples)
- Methods dating rocks
- Radio metric (half life decay radioactive elements)
- Stratigraphy
- Carbon 14 dating (organic compounds contain carbon-change over time)
- Molecular clocks (genetic material)
-
Show similarities organism living today
- Organism develop overtime
- Morphological divergence (change structurally to ancestor)
- Differences different environment
Note:
- Precambrian: origin life
- Palaeozoic: Ancient Life (plant, in/ vertebrates)
- Mesozoic: Age Reptiles (Flowering plants/dinosaurs)
- Coenozoic: Age of mammals (diversification flowering plants, insects, birds, mammals)
- Palaeontologist: study fossils
- Anthropologist: study social network/development societies
- Archaeologists: excavate fossils
Comparative Anatomy:
- Homologous structure
- One that is similar in structure to common ancestor
- Not necessarily have same function
- Frogs, rabbits, lizards different forelimbs different lifestyles
- Divergent evolution (new species)
- Analogous structure
- Perform same function not evolve similar ancestor
- Insect wings, bat wings
- Convergent evolution (species not closely related develop similar trait relieve evolutionary pressure)
Comparative Embryology:
- Vertebrates follow common pattern development=common ancestry
- Similar genes define basic body plan
- Grow embryo distinguished
Comparative Biochemistry
- DNA similarities
- Similar genes
- Similar protein synthesis (amino acid sequence in haemoglobin)
- Look at number differing nucleotide bases
- Similar metabolic pathways
- Cellular respiration
- Identical amino acid Cytochrome C needed cellular respiration (humans, fungi)
Biogeography:
- Isolated groups/islands develop own distinct plant/animal
- Gondwanaland
- Africa, South America, Australia, New Zealand
- Emu, ostrich, rhea
- Different ecological niches (food, predators, climate)
Artificial Selection/Selective Breeding:
- Humans consciously select for/against features of organism
- Dogs domesticated wolves
- Brussels/broccoli wild mustard plant
- Used crop production (strongest/biggest seed used)
- Sweet apples
- Weed resistant
Neo-Darwinism:
- Evolution take place environment changing slowly
- Exert selection pressure
- Characteristics more likely survive=reproduce
- Overtime genetic makeup changes
- New species
Mechanisms Evolution
- Natural selection
- Organism best adaptations environment survive, reproduce, pass genes offspring
- Mutation
- Neutral
- Change sequence DNA may/may not change sequence amino acids protein
- Not change function protein
- Lethal
- DNA change amino acid sequence so change function of protein
- Unfavourable phenotype
- Fixed
- DNA sequence change favourable phenotype
- Better adapted, survive environment, breed
- Change in phenotype because of genotype (Discontinuous: single pair allele/continuous: many different genes interacting)
- Sexual reproduction: randomness fertilization, chiasmata, random assortment
- Migration
- Gene flow: Movement genes one population to another
- Genetic drift
- Change in frequency of a gene
Microevolution:
- Change in frequency of an allele
- Changes in gene pool of population over time
- Slight change genotype over few generations before new species formed
- Change come about because:
- Mutation
- Migration/gene flow
- Random genetic drift from one generation to another
- Natural selection favour gene
Larger, darker-survive in cold
IE: Microevolution in populations:
- Mosquitos evolving resistance DDT
- Drug resistant TB
- HIV strains evolving resistance to antiretroviral's
Macroevolution
- Grand scale
- Happen higher than individual level
- Cause new species to arise
- Mechanisms:
- Mutation
- Genetic drift
- Natural selection
- Stasis:
- Animals evolve slowly
- Crocodiles
- Morphological change/anagenesis
- Straight line evolution
- Lineages change quickly/slowly
- Morphological change can happen in one direction and reverse its self
- Lineage splitting/cladogenesis (speciation)
- Divergent evolution
- Evolution
- Frequent/rare within lineage
1. Stasis: Many lineages on the tree of life exhibit stasis, which just means that they don't change much for a long time, as shown in the figure to the right.
In fact, some lineages have changed so little for such a long time that they are often called living fossils. Coelacanths comprise a fish lineage that branched off of the tree near the base of the vertebrate clade. Until
1938, scientists thought that coelacanths went extinct 80 million years ago. But in 1938, scientists discovered a living coelacanth from a population in the Indian Ocean that looked very similar to its fossil ancestors. Hence, the coelacanth lineage exhibits about 80 million years' worth of morphological stasis.
A coelacanth swimming near Sulawesi, Indonesia
-
2. Character change: Lineages can change quickly or slowly. Character change can happen in a single direction, such as evolving additional segments, or it can reverse itself by gaining and then losing segments. Changes can occur within a single lineage or across several lineages. In the figure to the right, lineage A changes rapidly but in no particular direction. Lineage B shows slower, directional change.
Trilobites, animals in the same clade as modern insects and crustaceans, lived over 300 million years ago. As shown below, their fossil record clearly suggests that several lineages underwent similar increases in segment number over the course of millions of years.
3. Lineage-splitting (or speciation): Patterns of lineage-splitting can be identified by constructing and examining a phylogeny. The phylogeny might reveal that a particular lineage has undergone unusually frequent lineage-splitting, generating a "bushy" tuft of branches on the tree (Clade A, below). It might reveal that a lineage has an unusually low rate of lineage-splitting, represented by a long branch with very few twigs coming off (Clade B, below). Or it might reveal that several lineages experienced a burst of lineage-splitting at the same time (Clade C, below).
4. Extinction: Extinction is extremely important in the history of life. It can be a frequent or rare event within a lineage, or it can occur simultaneously across many lineages (mass extinction). Every lineage has some chance of becoming extinct, and overwhelmingly, species have ended up in the losing slots on this roulette wheel: over 99% of the species that have ever lived
on Earth have gone extinct. In this diagram, a mass extinction cuts short the lifetimes of many species, and only three survive. | <urn:uuid:1d8553ce-0885-407c-b4a2-e615675eb36b> | CC-MAIN-2017-43 | http://maxmatric.com/wp-content/uploads/2013/04/Evolution.pdf | 2017-10-21T19:24:08Z | crawl-data/CC-MAIN-2017-43/segments/1508187824894.98/warc/CC-MAIN-20171021190701-20171021210701-00041.warc.gz | 208,584,711 | 1,971 | eng_Latn | eng_Latn | 0.947574 | eng_Latn | 0.978317 | [
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How Families Can Help Children Get Ready to Read
Parent Information & Resource Center 416 Black Avenue, Lexington, S.C. 29072
Teach new words to a new reader
When you build your child's vocabulary, you are helping make her a successful reader. Here are a few ways to introduce her to new words:
* Talk about new words. When she comes across an unfamiliar word, explain what it means. "Gigantic is a great word! It means really, really big."
* Expose your child to all types of writing. Don't limit her to books! Have her leaf through magazines, comics, maps and brochures, too.
* Point out words that appear within other words. Take big, for instance. Show your child how it's also part of bigger and biggest. She'll learn that many words are related.
Source: Texas Education Agency, "New Words: Practical Ideas for Parents," Reading Rockets, niswc.com/new_vocabulary_ideas.
"The only important thing in a book is the meaning that it has for you."
—W. Somerset Maugham
Connect with your child's teacher
* Start the conversation. Make a point of saying hello to your child's teacher during the first few days of class.
A brand-new year of preschool is underway. Start it off right by building a strong relationship with your child's teacher. Here's how:
* Volunteer. Do you have a few spare hours? Pitch in at school! Ask the teacher how you can help. And the bonus is that your child will love seeing you at school!
* Stay informed. Read every email and handout that your child's teacher sends home. If something doesn't make sense, ask about it. Remember, you and the teacher are partners in your child's education.
Practice writing the alphabet all around the house
Now that your child is learning the letters of the alphabet, you two can have some fun by writing the letters in a variety of places. Write:
* In the bathtub. Let him write letters on the side of the tub with shaving cream. (Supervise carefully!)
* In the kitchen. Sprinkle flour or sugar onto a baking sheet. Then have your child write letters using his finger.
* On the driveway. Have your child write big letters with sidewalk chalk.
Wondering leads to great conversations
Children love to ask why. Make the most of it! Turn your child's question into a conversation. Find out what she thinks about the topic. Talking with your child is one of the best ways to help her build her language skills.
Employ everyday reading boosters
Your child is learning more about language every day. Help him work on identifying let ters and the sounds that they make. Then, to support his growing lan guage skills, be sure to:
* Set an example. Let him see you reading and writing every day.
* Sing the alphabet song and recite nursery rhymes together.
* Play language-rich games like "I Spy" that encourage him to speak.
Source: "Building Phonics Skills," Scholastic, niswc.com/language_phonics_skills.
Follow us on Twitter @BuildingReaders • Copyright © 2017, The Parent Institute®, a division of PaperClip Media, Inc., www.parent-institute.com
Tips for choosing books to read with your child
With so many books out there, it can be hard to figure out which to read with your child. Keep these tips in mind when you're looking for new titles:
* See if you like it. Read the book's opening pages. Are they engaging? Funny? Interesting? If you like the book, chances are your child will enjoy it, too.
* Notice the artwork. Many children love big, bold pictures, so your child may enjoy stories accompanied by splashy illustrations. And books with unique artwork can lead to interesting conversations.
* Ask an expert for input. If you're searching for books at the library, ask a librarian for help. You can also look online for popular books.
Source: V.V. Lewis and W.M. Mayes, Valerie & Walter's Best Books for Children, Collins.
Simple crafts excite your child about writing
Writing is an important part of reading. Get your budding reader excited about writing by making:
* Macaroni letters. Fill one bowl with dry macaroni and another with pieces of dry spaghetti. On a sheet of paper or a place mat, have your child form letters with the pasta. Use macaroni for the curves and spaghetti for the straight parts.
* A pencil holder. Wrap a clean dry can or jar with construction or contact paper. Have your child decorate it with stickers, markers or glitter. Lastly, have him put his favorite writing pencils inside the can!
Q: My child goes nonstop all day. She'll hardly ever sit still for a story. What should I do?
A: Make books a bedtime ritual! Keep a stack of kidfriendly titles on hand, and read a few of them together every night. Not only will it help your child enjoy books and become a reader, it'll also serve as a calm, quiet transition from playtime to resting time.
Add life and laughter to reading
the things you see. For example, if the book is about animals, see which ani mals he can identify. Then, talk about what you know about those animals.
In order for your child to become a lifelong reader, it's critical that he find reading enjoyable. When you read together, point to pictures and talk about
Laugh at the silly things you read. Read with expression and use different voices. If a word sounds funny, say it again. The sillier, the better!
Books to delight your early reader
* Little Bea by Daniel Roode (Greenwillow Books). As soon as Little Bea wakes up, she is off and running! She encounters many of her friends and plays all of her favorite games as she goes.
* Ice Boy by David Ezra Stein (Candlewick Press). Even though his parents tell him to stay home in the freezer, Ice Boy dreams of seeing the world. So, he goes off on an adven ture and transforms in accordance with the stages of the water cycle.
* Exclamation Mark by Amy Krouse Rosenthal (Scholastic Press). Exclamation Mark can tell that he doesn't fit in with periods. He tries to be just like them, until he meets another punctuation mark who helps him realize how important and wonderful he can be!
Building Readers®
How Families Can Help Children Get Ready to Read
Publisher: L. Andrew McLaughlin. Publisher Emeritus: John H. Wherry, Ed.D. Editor: Stacey Marin.
Do you have a question about reading? Email email@example.com.
Copyright © 2017, The Parent Institute® (a division of PaperClip Media, Inc.) P.0. Box 7474, Fairfax Station, VA 22039-7474 1-800-756-5525, ISSN: 1531-4898 www.parent-institute.com 1533-3299
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Autism - Early Signs
Introduction
Autism is a medical disorder that appears in early childhood. It affects a child's development by affecting his or her ability to communicate and interact with others.
Autism ranges from mild communication or behavioral symptoms to severe autism. In severe cases, a child may completely lack the ability to communicate or interact with other people. There is no cure for autism. But early treatment can help many children have a better quality of life.
This reference summary is for parents and caregivers of children. It helps them understand what autism is, what signs and symptoms to look for in children and when to seek medical help.
What is Autism?
Autism is a disorder that appears in children usually before the age of 3. It affects how children grow up and develop in three ways:
1. Language, or how they talk.
2. Social skills, or how they respond and initiate communication with others.
3. Behavior, or how they respond in certain situations.
There are different types of autism. The symptoms of autism vary from child to child. That is why this disorder is referred to as autism spectrum disorder, or ASD. Autism affects children of all races and nationalities.
There is no cure for autism. A child with ASD is expected to live with autism for the rest of his or her life. But with early detection, there are many treatment options which can help a person with autism improve his or her quality of life.
Some adults with autism are able to work and live on their own. Others need a lot of help.
The quality of life a child with autism will have in his or her adolescence and adulthood depends on:
* How soon their autism was diagnosed.
* The intensity of personalized treatment the child receives.
* The severity of their autism.
With early and intensive treatment, most children improve their ability to relate to others,
communicate and help themselves as they grow older. This program will help you learn about
signs of early childhood autism and when to seek the help of health care professionals.
Causes
The causes of autism are not well understood. In addition, autism is not a single disorder, but a spectrum of many disorders. That is why scientists are confident there may be many causes for autism spectrum disorder.
Scientists are studying many theories about the genetic and environmental causes of autism so they can learn how to treat it better. Researchers have discovered a number of genes that appear to be involved in autism. Researchers are studying whether viral infections and air pollutants play a role in triggering autism.
The likelihood of having a child with autism is higher:
* If there is a history of autism in the family.
* If the father is older than 40.
* If the child is a boy.
* If there is a history of certain genetic and neurological disorders in the family.
Symptoms
Signs of autism can sometimes be noticeable in the first few months of life. Other times, they may not show up until a child is as old as 3 years.
Since autism is not one specific disorder, each child may have a different set of symptoms. But, there are some common signs that many children who are later diagnosed with ASD share. Not all children who have some of these signs will later be diagnosed with ASD.
There are many signs and symptoms that a child may have ASD. Here are 10 early warning signs that parents should be aware of.
1. Infants normally respond to familiar voices within their first few months of life and turn their attention to the familiar voice. If a child is not responsive to familiar voices most of the time, this may be a sign. Sometimes, an infant that is not responding correctly will ignore familiar voices and instead respond to other sounds around them.
2. Usually, around the age of 1, a child is able to join a person in looking at something of interest. For instance, if a person points to something, a child will look towards that item and become interested. Children who are developing normally will often bring items of interest to other's attention. Not having shared interest with other people may be a sign of autism.
3. Infants usually mimic the people around them. Children who are developing normally will mimic facial expressions, hand movements and even body movements. Children with ASD rarely mimic.
4. Children with ASD may not respond to other people's emotions. When a child with ASD sees someone who is crying or upset, they may not respond at all. A child that is developing normally usually responds to this emotion in some way. They may try to comfort the person or become upset themselves.
5. Children with ASD rarely pretend play. A child with ASD may play with an object by touching it or moving it, but not by interacting with it in an imaginative way. For instance, a child with ASD may take a toy plane and tinker with it in a meaningless way. A child who is developing normally might pretend that the plane is flying and interact with it in an imaginative way.
6. A child may develop normally and then suddenly lose language or social skills. For instance, a child with ASD may suddenly no longer be able to form sentences or use certain words that they could before.
7. Children with ASD may have abnormal body movements. They may move around constantly and have difficulty being still. They may also engage in repetitive movements like rocking back and forth, clapping or flapping their arms.
8. A child with ASD may have abnormal reactions to pain, light, sound or touch. A child with ASD may not have a normal reaction to pain and seem under sensitive to it. But a loud noise may upset or even seem to cause pain to a child with ASD.
9. A child with ASD may get very upset when their daily routine changes. Even very small changes may cause a child with ASD to become very upset. Children without ASD may not like changes to their routine, but they tend to adapt.
10. Children with ASD may have an extreme temperament. They may be very aggressive towards others or even themselves. They may also be overactive or even overly passive.
When to See a Health Care Provider
There is no single medical test that tells if a child has autism. That is why health care providers rely on parents who are usually the first to suspect that there is a developmental problem.
Call your health care provider if you think that your child is not developing normally. Signs that your child needs professional evaluation include:
* At 12 months, your child is not babbling yet.
* At 16 months, your child is not saying single words.
* At 12 months, your child does not use gestures, such as waving or pointing.
* At 24 months, your child does not use two word phrases. If the only time a child uses two word phrases is when he or she is repeating phrases they have heard and using them without meaning, then they are not using unique two word phrases yet.
* Your child loses language or social skills at any age.
Diagnosis
Autism can vary from mild to severe and may have a different set of symptoms for each person. Because of this, it can be difficult to diagnose. There is no specific autism test.
It is important to take your child to her or his health care provider regularly to have her or his development checked. Although a specialist is usually needed for a diagnosis of autism, your child's pediatrician may be able to spot some early warning signs.
To diagnose a child with ASD, a team of different specialists may give a child a variety of different developmental tests including language, speech and behavior tests. A full physical exam as well as blood tests and a variety of other tests may be done.
ntil reatment begins, the better the child may respond. Many times the diagnosis of autism is not made u a child is 2 or 3 years old. It is important to get a child diagnosed early, because the earlier t
Treatments
There is no cure for autism, but there are treatments and therapies. Treatment is based on the specific case. Treatment for 1 child may be different than treatment for another child. Treatments are also constantly evolving and changing. Because of the wide variety of special needs that different children with autism have, treatment is most effective when it is tailored to each child.
Treatment may include a combination of:
* Behavioral therapies that help teach skills and reduce problematic behaviors.
* Speech therapy.
* Medications to manage some of the symptoms.
* Physical therapy.
* Changes in diet.
Conclusion
Autism is a disorder that appears in children usually before the age of 3. It affects how children grow up and develop in three ways:
1. Language, or how they talk.
2. Social skills, or how they respond and initiate communication with others.
3. Behavior, or how they respond in certain situations.
There are different types of autism. The symptoms of autism vary from child to child. That is why this disorder is referred to as autism spectrum disorder, or ASD. Autism affects children of all races and nationalities.
The quality of life a child with autism will have in his or her adolescence and adulthood depends on:
* How soon their autism was diagnosed.
* The intensity of personalized treatment the child receives.
* The severity of their autism.
Signs of autism can sometimes be noticeable in the first few months of life. Other times, they may not show up until a child is as old as 3 years.
Since autism is not one specific disorder, each child may have a different set of symptoms. But there are some common signs that many children who are later diagnosed with ASD share. Not all children who have some of these signs will later be diagnosed with ASD.
There is no cure for autism, but there are treatments and therapies. Treatment is based on the specific case. Treatment for 1 child may be different than treatment for another child. Treatments are also constantly evolving and changing.
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September 2017
Brought to you by HCIactive
Energy and performance boosting foods
When it comes to giving you energy and increasing physical performance (whether you're running a marathon or just walking around the block), not all foods are created equal. Getting a healthy balance of macro-nutrients (carbs, fats, and protein) is important, but there are a lot of heavy-hitting vitamins and minerals that make the difference as well.
Eat iron to pump iron! Well, actually, getting enough iron in your diet will help with all kinds of performance, not just weight lifting. Having an iron deficiency can result in both fatigue and a weaker immune system. Most people think the best source of iron is red meat, but actually, beans, lentils, and leafy greens are great sources as well.
Breakfast is the most important meal of the day. Well, we've all heard that before, but when it comes to energy, getting an early morning jumpstart is vital. Try to eat a mix of carbs, protein, and fats. One quick and easy suggestion would be yogurt with fruit and nuts.
Eat as close to fresh as possible. Many nutritionists believe that the most nutrients can be found in fresh food, and more nutrients means more energy. Buying produce that's been recently picked can have a measurable impact on nutrient level, which is another reason to buy from local farmers' markets. (Frozen fruits and veggies are usually picked and immediately frozen, so you can get the same effect there.)
Unprocessed is best. Avoiding highly processed foods can be difficult, especially if you're always on the go, but it can have a huge payoff both in increasing energy and maintaining a healthy weight. Some swaps are tough, but it's pretty easy to start small. For example, instead of snacking on a fruitand-nut bar, grab an apple and some mixed nuts. A few extra seconds in the grocery store can have a huge payoff.
Your energy bar shouldn't sound like a science experiment. Sometimes you're going to have to reach for that convenience food. When you do, check out the ingredients list. If you can recognize what's in that bar (i.e., whole foods like fruit and nuts), it's a pretty good bet. If it's a long string of multi-syllable, chemical sounding words, maybe you should pass. This is especially important if you're training or working out, where you need energy fast.
Eat! Skipping meals either as a weight management strategy or because you're too busy can completely backfire. It messes with your metabolism, which can make it harder to lose weight and increase the chances you'll overeat at your next meal. Missing meals also makes you feel more run-down and tired, so if you're already stressed, not eating can make the feeling worse.
Drinking too much caffeine? It might be time to cut back.
Whether you drink coffee, soda, and tea for the taste or for the caffeine buzz, there comes a point when the negative side effects outweigh the risks. Although most adults can drink up to 400 milligrams of caffeine (about 4 cups of coffee) per day without experiencing serious ongoing side effects, many people experience minor side effects like jitteriness or insomnia at lower levels.
You should consider cutting back on caffeine if you experience:
■■Migraine headaches
■■Insomnia
■■Nervousness
■■Irritability
■■Restlessness
■■Frequent urination or inability to control urination
■■Stomach upset
■■Fast heartbeat
■■Muscle tremors
■■If you're pregnant or trying to get pregnant
Even if you're not experiencing any of these symptoms, you may still choose to cut back on caffeine. These tips may make it a little easier:
■■Keep a record of how much caffeine you're drinking.
■■Cut back gradually; you're more likely to stick with the change if you don't go cold turkey.
■■Try decaf. Many people can't tell the difference, so it's an easy switch. That way, you don't have to kick the habit entirely.
■■If you drink tea, try an herbal blend, which generally is naturally caffeine free. If you want to stick with black or green tea, shorten the brew time to cut back on caffeine.
Adapted from www.mayoclinic.org
Working out? Try these peak performance foods.
Whether you're training for the next Ironman competition or just want to be able to walk a mile without stopping, nutrition is a vital part of any fitness goal. The intensity and length of the workout can have an effect on how much you eat before and after, but the types of foods typically remain the same.
Before:
Ideally, fuel up two hours before you exercise by:
■■ Hydrating with water.
■■ Eating healthy carbohydrates such as whole-grain cereals (with low-fat or skim milk), whole-wheat toast, low-fat or fat-free yogurt, whole grain pasta, brown rice, fruits and vegetables.
■■ Avoiding saturated fatsand even too much protein because these types of fuels digest slower in your stomach, taking away oxygen and energy-delivering blood from your muscles.
If you only have 5-10 minutes before you exercise, eat a piece of fruit such as an apple or banana.
During:
Whether you're a professional athlete who trains for several hours or you have a low to moderate routine, keep your body hydrated with small, frequent sips of water. Proper hydration is VITAL, especially if you're working out in warm weather
You probably don't need to eat during a workout that's an hour or less. But if you're working out for longer, high intensity vigorous workouts, try eating 50-100 calories of carbohydrates every half hour, such as low-fat yogurt, raisins, or banana.
After:
■■ Fluids.Drink water, of course. Blend your water with 100% juice such as orange juice, which provides carbohydrates.
■■ Carbohydrates.You burn a lot of carbohydrates — the main fuel for your muscles — when you exercise. In the 20-60 minutes after your workout, your muscles can store carbohydrates and protein as energy to help in recovery.
■■ Protein.Eat things with protein to help repair and grow your muscles. A lot of athletes carry nuts or cheese cubes with them to snack on after a workout.
It's important to realize that these are general guidelines. We all have different digestive systems, and everyone's metabolism is different too. Additionally, different kinds of workouts may require you to change up your diet. For example, more cardio may require more (healthy) carbs whereas tougher strength training may need more protein. Know that what you put in your body (nutrition) is as important as you what you do with your body (exercise). Both are crucial to keeping your engine performing at its best.
Adapted from healthyforgood.heart.org
Recipe of the Month:
Blueberry Bliss Breakfast Bars
These bars make a great high-protein, nutrient rich, post-workout snack. You can substitute the nuts, seeds, and dried fruits as desired, but make sure to replace ingredients 1:1 to keep the consistency the same.
Ingredients
1 ½ cups rolled oats
¾ cup whole almonds
Heaping ½ cup dried blueberries
½ cup pistachios
⅓ cup ground flaxseed
⅓ cup walnuts
⅓ cup pepitas
¼ cup sunflower seeds
⅓ cup pure maple syrup or honey
¼ cup unsweetened apple sauce
1 cup almond butter
Instructions
Line an 8"x 8" baking pan with parchment or wax paper such that the paper hangs over the edges.
Add the first 8 ingredients in a large bowl and mix to combine. Add maple syrup or honey and apple sauce and combine. Mix almond butter into mixture.
Place batter in prepared pan pressing down firmly with palm of hands (or mini-roller if you have one) and distributing as evenly as possible.
Allow pan to sit in freezer for approximately 1 hour.
Remove pan from freezer. Lift singular slab from pan by lifting up on paper. Set slab down and gently peel paper away. Slice slab diagonally into 8 long bars and then cut each long bar in half to create a total of 16 bars. Bars keep best in a sealed container/bag in the freezer.
Nutrition per serving (1 bar, makes 16 servings):
Calories: 232; Fat: 16.2g; Saturated Fat: 1.6g; Carbohydrates: 15.2g; Sugar: 5.1g; Fiber: 3.8g; Protein: 8.1g; Sodium: 2mg; Cholesterol: 0mg;
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Mathematics Model Curriculum
This is the October 2013 version of the Grade 2 Model Curriculum for Mathematics. The current focus of this document is to provide instructional strategies and resources, and identify misconceptions and connections related to the clusters and standards. The Ohio Department of Education is working in collaboration with assessment consortia, national professional organizations and other multistate initiatives to develop common content elaborations and learning expectations.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Accommodations
- Reference Sheets
Instructional Strategies and Resources
Instructional Strategies
Students now build on their work with one-step problems to solve two-step problems. Second graders need to model and solve problems for all the situations shown in Table 1 on page 88 in the Common Core State Standards and represent their solutions with equations. The problems should involve sums and differences less than or equal to 100 using the numbers 0 to 100. It is vital that students develop the habit of checking their answer to a problem to determine if it makes sense for the situation and the questions being asked.
Ask students to write word problems for their classmates to solve. Start by giving students the answer to a problem. Then tell students whether it is an addition or subtraction problem situation. Also let them know that the sums and differences can be less than or equal to 100 using the numbers 0 to 100. For example, ask students to write an addition word problem for their classmates to solve which requires adding four two-digit numbers with 100 as the answer. Students then share, discuss and compare their solution strategies after they solve the problems.
Instructional Resources/Tools
Common Core State Standards for Mathematics: Common addition and subtraction situations Table 1 on page 88 in the Common Core State Standards (CCSS) for School for Mathematics illustrates twelve addition and subtraction problem situations.
ORC # 4243 From the National Council of Teachers of Mathematics: Get the Picture—Get the Story In this lesson, students act as reporters at the Super Bowl. Students study four pictures of things that they would typically find at a football game then create problem situations that correspond to their interpretation of each of the pictures.
Common Misconceptions
Some students end their solution to a two-step problem after they complete the first step. They may have misunderstood the question or only focused on finding an answer to a problem. Students need to check their work to see if their answer makes sense in terms of the problem situation. They need ample opportunities to solve a variety of two-step problems and develop the habit of reviewing their solution after they think they have finished.
Many children have misconceptions about the equal sign. Students can misunderstand the use of the equal sign even if they have proficient computational skills. The equal sign means "is the same as" but most primary students think that the equal sign tells you that the "answer is coming up." Students might only see examples of number sentences with an operation to the left of the equal sign and the answer on the right, so they overgeneralize from those limited examples. They might also be predisposed to think of equality in terms of calculating answers rather than as a relation because it is easier for young children to carry out steps to find an answer than to identify relationships among quantities.
Students might rely on a key word or phrase in a problem to suggest an operation that will lead to an incorrect solution. For example, they might think that the word left always means that subtraction must be used to find a solution. Students need to solve problems where key words are contrary to such thinking. For example, the use of the word left in this problem does not indicate subtraction as a solution method: Seth took the 8 stickers he no longer wanted and gave them to Anna. Now Seth has 11 stickers left. How many stickers did Seth have to begin with? It is important that students avoid using key words to solve problems.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #2, Building fluency with addition and subtraction. More information about this critical area of focus can be found by clicking here.
This cluster is connected to Represent and solve problems involving addition and subtraction and Work with addition and subtraction equations in Grade 1, to Relate addition and subtraction to length and Work with time and money in Grade 2, and to Solve problems involving the four operations, and identify and explain patterns in arithmetic in Grade 3.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Calculator Usage
- Sample Items
- Accommodations
- Reference Sheets
Instructional Strategies and Resources
Instructional Strategies
Provide many activities that will help students develop a strong understanding of number relationships, addition and subtraction so they can develop, share and use efficient strategies for mental computation. An efficient strategy is one that can be done mentally and quickly. Students gain computational fluency, using efficient and accurate methods for computing, as they come to understand the role and meaning of arithmetic operations in number systems. Efficient mental processes become automatic with use.
Provide activities in which students apply the commutative and associative properties to their mental strategies for sums less or equal to 20 using the numbers 0 to 20.
Have students study how numbers are related to 5 and 10 so they can apply these relationships to their strategies for knowing 5 + 4 or 8 + 3. Students might picture 5 + 4 on a ten-frame to mentally see 9 as the answer. For remembering 8 + 7, students might think "since 8 is 2 away from 10, take 2 away from 7 to make 10 + 5 = 15."
Provide simple word problems designed for students to invent and try a particular strategy as they solve it. Have students explain their strategies so that their classmates can understand it. Guide the discussion so that the focus is on the methods that are most useful. Encourage students to try the strategies that were shared so they can eventually adopt efficient strategies that work for them.
Make posters for student-developed mental strategies for addition and subtraction within 20. Use names for the strategies that make sense to the students and include examples of the strategies.
Present a particular strategy along with the specific addition and subtraction facts relevant to the strategy. Have students use objects and drawings to explore how these facts are alike.
Instructional Resources/Tools
Five-frames and ten-frames
ORC # 4308 From the National Council of Teachers of Mathematics: Looking back and moving forward In the game Race to Zero at the bottom of the page, students take turns rolling a number cube and subtracting the number they rolled each time from 20. The first person to reach 0 wins the round.
ORC # 4314 From the National Council of Teachers of Mathematics: Finding fact families In this lesson, the relationship of subtraction to addition is introduced with a book and with dominoes.
Common Misconceptions
Students may overgeneralize the idea that answers to addition problems must be bigger. Adding 0 to any number results in a sum that is equal to that number. Provide word problems involving 0 and have students model them using drawings with an empty space for 0.
Students are usually proficient when they focus on a strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient strategies they learned. Provide a list of facts from two or more strategies and ask students to name a strategy that would work for that fact. Students explain why they chose that strategy then show how to use it.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #2, Building fluency with addition and subtraction. More information about this critical area of focus can be found by clicking here.
This cluster is connected to Represent and solve problems involving addition and subtraction and Add and subtract within 20 in Grade 1, and to Use place value understanding and properties of operations to add and subtract in Grade 2.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
Students need to understand that a collection of objects can be one thing (a group) and that a group contains a given number of objects. Investigate separating no more than 20 objects into two equal groups. Find the numbers (the total number of objects in collections up to 20 members) that will have some objects and no objects remaining after separating the collections into two equal groups. Odd numbers will have some objects remaining while even numbers will not. For an even number of objects in a collection, show the total as the sum of equal addends (repeated addition).
A rectangular array is an arrangement of objects in horizontal rows and vertical columns. Arrays can be made out of any number of objects that can be put into rows and columns. All rows contain the same number of items and all columns contain an equal number of items. Have students use objects to build all the arrays possible with no more than 25 objects. Their arrays should have up to 5 rows and up to 5 columns. Ask students to draw the arrays on grid paper and write two different equations under the arrays: one showing the total as a sum by rows and the other showing the total as a sum by columns. Both equations will show the total as a sum of equal addends.
The equation by rows: 20 = 5 + 5 + 5 +5
The equation by columns: 20 = 4 + 4 + 4 + 4 + 4
Build on knowledge of composing and decomposing numbers to investigate arrays with up to 5 rows and up to 5 columns in different orientations. For example, form an array with 3 rows and 4 objects in each row. Represent the total number of objects with equations showing a sum of equal addends two different ways: by rows, 12 = 4 + 4 + 4; by columns, 12 = 3 + 3 + 3 + 3. Rotate the array 90° to form 4 rows with 3 objects in each row. Write two different
Mathematics Model Curriculum
equations to represent 12 as a sum of equal addends: by rows, 12 = 3 + 3 + 3 + 3; by columns, 12 = 4 + 4 + 4. Have students discuss this statement and explain their reasoning: The two arrays are different and yet the same.
Ask students to think of a full ten-frame showing 10 circles as an array. One view of the ten-frame is 5 rows with 2 circles in each row. Students count by rows to 10 and write the equation 10 = 2 + 2 + 2 + 2 + 2. Then students put two full ten-frames together end-to-end so they form 10 rows of 2 circles or 10 columns of 2 circles. They use this larger array to count by 2s up to 20 and write an equation that shows 20 equal to the sum of ten 2s.
Instructional Resources/Tools
Grid paper
Five-frames and ten-frames
Tiles
Linking cubes
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #2, Building fluency with addition and subtraction and #4, Describing and analyzing shapes. More information about this critical area of focus can be found by clicking here.
This cluster is connected to Work with addition and subtraction equations and Use place value understanding and properties of operations to add and subtract in Grade 1, and to Use place value understanding and properties of operations to add and subtract in Grade 2.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
-
Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
The understanding that 100 is 10 tens or 100 ones is critical to the understanding of place value. Using proportional models like base-ten blocks and bundles of tens along with numerals on place-value mats provides connections between physical and symbolic representations of a number. These models can be used to compare two numbers and identify the value of their digits.
Model three-digit numbers using base-ten blocks in multiple ways. For example, 236 can be 236 ones, or 23 tens and 6 ones, or 2 hundreds, 3 tens and 6 ones, or 20 tens and 36 ones. Use activities and games that have students match different representations of the same number.
Provide games and other situations that allow students to practice skip-counting. Students can use nickels, dimes and dollar bills to skip count by 5, 10 and 100. Pictures of the coins and bills can be attached to models familiar to students: a nickel on a five-frame with 5 dots or pennies and a dime on a ten-frame with 10 dots or pennies.
On a number line, have students use a clothespin or marker to identify the number that is ten more than a given number or five more than a given number.
Have students create and compare all the three-digit numbers that can be made using numbers from 0 to 9. For instance, using the numbers 1, 3, and 9, students will write the numbers 139, 193, 319, 391, 913 and 931. When students compare the numerals in the hundreds place, they should conclude that the two numbers with 9 hundreds
would be greater than the numbers showing 1 hundred or 3 hundreds. When two numbers have the same digit in the hundreds place, students need to compare their digits in the tens place to determine which number is larger.
Instructional Resources/Tools
Base-ten blocks
Pictures of nickels and dimes
Base-ten grid paper
Five-frames and Ten-frames
Online resource for base-ten blocks
Online resource for hundreds chart, use for counting by 5s and 10s
Online place value number line
Common Misconceptions
Some students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 8 singles, 5 bundles of 10 singles or tens, and 3 bundles of 10 tens or hundreds. Use base-ten blocks to model the collecting of 10 ones (singles) to make a ten (a rod) or 10 tens to make a hundred (a flat). It is important that students connect a group of 10 ones with the word ten and a group of 10 tens with the word hundred.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #1, Extending understanding of base-ten notation. More information about this critical area of focus can be found by clicking here.
This cluster is connected to Extend the counting sequence and Understand place value in Grade 1, to Work with equal groups of objects to gain foundations for multiplication in Grade 2, and to Use place value understanding and properties of operations to perform multi-digit arithmetic in Grade 3.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
Provide many activities that will help students develop a strong understanding of number relationships, addition and subtraction so they can develop, share and use efficient strategies for mental computation. An efficient strategy is one that can be done mentally and quickly. Students gain computational fluency, using efficient and accurate methods for computing, as they come to understand the role and meaning of arithmetic operations in number systems. Efficient mental processes become automatic with use.
Students need to build on their flexible strategies for adding within 100 in Grade 1 to fluently add and subtract within 100, add up to four two-digit numbers, and find sums and differences less than or equal to 1000 using numbers 0 to 1000.
Initially, students apply base-ten concepts and use direct modeling with physical objects or drawings to find different ways to solve problems. They move to inventing strategies that do not involve physical materials or counting by ones to solve problems. Student-invented strategies likely will be based on place-value concepts, the commutative and associative properties, and the relationship between addition and subtraction. These strategies should be done mentally or with a written record for support.
It is vital that student-invented strategies be shared, explored, recorded and tried by others. Recording the expressions and equations in the strategies horizontally encourages students to think about the numbers and the quantities they represent instead of the digits. Not every student will invent strategies, but all students can and will try strategies they have seen that make sense to them. Different students will prefer different strategies.
Students will decompose and compose tens and hundreds when they develop their own strategies for solving problems where regrouping is necessary. They might use the make-ten strategy (37 + 8 = 40 + 5 = 45, add 3 to 37 then 5) or (62 - 9 = 60 – 7 = 53, take off 2 to get 60, then 7 more) because no ones are exchanged for a ten or a ten for ones.
Have students analyze problems before they solve them. Present a variety of subtraction problems within 1000. Ask students to identify the problems requiring them to decompose the tens or hundreds to find a solution and explain their reasoning.
Instructional Resources/Tools
Groupable materials
Dried beans and small cups for groups of 10 beans Linking cubes
Plastic chain links
Pregrouped materials
Base-ten blocks
Dried beans and beans sticks (10 dried beans glued on a craft stick – 10 sticks can be bundled for 100)
Strips (ten connected squares) and squares (singles)
Ten-frame
Place-value mat with ten-frames
Hundreds chart (numbers 1-100) and blank hundreds chart (add numbers 101-120 and attach to hundreds chart)
Common Misconceptions
Students may think that the 4 in 46 represents 4, not 40. Students need many experiences representing two-and threedigit numbers with groupable then pregrouped materials.
When adding two-digit numbers, some students might start with the digits in the ones place and record the entire sum. Then they add the digits in the tens place and record this sum. Assess students' understanding of a ten and provide more experiences modeling addition with grouped and pregrouped base-ten materials.
When subtracting two-digit numbers, students might start with the digits in the ones place and subtract the smaller digit from the larger digit. Then they move to the tens and the hundreds places and subtract the smaller digits from the larger digits. Assess students' understanding of a ten and provide more experiences modeling subtraction with grouped and pregrouped base-ten materials.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #2, Building fluency with addition and subtraction. More information about this critical area of focus can be found by clicking here.
This cluster is connected to Understand and apply properties of operations and the relationship between addition and subtraction and Add and subtract within 20 and Use place value understanding and properties of operations to add and subtract in Grade 1, to Add and subtract within 20 in Grade 2, and to Use place value understanding and properties of operations to perform multi-digit arithmetic in Grade 3.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
Second graders are transitioning from measuring lengths with informal or nonstandard units to measuring with these standard units: inches, feet, centimeters, and meters. The measure of length is a count of how many units are needed to match the length of the object or distance being measured. Students have to understand what a length unit is and how it is used to find a measurement. They need many experiences measuring lengths with appropriate tools so they can become very familiar with the standard units and estimate lengths. Use language that reflects the approximate nature of measurement, such as the length of the room is about 26 feet.
Have students measure the same length with different-sized units then discuss what they noticed. Ask questions to guide the discussion so students will see the relationship between the size of the units and measurement, i.e. the measurement made with the smaller unit is more than the measurement made with the larger unit and vice versa.
Insist that students always estimate lengths before they measure. Estimation helps them focus on the attribute to be measured, the length units, and the process. After they find measurements, have students discuss the estimates, their procedures for finding the measurements and the differences between their estimates and the measurements.
Instructional Resources/Tools
Centimeter rulers and tapes Inch rulers and tapes Yardsticks Meter sticks
Mathematics Model Curriculum
Common Misconceptions
When some students see standard rulers with numbers on the markings, they believe that the numbers are counting the marks instead of the units or spaces between the marks. Have students use informal or standard length units to make their own rulers by marking each whole unit with a number in the middle. They will see that the ruler is a representation of a row of units and focus on the spaces.
Some students might think that they can only measure lengths with a ruler starting at the left edge. Provide situations where the ruler does not start at zero. For example, a ruler is broken and the first inch number that can be seen is 2. If a pencil is measured and it is 9 inches on this ruler, the students must subtract 2 inches from the 9 inches to adjust for where the measurement started.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #3, Using standard units of measure. More information about this critical area of focus can be found by clicking here.
This cluster connects to Measure lengths indirectly and by iterating length units in Grade 1, and to Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures in Grade 3.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
Connect the whole-number units on rulers, yardsticks, meter sticks and measuring tapes to number lines showing whole-number units starting at 0. Use these measuring tools to model different representations for whole-number sums and differences less than or equal to 100 using the numbers 0 to 100.
Use the meter stick to view units of ten (10 cm) and hundred (100 cm), and to skip count by 5s and 10s.
Provide one- and two-step word problems that include different lengths measurement made with the same unit (inches, feet, centimeters, and meters). Students add and subtract within 100 to solve problems for these situations: adding to, taking from, putting together, taking apart, and comparing, and with unknowns in all positions. Students use drawings and write equations with a symbol for the unknown to solve the problems.
Have students represent their addition and subtraction within 100 on a number line. They can use notebook or grid paper to make their own number lines. First they mark and label a line on paper with whole-number units that are equally spaced and relevant to the addition or subtraction problem. Then they show the addition or subtraction using curved lines segments above the number line and between the numbers marked on the number line. For 49 + 5, they start at 49 on the line and draw a curve to 50, then continue drawing curves to 54. Drawing the curves or making the "hops" between the numbers will help students focus on a space as the length of a unit and the sum or difference as a length.
Instructional Resources/Tools
Rulers
Yardsticks Meter sticks Measuring tapes
Cash register tapes or paper strips
ORC # 3991 From the National Council of Teachers of Mathematics: Hopping Backward to Solve Problems In this lesson, students determine differences using the number line to compare lengths.
ORC # 3979 From the National Council of Teachers of Mathematics:
Where Will I Land?
In this lesson, the students find differences using the number line, a continuous model for subtraction.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #2, Building fluency with addition and subtraction. More information about this critical area of focus can be found by clicking here.
This cluster connects to Use place value understanding and properties of operations to add and subtract in Grade 1, to Represent and solve problems involving addition and subtraction in Grade 2, and to Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures in Grade 3.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
Second graders expand their work with telling time from analog and digital clocks to the nearest hour or half-hour in Grade 1 to telling time to the nearest five minutes using a.m. and p.m.
The topic of money begins at Grade 2 and builds on the work in other clusters in this and previous grades. Help students learn money concepts and solidify their understanding of other topics by providing activities where students make connections between them. For instance, link the value of a dollar bill as 100 cents to the concept of 100 and counting within 1000. Use play money - nickels, dimes, and dollar bills to skip count by 5s, 10s, and 100s. Reinforce place value concepts with the values of dollar bills, dimes, and pennies.
Students use the context of money to find sums and differences less than or equal to 100 using the numbers 0 to 100. They add and subtract to solve one- and two-step word problems involving money situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. Students use drawings and equations with a symbol for the unknown number to represent the problem. The dollar sign, $, is used for labeling whole-dollar amounts without decimals, such as $29.
Students need to learn the relationships between the values of a penny, nickel, dime, quarter and dollar bill.
Career Connection
Students will use play money to solve real-work, word problems. Arrange a field trip to your local bank or credit union where students can interview professionals who count money and interact with math in their work (e.g., bank teller, loan officer, investment banker).
Instructional Resources/Tools
Play money
Coin Box
This game will help students learn how to count, collect, exchange and make change for coins.
From the National Library of Virtual Manipulatives, Utah State University: Time – Match Clocks Students manipulate a digital clock to show the time given on an analog clock. They can also manipulate the hands on a face clock to show the time given on a digital clock. Times are given to the nearest five minutes.
ORC # 1133 From the National Council of Teachers of Mathematics:
Number Cents
In this unit, students explore the relationship between pennies, nickels, dimes, and quarters. They count sets of mixed coins, write story problems that involve money, and use coins to make patterns.
Common Misconceptions
Some students might confuse the hour and minutes hands. For the time of 3:45, they say the time is 9:15. Also, some students name the numeral closest to the hands, regardless of whether this is appropriate. For instance, for the time of 3:45 they say the time is 3:09 or 9:03. Assess students' understanding of the roles of the minute and hour hands and the relationship between them. Provide opportunities for students to experience and measure times to the nearest five minutes and the nearest hour. Have them focus on the movement and features of the hands.
Students might overgeneralize the value of coins when they count them. They might count them as individual objects. Also some students think that the value of a coin is directly related to its size, so the bigger the coin, the more it is worth. Place pictures of a nickel on the top of five-frames that are filled with pictures of pennies. In like manner, attach pictures of dimes and pennies to ten-frames and pictures of quarters to 5 x 5 grids filled with pennies. Have students use these materials to determine the value of a set of coins in cents.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster is connected to the Second Grade Critical Area of Focus #2, Building fluency with addition and subtraction, and beyond the critical area of focus in addressing, telling time and writing time. More information about these critical area of focus can be found by clicking here.
This cluster connects to Tell and write time in Grade 1, to Represent and solve problems involving addition and subtraction in Grade 2, and to Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects in Grade 3.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
Line plots are useful tools for collecting data because they show the number of things along a numeric scale. They are made by simply drawing a number line then placing an X above the corresponding value on the line that represents each piece of data. Line plots are essentially bar graphs with a potential bar for each value on the number line.
Pose a question related to the lengths of several objects. Measure the objects to the nearest whole inch, foot, centimeter or meter. Create a line plot with whole-number units (0, 1, 2, ...) on the number line to represent the measurements.
At first students should create real object and picture graphs so each row or bar consists of countable parts. These graphs show items in a category and do not have a numerical scale. For example, a real object graph could show the students' shoes (one shoe per student) lined end to end in horizontal or vertical rows by their color. Students would simply count to find how many shoes are in each row or bar. The graphs should be limited to 2 to 4 rows or bars.
Students would then move to making horizontal or vertical bar graphs with two to four categories and a single-unit scale. Use the information in the graphs to pose and solve simple put together, take-apart, and compare problems illustrated in Table 1 of the Common Core State Standards.
Instructional Resources/Tools
Common Core State Standards for Mathematics: Common addition and subtraction situations Table 1 on page 88 in the Common Core State Standards (CCSS) for School for Mathematics illustrates 12 addition and subtraction problem situations.
National Library of Virtual Manipulatives, Utah State University: Bar Chart
This manipulative can be used to make a bar chart with 1 to 20 for the vertical axis and 1 to 12 bars on the horizontal axis. The colors for the bars are predetermined however users can type in their own title for the graph and labels for the bars.
Common Misconceptions
The attributes for the same kind of object can vary. This will cause equal values in an object graph to appear unequal. For example, when making an object graph using shoes for boys and girls, five adjacent boy shoes would likely appear longer than five adjacent girl shoes. To standardize the objects, place the objects on the same-sized construction paper, then make the object graph.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections:
This cluster goes beyond the Second Grade Critical Area of Focus to address, Using data representations. More information about this critical area of focus can be found by clicking here.
This cluster connects to Measure lengths indirectly and by iterating length units and Represent and interpret data in Grade 1, and to Represent and interpret data in Grade 3.
Content Elaborations
Ohio has chosen to support shared interpretation of the standards by linking the work of multistate partnerships as the Mathematics Content Elaborations. Further clarification of the standards can be found through these reliable organizations and their links:
- Achieve the Core Modules, Resources
- Hunt Institute Video examples
- Institute for Mathematics and Education Learning Progressions Narratives
- Illustrative Mathematics Sample tasks
- National Council of Supervisors of Mathematics (NCSM) Resources, Lessons, Items
- Partnership for Assessment of Readiness for College and Careers (PARCC) Resources, Items
- National Council of Teacher of Mathematics (NCTM) Resources, Lessons, Items
Expectations for Learning
Ohio has selected PARCC as the contractor for the development of the Next Generation Assessments for Mathematics. PARCC is responsible for the development of the framework, blueprints, items, rubrics, and scoring for the assessments. Further information can be found at Partnership for Assessment of Readiness for College and Careers (PARCC). Specific information is located at these links:
- Model Content Framework
- Item Specifications/Evidence Tables
- Sample Items
- Calculator Usage
- Reference Sheets
- Accommodations
Instructional Strategies and Resources
Instructional Strategies
Modeling multiplication with partitioned rectangles promotes students' understanding of multiplication. Tell students that they will be drawing a square on grid paper. The length of each side is equal to 2 units. Ask them to guess how many 1 unit by 1 unit squares will be inside this 2 unit by 2 unit square. Students now draw this square and count the 1 by 1 unit squares inside it. They compare this number to their guess. Next, students draw a 2 unit by 3 unit rectangle and count how many 1 unit by 1 unit squares are inside. Now they choose the two dimensions for a rectangle, predict the number of 1 unit by 1 unit squares inside, draw the rectangle, count the number of 1 unit by 1 unit squares inside and compare this number to their guess. Students repeat this process for different-size rectangles. Finally, ask them to what they observed as they worked on the task.
It is vital that students understand different representations of fair shares. Provide a collection of different-size circles and rectangles cut from paper. Ask students to fold some shapes into halves, some into thirds, and some into fourths. They compare the locations of the folds in their shapes as a class and discuss the different representations for the fractional parts. To fold rectangles into thirds, ask students if they have ever seen how letters are folded to be placed in envelopes. Have them fold the paper very carefully to make sure the three parts are the same size. Ask them to discuss why the same process does not work to fold a circle into thirds.
Instructional Resources/Tools
Grid paper
ORC # 1481 From the Math Forum: Introduction to fractions for primary students http://mathforum.org/varnelle/knum1.html
Mathematics Model Curriculum
http://mathforum.org/varnelle/knum2.html http://mathforum.org/varnelle/knum5.html
This four-lesson unit introduces young children to fractions. Students learn to recognize equal parts of a whole as halves, thirds and fourths.
Common Misconceptions
Some students may think that a shape is changed by its orientation. They may see a rectangle with the longer side as the base, but claim that the same rectangle with the shorter side as the base is a different shape. This is why is it so important to have young students handle shapes and physically feel that the shape does not change regardless of the orientation, as illustrated below.
Students also may believe that a region model represents one out of two, three or four fractional parts without regard to the fact that the parts have to be equal shares, e.g., a circle divided by two equally spaced horizontal lines represents three thirds.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at this site. Additional strategies and resources based on the Universal Design for Learning principles can be found at www.cast.org.
Connections
This cluster is connected to the Second Grade Critical Area of Focus #4, Describing and analyzing shapes. More information about this critical area of focus can be found by clicking here.
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Faculty of Education - Papers (Archive)
University of Wollongong
Research Online
Faculty of Social Sciences
2009
Simplifying Animation with "Slowmation" to Encourage Preservice Teachers' Science Learning and Teaching
Garry F. Hoban University of Wollongong, email@example.com
David C. Macdonald University of Wollongong, firstname.lastname@example.org
Brian Ferry University of Wollongong, email@example.com
Sharon Hoban Fairy Meadow Demonstration School
Publication Details
Hoban, G. F., Macdonald, D. C., Ferry, B. & Hoban, S. (2009). Simplifying Animation with "Slowmation" to Encourage Preservice Teachers' Science Learning and Teaching. EDMEDIA2009 World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 2838-2847). Cheapasake, VA: Association for the Advancement of Computing in Education.
Simplifying Animation with "Slowmation"
to Encourage Preservice Teachers' Science Learning and Teaching
Garry Hoban University of Wollongong, Australia firstname.lastname@example.org
David McDonald University of Wollongong, Australia email@example.com
Brian Ferry University of Wollongong, Australia firstname.lastname@example.org
Sharon Hoban
Fairymeadow Demonstration School, Australia
Abstract. Preservice elementary teachers often lack science content knowledge which reduces their confidence to implement the subject in school classrooms. "Slowmation" (abbreviated from "Slow Animation") is a new yet simplified form of stop-motion animation that encourages preservice teachers to engage with science content because they create their own animations to represent key concepts. This paper presents a study of 29 preservice elementary teachers in a science method class to ascertain if they improved their science knowledge when they created their own animations and whether they used the approach to teach science in classrooms on practicum. Qualitative data (three interviews, two concept maps and the animations as knowledge artifacts) collected from each preservice teacher showed that 28/29 increased their science content knowledge as a result of creating their own animations and four of the preservice teachers used the approach for teaching science on practicum. Slowmations is a new way for preservice teachers to learn science knowledge at university and is an emerging pedagogy for teaching science in schools.
Introduction
Science is one of the least taught subjects in the elementary curriculum in Australia (except for Languages other than English) averaging 41 minutes or 2.7% of teaching time each week (Angus et al., 2004). One of the causes of this alarming trend is the inadequate science content knowledge of preservice elementary teachers which decreases their confidence to implement the subject when they teach in schools (Goodrum, Hackling, & Rennie, 2001; Traianou, 2006). This problem, however, is not unique to Australia. Preservice elementary teachers' lack of science content knowledge has been reported in the USA (Davis, Petish, & Smithey, 2006), the United Kingdom (Goldsworthy, 1997), Canada (Opwood & Souque, 1985), Italy, (Borghi, Hendrich, & Vosniadou, 1991), and Israel (Trumper, 2001).
Using technology is one way to engage preservice teachers in learning science content, especially when using a popular medium such as digital animation. Well funded National Science Foundation projects in the USA such as the Technology-Enhanced Learning in Science Center and the Concord Consortium have produced many computer animations to promote science education (Viadero, 2007). In Australia, The Learning Federation, which is an $80 million initiative of the state, territory and federal governments of Australia and New Zealand, has produced many animations about science as learning objects that are freely available on a web site or CD. However, even though many expert-generated animations of science concepts exist (most are constructed using the computer program Macromedia Flash), research has shown that their value for enhancing student learning has been limited (ChanLin, 1998; Rieber & Hannafin, 1998; Weerawandhana, Ferry, & Brown, 2005).
Tvertsky, Morrison, & Betrancourt (2002) recommended that the educational value of animations could be improved if they were slower and annotated with explanations to highlight the key features to be learned. Moreover some researchers argue that the educational impact of animations has also been limited because they are mostly made by experts for learners to use as consumers of technology, whereas animations would have more value if the learners themselves became the designers and creators of animations (Chan & Black, 2005). Hence one way for preservice teachers to learn science content is to encourage them to make their own animations to represent their understandings. According to Bransford, Brown, and Cocking, 2002 technology is a powerful tool for learning especially as "learners might develop a deeper understanding of phenomena in the physical and social worlds if they could build and manipulate models of these phenomena" (p. 215).
However, making animations is usually very complex there has been very little research on the value of learners creating their own animations of science concepts. A review of literature using the terms "learner-generated animation" and "student-generated animation" covering five journal databases, Proquest Educational Journals, Educational Resources Information Library (ERIC), ACM Digital Library, ISI Web of Knowledge and JSTOR found two research publications for science education. In one study (Chang & Quintana, 2006), an animation program called Chemation was specially designed to enable middle school students to produce visual representations of chemical equations and to document their explanations. Working with seventh grade students (N = 73), pre and post test results revealed that there was a significant effect on the learning of the student participants. In the other study, 12 computer science undergraduates used a specially designed program called Carousel to design their own representations of three different algorithms involving text, pictures, video, animations and speech which also could be shared with other students on a web site (Hubscher-Younger & Hari Narayanan, 2008). After they were uploaded to a web site the students reviewed and evaluated each other's animation. Pre and post tests suggested that authoring and evaluating representations was a positive learning experience for most of the students. What is common to both of these research studies on student-generated animations is that special software needed to be designed by experts to enable the students to create an animation. What would be useful is to simplify the process for creating animations so that learners can design their own which does not require the writing of specific software.
Empowering learners to make their own animations of science concepts is consistent with the theoretical framework of "constructionism" promoted by Seymour Papert (Papert, 1980, 1991). He contended that students engage in deep learning when they have to research, design and construct an artifact or model with technology to represent their knowledge. Constructionism draws on both the Piagetian notion of constructivism, whereby learning occurs when individuals construct models or artifacts to represent their own understandings of concepts, and Vygotskian social influences when the artifacts are shared with a wider audience. Hence, one way for learners to understand a concept is to conduct their own research and then to create an animation that represents their knowledge because the "quickest way to learn about subject matter is to have to teach (design) it" (Jonassen, Myers, & McKillop, 1996).
Background to Slowmation
"Slowmation" (abbreviated from "Slow Motion Animation") is a new form of stop-motion animation that simplifies the usually complex process of making animations so that they can be created by learners (Hoban, 2005; 2007; 2008). Slowmation involves the manual manipulation of materials with a digital still photo taken at each change in position of the materials. The digital photos are then uploaded into a computer program that plays the photos in a sequence to create an illusion of movement and is seen by the human eye as moving by itself because of a phenomena called "persistence of vision". This process involves students researching information, scripting, storyboarding, making models, photographing digital still images of small manual movements of the models and using a computer program such as Apple's QuickTime Pro , Window's Movie Maker or SAM animation which is cross platform to create the animation. Slowmation is a similar process to clay animation, however, it is different in six key ways as shown in Table 1. These differences mean that slowmation is usually a simpler and less time consuming process than clay animation.
Table 1. Comparative Features of Slowmation and Claymation
Most slowmations are short 1-3 minute videos explaining a science concept. Because slowmations are played 10 times slower (2 frames/second) and are much easier to make than traditional clay animations (played at 25 frames/second), learners can represent their own understandings of science concepts in comprehensive ways (Hoban & Ferry, 2006). Over the last two years over 400 slowmations have been made by preservice elementary teachers demonstrating many science concepts such as day and night, seasons, lunar cycles, life cycles of various animals, particle motion, magnets, fungi life cycle, plant reproduction, weather, movement of the planets, water cycle, simple machines, mitosis, meiosis and phagocytosis. Features called learning prompts are added such as narration, labels, music and diagrams to help explain the science content.
A possible problem with learner-generated animations, however, is that the learners may not fully understand or represent a science concept correctly. This is especially the case with elementary preservice teachers who may not have a good understanding of science in the first place. For this reason, a three phase framework was designed to encourage preservice teachers to create an animation about a science concept and upload them to a web site (Teacher Tube) to enable them being displayed and reviewed. The purpose of this study, therefore, involved addressing these two research questions using a study of 29 preservice elementary teachers:
2. How many preservice teachers used the approach to teach science on practicum in schools and how was this organized?
1. How did the three phase framework of creating, reviewing and publishing slowmations to a web site (Teacher Tube) change the preservice teachers' science content knowledge?
Methodology
The preservice teachers were enrolled in a 13 week science method course in a four year Bachelor of Education degree at a university in Australia. This study involved two cohorts in a science method course with 24 students in each course. Students in each course were invited to volunteer to be in the research project and 18 elementary preservice teachers (16 females and two males) volunteered in 2007 and 13 preservice elementary teachers (9 females and 4 males) volunteered in 2008. The procedure for introducing slowmation was the same for each cohort. The preservice teachers were taught how to create a slowmation in a two hour workshop and then had to create their own slowmation as an assignment on a designated topic that they had been allocated at the beginning of the course. The software program used by the students was SAM animation which is an adaptation of QuickTime Pro and available for free at www.samanimation.com. Both PC and Mac versions are available.
This study involved three phases of data collection to correspond to the three phases of the framework. Data gathering methods to monitor each student's science learning included three semi-structured interviews, sketching and reviewing concept maps of their understandings (White & Gunstone, 1992) and noting how they represented their knowledge in the animation as an artifact of their learning. The three phases of the framework with further details on the methodology are now described.
The Three Phase Framework
Phase 1: Creation
At the first class of the course, the preservice teachers were each allocated different topics from the kindergarten to grade 6 Science curriculum of the state of New South Wales in Australia. On the same day they were allocated their topic, the preservice teachers were interviewed by a research assistant to ascertain their prior knowledge. The interview also involved the students drawing a concept map of the topic, identifying the words they knew about the topic and noting the relationships amongst them (White & Gunstone, 1992). The drawing of the concept map was in conjunction with semi-structured interview questions to ascertain what preservice teachers understood about the topic. Typical questions in the interview were "What are the main concepts in this science topic?", "Tell me what you know about the topic?", "What do these terms mean on the concept map?","What is the relationship amongst these terms?", "How are you going to find information about the topic?" and "How confident are you with your scientific content knowledge in this topic?". The preservice teachers then had two weeks to create their slowmation which involved planning and researching the topic. Some students voluntarily created storyboards which allowed them to reflect upon their understandings of a science concept and break it down or analyse it into episodes or a sequence of steps that could be digitally photographed for making the animation.
Phase 2: Reviewing
A special group site was created on the web site Teacher Tube so that the preservice teachers could upload their slowmations to be displayed to the whole group in order to facilitate the review process. The slowmations were first marked by the course instructor for assessment purposes. The purpose of this initial review was to provide feedback on the scientific accuracy of the content and the use of technology. To facilitate the process the slowmations were uploaded to a specific part of the web site that was only accessible by the members of the class and the instructors. A rubric was provided to the preservice teachers that had been specially designed to facilitate this feedback from other preservice teachers and the instructor. Each slowmation video was reviewed by two preservice teachers in the class and by one of the instructors. After the review process the preservice teachers were interviewed a second time to ascertain if their science knowledge had changed as a result of creating their slowmation and receiving feedback from the three reviews.
Phase 3: Publishing
After the preservice teachers received their feedback from the review process, if necessary, the preservice teachers modified their animations and resubmitted them to the web site for sharing with the whole community of preservice teachers. The preservice teachers were interviewed a third time after they had uploaded their slowmation to "Teacher Tube" and received their review from other class members. The preservice teachers also examined their concept map sketched during the first interview and if necessary modified it to represent any changes in understanding about the concept.
Data were analysed according to the preservice teachers' understandings of the topic that they were allocated at the beginning of the course and any subsequent change in understanding. Data were analysed from the interviews, concept maps as well as their slowmations collected as knowledge artifacts. Change in science knowledge was monitored according to the number of new concepts or insights about existing concepts for each topic explained in the interviews and/or added to their concept maps. A major increase in science knowledge was identified by the addition of 4 or more new concepts or by delving into one concept in depth. A minor increase in science knowledge was identified by the addition of 2 or 3 new concepts and little or no increase was the addition of one new concept or no change. No increase in science knowledge was identified by having no changes in understanding or the addition of new concepts for each topic.
Results
The first research question focused on any change in the preservice teachers' science content knowledge as a result of them using the three phase framework of creating, reviewing and publishing their slowmations to a web site
(Teacher Tube). Summative data from the two cohorts will be presented followed by a case study from one of the preservice teachers to demonstrate the learning process more clearly.
Research Question 1: Change in Preservice Teachers' Science Content Knowledge
Using both cohorts, Table 2 shows 19/29 experienced a major increase in scientific knowledge and 9/29 experienced a minor increase and one person experienced no increase in knowledge.
Table 2. Change in Science Content Knowledge
Most students increased their science knowledge during the creation phase when the students made their own slowmation, but there was also an increase in some students' knowledge after the review phase. Although it cannot be claimed that the increase in knowledge was only due to the slowmation process, interview data collected from all the students pointed to the fact that it was the three phase framework that influenced their change in science knowledge especially when they researched a topic to create the animation in phase 1.
Interview data revealed that many of the participants found creating a slowmation to be a different way to learn science as they had to research their topic first in order to represent their understandings in the animation:
Making the slowmation extended my scientific knowledge. It made me realise that science isn't just about chemists with white coats and… Yeah, it can actually go in so many different directions and cover so many different topics, which I think is important for students trying to understand the concepts at an early age.
Student A, Cohort 1, Final Interview
I definitely got a lot out of it. . I ended having to do a fair bit of research. . . . I found out a lot about density and displacement of water and sort of more key things. Student B, Cohort 1, Final Interview
Actually I did learn, I didn't even know what a cog was. . . . I learned about how when you changed from first gear it changes the size of the gear and you know that makes pedalling easier. Student C, Cohort 2, Final Interview
Even if you're not actually putting the new knowledge into the slowmation, you still have to know it to start with… to understand the topic first and then you can work out what parts of the topic are best suited to being presented in the slowmation.
Student T, Cohort 2, Final interview
It means you have to learn it to be able to present it. It means you've done the work, you have got all the background knowledge and everything and you've gained the knowledge to do it. Student R, Cohort 2, Final interview
The following case study shows in more detail how one student in the second cohort developed his science knowledge using the three phase framework.
Case Study of Brad.
Brad was a student in his early 20s who had taken science through to the end of high school and had completed one elective subject in his first year at university. He had been allocated the topic, "Static Electricity," which was a topic that suited grades 5 and 6 (ages 10 – 12). In the first interview it was revealed that he had a positive attitude toward science, although he had limited knowledge of the topic. He realized that rubbing your feet on carpet created static electricity and that he believed it happened more in winter but he wasn't sure why.
During the first interview, he was also asked to construct a concept map to represent his knowledge of the topic. When constructing his map he identified 3 examples — car door zapping, hair standing on end and rubbing feet that he believed related to the topic as shown in Figure 1. He did not, however, in the interview know the reason why static electricity occurred and hence there is no "reason" shown in the concept map.
QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture.
Figure 1. Brad's First Concept Map of Static Electricity
In the interview Brad recalled memories from school days of rubbing his feet on the carpet to cause static electricity but was vague about the reason:
I have memories of school, when we used to sit down in winter and you would rub your feet on the carpet a lot and then you'd lift your feet up and touch someone, and you'd zap them, I don't know why. I just remember doing it. I think it was obviously something to do with holding a charge or something, holding the electricity, I don't know.
When questioned on what would be the focus of his Slowmation, he was a little unsure. He knew he could represent some examples but was unclear about the reason and he would have to research it:
I'm not sure, because when I think about that – like, I can't necessarily generate any of those things, can I? I'm not envisaging doing it in a real sense, just more trying to represent it happening, maybe I could represent it somehow. I'd probably need some figures or something for taking the photos. It's easy enough to take a photo of rubbing feet – photo, photo, photo — with the feet moving and a little zap or something for a sound effect. But I need to research that yet, I haven't found out why that happens. So I think the explanation will need to be part of the narration.
Brad was employed in an elementary school as a teacher of technology so he was quite confident that the technological side would not cause any problems.
Interview 2 was carried out immediately following the completion and submission of the students' Slowmation videos, which occurred four weeks after the topic had been allocated. The purpose of the interview was to ascertain whether Brad had developed his scientific content knowledge through designing and creating a Slowmation video. Brad's primary focus in the video was explaining how static electricity occurred showing how electrons could be transferred from atom to atom to create a charge.
Brad started his animation with the example of getting a shock from a car and asking the question, "Has this ever happened to you?". He then went on to show how electrons could be transferred from one atom to another to build up a charge and that touching charged objects earthed the charge which is the spark. It showed that a positive charge came from an object loosing electrons and a negative charge came from an object gaining additional electrons. It was from the rubbing of objects that creates the force to transfer the electrons from one object (the positive charge) to the other (the negative charge).
When asked about knowledge gained from creating the video Brad said:
I didn't know that you picked up the static electricity off other things, I didn't know where it came from, I didn't know why it was coming off the end of my finger. So that basic fact of what charge I was actually carrying on those windy days or rubbing your feet on the carpet… because I remember that from school, my mates would always rub their feet on the carpet and then they would touch your ear and zap you. That was part of that zapping business, the whole why that happened, I never understood that, but now I do.
He also emphasised the fact that what was happening when the shock occurred was the electrons finding balance between a higher charged atom and a lower charged atom "and that is called earthing. It's the same with lightning, lightning always occurs when there's lots of wind and there's friction and the friction builds up the charge and then the discharge is the lightning."
The interview included modifying the concept map shown in Figure 1 with any new knowledge gained. Figure 2 shows the revised concept map with the "clouds" indicating new understanding. It shows the addition of one more example and a reason for static electricity occurring which was "transfer of electrons" to build up charge. Because Brad had a much deeper understanding of what caused static electricity and this was clearly demonstrated in the animation it was deemed that he had a major increase in science knowledge.
QuickTime™ and a TIFF (LZW) decompressor are needed to see this picture.
Figure 2. Brad's Second Concept Map Displaying New Knowledge Gained
Figure 3 shows a sequence of hand movements from his animation to represent static electricity.
Interview three was carried out after the students had reviewed two other students' videos. It also gave the students an opportunity to reflect and review on the three phase process. During the review process Brad reviewed a Slowmation on "Kitchen Chemistry" and another on "Nuclear Power". When asked about suggestions he had made as feedback he replied:
One of them I just thought just extend the length and explore more than the one concept that was explored, because it was a bit short. And it was really good and I just simply said, 'I could've watched more' and because it was such a smooth running animation and really easy to watch, the girl's audio was really clear and was really good explanations I think I could've watched more. Basically that's the only suggestion.
When asked if it had helped increase his science content knowledge he replied that for the Kitchen Chemistry one he assumed it was accurate – "it made sense with what I was seeing in the pictures and having some ideas of some of the subjects as well it made perfect sense. And the language was not overly technical so it was in that everyday language that made it easy to understand." In regard to the other slowmation he read science content on another web site to check his understanding, "I did check something but I just went onto the Science Made Simple website and just quickly read up about it and it was all right."
Research Question 2: Use of Slowmation for Teaching Science on Practicum in Elementary Classrooms
The 13 preservice teachers in the second cohort in 2008 were sent an email later two months after their method course to ascertain if any of them had used the slowmation approach on practicum. Four of the students replied that they had used it on practicum for teaching science although there were variations in the topics and how it was organised. Each of the students sent emails describing how they used slowmation and one student was observed by one of the authors in three lessons:
Preservice teacher 1: This preservice teacher used slowmation to teach "Water Movement" to year 2 students over a period of 4 lessons. The preservice teacher divided the class into four groups with each focusing on one stage of water movement — water falling as rain, rain collecting in rivers, water stored in dams and water pumped into people's houses. The approach was implemented over 4 lessons. Lesson one involved the children learning about the overall movement of water; Lesson two involved the children doing role plays about their allocated part and storyboarding movements about their particular section; Lesson three involved the children taking digital still photos of their section and lesson four involved the children creating the narration as a whole class.
Preservice teacher 2: The preservice teacher encouraged 24 year 2/3 students to grow bean seeds to show life cycles and to keep a diary on their progress. The slowmation approach was then at the end of the four week topic over three lessons to create a class animation of bean seed germination. The students spent one lesson storyboarding and one lesson making models and taking the photos. When taking photos one tripod and one digital still camera looking down was set up and the students came out in groups of 6 to do their movements and take photos. The teacher took
20 minutes to use a software program called SAM animation to create the slowmation and a third lesson was spent with the class making a class narration
Preservice teacher 3: This preservice teacher was teaching a topic on food groups to a year 4. One of the sections was how to make a pizza as a procedure. The approach was used over several lessons. The students were organised into 4 groups with each focusing on one part of the pizza making process. One workstation was set up and the students spent one lesson storyboarding their allocated part. In terms of making their models and taking photographs each group was allocated the same time slot over four days so that one group completed their model making and photographing each day. On the four day the last group completed the narration.
Preservice teacher 4: This preservice teacher was teaching a topic of the solar system to year 5 with 24 students. Students in the class took responsibility for different planets and were allocated into pairs. The approach was used over several lessons. In the first lesson the students conducted research on their part of the solar system. In the second lesson the students storyboarded how their planet would move and in the third lesson the students came out in pairs to move their planet and take photos. In the last lesson the students made their narration explaining aspects of each of the planet.
Discussion and Conclusions
This study shows that involving preservice elementary teachers in using technology to create, review and publish slowmations of science concepts increased their science content knowledge. Taking into account both cohorts, 19/29 developed a major increase in knowledge and 9/29 experienced a minor increase. Only one of the students in the first cohort experienced no increase in science knowledge as a result of participating in the three phases of the framework. These data supports the theoretical framework of constructionism (Papert, 1991) that proposes that people learn content when they design and create artifacts to represent their knowledge. The key insight from this study is that Slowmation provides a new way for preservice teachers to engage with science content and is a new form of assignment that can be used in science method classes. However it is questionable as to whether the value of learning science justifies the amount of time put into making the animations. The preservice teachers participated in a two hour workshop to learn the process and many spent between 8-12 hours making their animation. Clearly this time could have been spent learning the concept from other resources such as the world wide web. However, producing an artifact such as an animation is not only a tangible outcome of their learning but provides the preservice teachers with a product that they can share as a resource for teaching children in classrooms. Moreover, there is a possibility that this representation is a form of deep learning and is well remembered for later occasions.
An interesting aspect of this study was that 4/13 preservice teachers in the 2008 cohort used the approach on their practicum to teach science in schools. Although this seems like a small number, the approach can be challenging to implement for the first time in schools especially with limited resources. Also many preservice teachers would not normally implement a new approach on practicum but instead follow the suggestions and existing ways of teaching from their practicum supervisor. All the four teachers who used the approach on practicum to get their students to create animations stated that the approach was highly engaging for the children. All said that they would do it again. What was interesting in terms of how they organised the class using limited resources. In all four examples the preservice teachers only set up one workstation with one tripod and one digital camera looking down at a cardboard sheet and had the children organised in groups. In most situations the groups came out to the workstation one by one whilst the other children in the class were given set work. There was one class for teacher 3 who organised each group to come out day by day so that the group animation took 4 days to complete.
A limitation of this study was that the three interviews and concept maps collected are only "snapshots" of what the students were learning at a particular time. Although, this study did show that there was an increase in science knowledge in most of the preservice teachers, it did not show all the specific learning at each stage of the process. Further research is currently being planned involving more sustained monitoring of the preservice teachers' learning process as they actually plan and create their slowmation to ascertain which actual parts of the slowmation process enhances students' knowledge construction. Furthermore, an additional study will more closely track the preservice teachers who are implementing slowmation in schools to ascertain how it influences children's learning of science using slowmation. Slowmation is a new way for preservice teachers to learn and represent science knowledge at university as an assignment in a method course and is an emerging pedagogy for teaching science in schools.
References
Borghi, W., Hendrich, D., & Vosniadou, S. (1991). Physics education in the science training of primary school teachers. European Journal of Teacher Education, 14, 57-63.
Angus, M., Olney, H., Ainley, J., Calwell, B., Burke, G., Seleck, R., et al. (2004). The sufficiency of resources for Australian primary schools. Canberra: DESTo. Document Number)
Bransford, J. D., Brown, A. L., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
Chang, H., & Quintana, C. (2006). Student-generated animations: Supporting middle school students' visualization and reasoning of chemical phenomena. Paper presented at the International Conference on Learning Sciences, Bloomington, Indiana.
Chan, M. S., & Black, J. B. (2005). When can animation improve learning? Some implications for human computer interaction and learning. Paper presented at the Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2581-2588). , Norfolk, VA
ChanLin, L. J. (1998). Animation to teach students of different knowledge levels. Journal of Instructional Psychology, 25(1), 166-125.
Hoban, G. (2005). From claymation to slowmation: A teaching procedure to develop students' science understandings. Teaching Science: Australian Science Teachers Journal, 51(2), 26-30.
Goldsworthy, A. (1997). Dream on. Education in Science, 172, 8-9.
Hoban, G. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7(2), 1-9.
Hoban, G. (2008). Facilitating Learner-generated Animations with Slowmation. In L. Lockyer, S. Bennett, S. Agostino & B. Harper (Eds.), Handbook of research on learning designs and learning objects: Issues, applications and technologies. (313-330). Hershey, PA: IGI Global.
Hubscher-Younger, T., & Hari Narayanan, N. (2008). Turning the tables: Investigating characteristics and efficacy of student-authored animations and multimedia. In R. Lowe & W. Schnotz (Eds.), Learning with animation: Research implications for design (pp. 235-259). New York, NY: Cambridge University Press.
Opwood, G., & Souque, J. (1985). Towards the renewal of Canadian science education. Science Education, 69, 625636.
Jonassen, D., Myers, J. M., & McKillop, A. M. (1996). From constructivism to constructionism: Learning with hypermedia/multimedia rather than from it. In B. G. Wilson (Ed.), Constructivist learning environments (pp. 93-106). Engelwood Cliffs, NJ: Educational Technology Publications.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Rieber, L. P., & Hannafin, M. J. (1998). Effects of textual and animated orienting activities and pratice on learning from computer-based instruction. Computers in the Schools(7), 77-89.
Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 32-64). Norwood, NJ: Ablex Publishing.
Trumper, R. (2001). A cross-age study of junior high school students' conceptions of basic astronomy concepts. International Journal of Science Education, 23, 1111-1124.
Viadero, D. (2007). Computer animation being used to bring science concepts to life. Education Week, 26(26), 1213.
Tvertsky, B., Morrison, J., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of HumanComputer Studies, 57(4), 247-262.
Weerawandhana, A., Ferry, B., & Brown, C. (2005). Developing conceptual understanding of chemical equilibrium through the use of computer-based visualization software. Paper presented at the International Conference for Computers in Education.
White, R., & Gunstone, R. (1992). Probing understanding. London: Falmer.
Acknowledgements
2. The authors would also like to thank the NSF research team led by Brian Gravel at Tuft University Center for Engineering, Education and Outreach for use of SAM animation available at www.samanimation.com
1. The authors would like to thank the support of the Australian Research Council for funding this research with the grant, "Generating Science Content Knowledge through Digital Animation in a Knowledge-building Community of Preservice Teachers" DP0879119. Free examples and instructions for creating slowmations can be seen in the Teaching Resources section at www.slowmation.com.au | <urn:uuid:98892a66-bbb2-4544-bfc6-d103b3b72351> | CC-MAIN-2014-42 | http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1109&context=edupapers | 2014-11-01T05:37:52Z | crawl-data/CC-MAIN-2014-42/segments/1414637904367.36/warc/CC-MAIN-20141030025824-00025-ip-10-16-133-185.ec2.internal.warc.gz | 236,448,453 | 7,712 | eng_Latn | eng_Latn | 0.946661 | eng_Latn | 0.997826 | [
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ACCUPLACER ® Sample Questions for Students
Sentence Skills
In an ACCUPLACER® placement test, there are 20 Sentence Skills questions of two types.
* The first type is sentence correction questions that require an understanding of sentence structure. These questions ask you to choose the most appropriate word or phrase for the underlined portion of the sentence.
* The second type is construction shift questions. These questions ask that a sentence be rewritten according to the criteria shown while maintaining essentially the same meaning as the original sentence.
Within these two primary categories, the questions are also classified according to the skills being tested. Some questions deal with the logic of the sentence, others with whether or not the answer is a complete sentence, and still others with the relationship between coordination and subordination.
Sentence Skills Sample Questions
Directions for questions 1–12
Select the best version of the underlined part of the sentence. The first choice is the same as the original sentence. If you think the original sentence is best, choose the first answer.
1. Stamp collecting being a hobby that is sometimes used in the schools to teach economics and social studies.
A. being a hobby that is
C. which is a hobby
B. is a hobby because it is
D. is a hobby
2. Knocked sideways, the statue looked as if it would fall.
A. Knocked sideways, the statue looked
C. The statue looked knocked sideways
B. The statue was knocked sideways, looked
D. The statue, looking knocked sideways,
© 2012 The College Board.
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3. To walk, biking, and driving are Pat's favorite ways of getting around.
A. To walk, biking, and driving
C. To walk, biking, and to drive
B. Walking, biking, and driving
D. To walk, to bike, and also driving
4. When you cross the street in the middle of the block, this is an example of jaywalking.
A. When you cross the street in the middle of the block, this
C. Crossing the street in the middle of the block
B. You cross the street in the middle of the block, this
D. The fact that you cross the street in the middle of the block
5. Walking by the corner the other day, a child, I noticed, was watching for the light to change.
A. a child, I noticed, was watching
C. a child was watching, I noticed,
B. I noticed a child watching
D. there was, I noticed, a child watching
6. Going back to his old school, everything there looked smaller than Don remembered.
A. Going back to his old school,
C. To go back to his old school,
B. When he went back to his old school,
D. As he went back to his old school,
7. Painting, drawing and to sculpt are some of the techniques artists such as Picasso used to express themselves.
A. Painting, drawing and to sculpt
C. Painting, drawing and sculpting
B. To paint, to draw, and sculpting
D. To paint, draw, and sculpting
8. Playing sports in school which is an activity meant to teach teamwork and leadership skills students can use later in life.
A. which is an activity
C. being an activity which is
B. is an activity because it is
D. is an activity
9. Glancing at his watch, Daniel picked up his speed.
A. Glancing at his watch
C. To glance at his watch
B. He glanced at his watch and
D. Since he glanced at his watch
10. For a snake, shedding their skin up to eight times a year is part of a natural process.
A. For a snake, shedding their skin
C. When a snake sheds its skin
B. A snake's shedding its skin
D. To shed its skin, for snakes
11. To appear white or colorless, light is actually composed of an entire spectrum of colors.
A. To appear white or colorless,
C. As it appears white or colorless,
B. In appearing white or colorless,
D. While it appears white or colorless,
12. I was surprised by the noise peering through the window to see who was at the door.
A. I was surprised by the noise peering
C. The noise surprised me, peering
B. I was surprised by the noise, peered
D. Surprised by the noise, I peered
Directions for questions 13–25
Rewrite the sentence in your head following the directions given below. Keep in mind that your new sentence should be well written and should have essentially the same meaning as the original sentence.
13. It is easy to carry solid objects without spilling them, but the same cannot be said of liquids.
Rewrite, beginning with
Unlike liquids,
The next words will be
A. it is easy to
C. solid objects can easily be
B. we can easily
D. solid objects are easy to be
14. Although the sandpiper is easily frightened by noise and light, it will bravely resist any force that threatens its nest.
Rewrite, beginning with
The sandpiper is easily frightened by noise and light,
The next words will be
A. but it will bravely resist
C. and it will bravely resist
B. nevertheless bravely resisting
D. even if bravely resisting
15. If he had enough strength, Todd would move the boulder.
Rewrite, beginning with
Todd cannot move the boulder
The next words will be
A. when lacking
C. although there
B. because he
D. without enough
© 2012 The College Board.
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16. The band began to play, and then the real party started.
Rewrite, beginning with
The real party started
The next words will be
A. after the band began
C. although the band began
B. and the band began
D. the band beginning
17. Chris heard no unusual noises when he listened in the park.
Rewrite, beginning with
Listening in the park,
The next words will be
A. no unusual noises could be heard
C. and hearing no unusual noises
B. then Chris heard no unusual noises
D. Chris heard no unusual noises
18. It is unusual to see owls during the daytime, since they are nocturnal animals.
Rewrite, beginning with
Being nocturnal animals,
The next words will be
A. it is unusual to see owls
C. owls during the daytime are
B. owls are not usually seen
D. it is during the daytime that
19. While bear attacks on humans are extremely rare, most occur when a mother bear's cubs are approached.
Rewrite, beginning with
Bear attacks on humans are extremely rare,
The next words will be
A. but approaching a mother bear's cubs
C. even though approaching a mother bear's cubs
B. and approaching a mother bear's cubs
D. nevertheless approaching a mother bear's cubs
20. If I want your opinion, I will ask for it.
Rewrite, beginning with
I won't ask for your opinion
The next words will be
A. if I want it
C. although I want it
B. when I want it
D. unless I want it
21. It began to rain, and everyone at the picnic ran to the trees to take shelter.
Rewrite, beginning with
Everyone at the picnic ran to take shelter
The next words will be
A. beginning to rain
C. although it began to rain
B. when it began to rain
D. and it began to rain
22. Lucy saw an amazing sight when she witnessed her first sunrise.
Rewrite, beginning with
Witnessing her first sunrise,
The next words will be
A. an amazing sight was seen
C. Lucy saw an amazing sight
B. when Lucy saw an amazing sight
D. seeing an amazing sight
23. After three hours of walking the museum, the entire family felt in need of a rest.
Rewrite, beginning with
The entire family felt in need of a rest
The next words will be
A. walking through the museum for three hours
C. and they walked through the museum for three hours
B. having walked through the museum for three hours.
D. despite having walked through the museum for three hours.
24. Bats see extremely well in the dark; in fact, much better than humans.
Rewrite, beginning with
Unlike bats,
The next words will be
A. humans can see
C. it is not easy to see
B. humans do not see
D. seeing is difficult
© 2012 The College Board.
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25. The big celebration meal was over, and everyone began to feel sleepy.
Rewrite, beginning with
Everyone began to feel sleepy
The next words will be
A. and the big celebration meal
C. after the big celebration meal
B. before the big celebration meal
D. although the big celebration meal
Reading Comprehension
In an ACCUPLACER placement test, there are 20 questions of two primary types in Reading Comprehension.
* The first type of question consists of a reading passage followed by a question based on the text. Both short and long passages are provided. The reading passages can also be classified according to the kind of information processing required, including explicit statements related to the main idea, explicit statements related to a secondary idea, application, and inference.
* The second type of question, sentence relationships, presents two sentences followed by a question about the relationship between these two sentences. The question may ask, for example, if the statement in the second sentence supports that in the first, if it contradicts it, or if it repeats the same information.
Reading Comprehension Sample Questions
Read the statement or passage and then choose the best answer to the question. Answer the question based on what is stated or implied in the statement or passage.
1. In the words of Thomas DeQuincey, "It is notorious that the memory strengthens as you lay burdens upon it." If, like most people, you have trouble recalling the names of those you have just met, try this: The next time you are introduced, plan to remember the names. Say to yourself, "I'll listen carefully; I'll repeat each person's name to be sure I've got it, and I will remember." You'll discover how effective this technique is and probably recall those names for the rest of your life.
The main idea of the paragraph maintains that the memory
A. always operates at peak efficiency.
C. improves if it is used often.
B. breaks down under great strain.
D. becomes unreliable if it tires.
© 2012 The College Board.
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2. Unemployment was the overriding fact of life when Franklin D. Roosevelt became president of the United States on March 4, 1933. An anomaly of the time was that the government did not systematically collect statistics of joblessness; actually it did not start doing so until 1940. The Bureau of Labor Statistics later estimated that 12,830,000 persons were out of work in 1933, about one-fourth of a civilian labor force of more than 51 million.
Roosevelt signed the Federal Emergency Relief Act on May 12, 1933. The president selected Harry L. Hopkins, who headed the New York relief program, to run FERA. A gifted administrator, Hopkins quickly put the program into high gear. He gathered a small staff in Washington and brought the state relief organizations into the FERA system. While the agency tried to provide all the necessities, food came first. City dwellers usually got an allowance for fuel, and rent for one month was provided in case of eviction.
This passage is primarily about
A. unemployment in the 1930s.
C. President Franklin D. Roosevelt's presidency.
B. the effect of unemployment on United States families.
D. President Roosevelt's FERA program.
3. It is said that a smile is universally understood. And nothing triggers a smile more universally than a taste of sugar. Nearly everyone loves sugar. Infant studies indicate that humans are born with an innate love of sweets. Based on statistics, a lot of people in Great Britain must be smiling because on average, every man, woman, and child in that country consumes 95 pounds of sugar each year.
From this passage it seems safe to conclude that the English
A. do not know that too much sugar is unhealthy.
C. are fonder of sweets than most people.
B. eat desserts at every meal.
D. have more cavities than any other people.
4. With varying success, many women around the world today struggle for equal rights. Historically, women have achieved greater equality with men during periods of social adversity. The following factors initiated the greatest number of improvements for women: violent revolution, world war, and the rigors of pioneering in an undeveloped land. In all three cases, the essential element that improved the status of women was a shortage of men, which required women to perform many of society's vital tasks.
We can conclude from the information in this passage that
A. women today are highly successful in winning equal rights.
C. historically, women have only achieved equality through force.
B. only pioneer women have been considered equal to men.
D. historically, the principle of equality alone has not been enough to secure women equal rights.
5. In 1848, Charles Burton of New York City made the first baby carriage, but people strongly objected to the vehicles because they said the carriage operators hit too many pedestrians. Still convinced that he had a good idea, Burton opened a factory in England. He obtained orders for the baby carriages from Queen Isabella II of Spain, Queen Victoria of England, and the Pasha of Egypt. The United States had to wait another 10 years before it got a carriage factory, and only 75 carriages were sold in the first year.
Even after the success of baby carriages in England,
A. Charles Burton was a poor man.
C. Americans purchased thousands of baby carriages.
B. Americans were still reluctant to buy baby carriages.
D. the United States bought more carriages than any other country.
6. All water molecules form six-sided structures as they freeze and become snow crystals. The shape of the crystal is determined by temperature, vapor, and wind conditions in the upper atmosphere. Snow crystals are always symmetrical because these conditions affect all six sides simultaneously.
The purpose of the passage is to present
A. a personal observation.
C. actual information.
B. a solution to a problem.
D. opposing scientific theories.
7. In the words of Thomas DeQuincey, "It is notorious that the memory strengthens as you lay burdens upon it." If, like most people, you have trouble recalling the names of those you have just met, try this: The next time you are introduced, plan to remember the names. Say to yourself, "I'll listen carefully; I'll repeat each person's name to be sure I have it, and I will remember." You'll discover how effective this technique is and probably recall those names for the rest of your life.
The writer believes people remember names best when they
a. meet new people
c. decide to do so
b. are intelligent
d. are interested in people
8. Many people have owned, or have heard of, traditional "piggy banks," coin banks shaped like pigs. A logical theory about how this tradition started might be that because pigs often symbolize greed, the object is to "fatten" one's piggy bank with as much money as possible.
However, while this idea makes sense, it is not the correct origin of the term. The genesis of the piggy bank is the old English word "pygg", which was a common kind of clay hundreds of years ago in England. People used pots and jars made out of this red "pygg" clay for many different purposes in their homes. Sometimes they kept their money in one of the pots, and this was known as a pygg bank. Over the years, because "pygg" and "pig" sounded the same, glaziers began making novelty banks out of pottery in the shape of a pig as a kind of joke. These banks were given as gifts and exported
© 2012 The College Board.
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to countries where people spoke other languages and where no one had ever heard of pygg clay. The tradition caught on all over the world, and today piggy banks come in all colors and are made of all kinds of materials, including plastic.
This passage is mainly about
A. how people in different countries save their money
C. how a common expression began in a surprising way
B. how people in England made pottery centuries ago
D. how an unusual custom got started
9. It is said that a smile is universally understood. And nothing triggers a smile more universally that the taste of sugar. Nearly everyone loves sugar. Infant studies indicate that humans are born with an innate love of sweets. Based on statistics, a lot of people in Great Britain must be smiling because on average, every man, woman and child in that country consumes 95 pounds of sugar each year.
This passage implies that the writer thinks that 95 pounds of sugar per person per year is
A. a surprisingly large amount
C. about what one would expect
B. a surprisingly small amount
D. an unhealthy amount
10. The wheel has been used by humans since nearly the beginning of civilization and is considered one of the most important mechanical inventions of all time. Most primitive technologies since the invention of the wheel have been based on its principles, and since the industrial revolution, the wheel has been a basic element of nearly every machine constructed by humankind. No one knows the exact time and place of the invention of the wheel, but its beginnings can be seen across many ancient civilizations.
According to this passage, the wheel is an important invention because
a. it is one of the world's oldest inventions
c. it is an invention that can be traced to many cultures
b. it forms the basis of so many later inventions
d. it is one the world's most famous inventions
11. Samuel Morse, best known today as the inventor of Morse Code and one of the inventors of the telegraph, was originally a prominent painter. While he was always interested in technology and studied electrical engineering in college, Morse went to Paris to learn from famous artists of his day and later painted many pictures that now hang in museums, including a portrait of former President John Adams. In 1825, Morse was in Washington, D.C., painting a portrait of the Marquis de Lafayette when a messenger arrived on horseback to tell him that his wife was gravely ill back at his home in Connecticut. The message had taken several days to reach him because of the distance. Morse rushed to his home as fast as he could, but his wife had already passed away by the time he arrived. Grief-stricken, he gave up painting and devoted the rest of his life to finding ways to transmit messages over long distances faster.
Morse left the art world and helped to invent the telegraph A. because he was tired of painting
B. because he wanted to communicate with people far away
D. because he was fascinated by science
C. because of a personal tragedy in his life
12. Leonardo DaVinci is not only one of the most famous artists in history, he was also a botanist, a writer and an inventor. Even though most of his inventions were not actually built in his lifetime, many of today's modern machines can be traced back to some of his original designs. The parachute, the military tank, the bicycle and even the airplane were foretold in the imaginative drawings that can still be seen in the fragments of Leonardo's notebooks. Over 500 years ago, this man conceived ideas that were far ahead of his time.
The author of this passage is praising Leonardo DaVinci for his:
A. artistic talent
C. vision
B. intelligence
D. fame
Directions for questions 13–22
For the questions that follow, two underlined sentences are followed by a question or statement. Read the sentences, then choose the best answer to the question or the best completion of the statement.
13. The Midwest is experiencing its worst drought in 15 years.
Corn and soybean prices are expected to be very high this year.
What does the second sentence do?
A. It restates the idea found in the first.
C. It gives an example.
B. It states an effect.
D. It analyzes the statement made in the first.
14. Social studies classes focus on the complexity of our social environment.
The subject combines the study of history and the social sciences and promotes skills in citizenship.
What does the second sentence do?
A. It expands on the first sentence.
C. It proposes a solution.
B. It makes a contrast.
D. It states an effect.
© 2012 The College Board.
6
15. Knowledge of another language fosters greater awareness of cultural diversity among the peoples of the world.
Individuals who have foreign language skills can appreciate more readily other peoples' values and ways of life.
How are the two sentences related?
A. They contradict each other.
C. They establish a contrast.
B. They present problems and solutions.
D. They repeat the same idea.
16. Serving on a jury is an important obligation of citizenship.
Many companies allow their employees paid leaves of absence to serve on juries.
What does the second sentence do?
A. It reinforces what is stated in the first.
C. It expands on the first.
B. It explains what is stated in the first.
D. It draws a conclusion about what is stated in the first.
17. While most people think of dogs as pets, some dogs are bred and trained specifically for certain types of work.
The bloodhound's acute sense of smell and willing personality make it ideal for tracking people missing in the woods.
What does the second sentence do?
A. It makes a contrast.
C. It states an effect.
B. It restates an idea found in the first.
D. It gives an example.
18. Paris, France, is a city that has always been known as a center of artistic and cultural expression.
In the 1920s, Paris was home to many artists and writers from around the world who became famous, such as Picasso and Hemingway.
What does the second sentence do?
A. It reinforces the first.
C. It draws a conclusion.
B. It states an effect.
D. It provides a contrast.
19. Studies show that the prevalence of fast-food restaurants corresponds with the rates of obesity in both children and adults.
Obesity is now on the rise in countries outside the U.S., where fast food restaurants are becoming more common.
How do the two sentences relate?
A. They express roughly the same idea.
C. They present problems and solutions.
B. They contradict each other.
D. They establish a contrast.
20. Compared with the rest of the country, North Dakota has a thriving economy, making it a place where more people want to live.
Winters in North Dakota are inhospitable, with average temperatures in January ranging from 2 degrees Fahrenheit to 17 degrees.
What does the second sentence do?
A. It reinforces the first.
C. It contradicts the first.
B. It explains what is stated in the first.
D. It analyzes a statement made in the first.
21. Some stores are testing a new checkout system that allows shoppers to use their mobile phones to scan items as they walk through stores and pay at self-service kiosks, skipping the cashiers' lines.
The new mobile checkout system is intended to reduce long lines and customer wait times in stores.
What does the second sentence do?
A. It expands on the first.
C. It contrasts with the first.
B. It states an effect.
D. It gives an example.
22. According to the American Sleep Disorders Association, the average teenager needs around 9.5 hours of sleep per night, possibly because critical growth hormones are released during sleep.
The average adult requires between six and eight hours of sleep per night for optimal health and productivity.
How do the two sentences relate?
A. They establish a contrast.
C. They reinforce each other.
B. They contradict each other.
D. They provide a problem and solution.
© 2012 The College Board.
7
WritePlacer ®
This test measures your ability to write effectively, which is critical to academic success.
Your writing sample will be scored on the basis of how effectively it communicates a whole message to the readers for the stated purpose. Your score will be based on your ability to express, organize and support your opinions and ideas, not the position you take on the essay topic. The following five characteristics of writing will be considered:
* Focus — The clarity with which you maintain your main idea or point of view
* Organization — The clarity with which you structure your response and present a logical sequence of ideas
* Development and Support — The extent to which you elaborate on your ideas and the extent to which you present supporting details
* Sentence Structure — The effectiveness of your sentence structure
* Mechanical Conventions — The extent to which your writing is free of errors in usage and mechanics
WritePlacer Sample Topic
Prepare a multiple-paragraph writing sample of about 300–600 words on the topic below. You should use the time available to plan, write, review and edit what you have written. Read the assignment carefully before you begin to write.
Some schools require each student to participate in an organized school sport chosen by the student. People at these schools argue that athletics is an important part of the educational experience and that there should be a rule requiring participation. Others argue that students should be free to decide whether or not they wish to participate in organized school sports. Write an essay for a classroom instructor in which you take a position on whether participation in organized school athletics should be required. Be sure to defend your position with logical arguments and appropriate examples. Your essay must be 300–600 words in length.
Arithmetic
This test measures your ability to perform basic arithmetic operations and to solve problems that involve fundamental arithmetic concepts. There are 17 questions on the Arithmetic tests, divided into three types.
* Operations with whole numbers and fractions: Topics included in this category are addition, subtraction, multiplication, division, recognizing equivalent fractions and mixed numbers, and estimating.
* Operations with decimals and percents: Topics include addition, subtraction, multiplication, and division with decimals. Percent problems, recognition of decimals, fraction and percent equivalencies, and problems involving estimation are also given.
* Applications and problem solving: Topics include rate, percent and measurement problems; simple geometry problems; and distribution of a quantity into its fractional parts.
© 2012 The College Board.
8
Arithmetic Sample Questions
For each of the questions below, choose the best answer from the four choices given. You may use the paper you received as scratch paper.
1. 2.75 + .003 + .158 =
D. 124
A. 4.36
B. 2.911
C. 0.436
D. 2.938
2. 7.86 × 4.6 =
A. 36.156
B. 36.216
C. 351.56
D. 361.56
3.
7
20
=
A. 0.035
B. 0.858
C. 0.35
D. 3.5
4. Which of the following is the least?
A. 0.105
B. 0.501
C. 0.015
D. 0.15
5. All of the following are ways to write 25 percent of N EXCEPT
A. 0.25 N
B. 25N 100
C. 1 4 N
D. 25 N
6. Which of the following is closest to 27.8 × 9.6?
A. 280
B. 300
C. 2,800
D. 3,000
7. A soccer team played 160 games and won 65 percent of them. How many games did it win?
A. 94
B. 104 C. 114
8. Three people who work full-time are to work together on a project, but their total time on the project is to be equivalent to that of only one person working full-time. If one of the people is budgeted for one-half of his time to the project and a second person for one-third of her time, what part of the third worker's time should be budgeted to this project?
A. 3
1
B. 3 5
C. 1 6
D. 1 8
9. 32 is 40 percent of what number?
A. 12.8
B. 128
C. 80
D. 800
10. 3 1 3 – 2 2 5 =
A. 1 1 2
B. 1 15
C.
14
15
D. 1 1 15
11.
1 2
2 4
2 3 + =
A. 1 6 6
B. 5 6 6
C. 1 7 6
D. 5 7 6
12. What is 1,345 99 rounded to the nearest integer?
A. 12
B. 13
C. 14
D. 15
13. Three of four numbers have a sum of 22. If the average of the four numbers is 8, what is the fourth number?
A. 4
B. 6
C. 8
14. 2 46.2 10 − × =
A. 0.0462
B. 0.462
C. 4.62
D. 462
15. If 3 1 , 2 4 ÷ = n then n is between
A. 1 and 3
B. 3 and 5
C. 5 and 7
D. 7 and 9
16. What is 12% of 120?
A. 10
B. 14.4
C. 18.4
D. 28.8
17. A box in a college bookstore contains books, and each book in the box is a history book, an English book or a science book. If one-third of these books are history books and one-sixth are English books, what fraction of the books are science books?
A. 1
3
B. 1 2
C. 2 3
D. 3
4
18. The measures of two angles of a triangle are 35° and 45°. What is the measure of the third angle of the triangle?
A. 95°
B. 100°
C. 105°
D. 110°
D. 10
© 2012 The College Board.
9
19. Erica bought 1 3 2 yards of fabric. If she uses 2 3 of the fabric to make a curtain, how much will she have left?
A. 1 6 yd.
20. Jen wants to tile the floor of her kitchen. The floor is rectangular and measures 12 feet by 8 feet. If it costs $2.50 per square foot for the materials, what is the total cost of the materials for tiling the kitchen floor?
A. $160
C. $220
B. $200
D. $240
Elementary Algebra
A total of 12 questions of three types are administered in this test.
* The first type involves operations with integers and rational numbers, and includes computation with integers and negative rationals, the use of absolute values, and ordering.
* The second type involves operations with algebraic expressions using evaluation of simple formulas and expressions, and adding and subtracting monomials and polynomials. Questions involve multiplying and dividing monomials and polynomials, the evaluation of positive rational roots and exponents, simplifying algebraic fractions, and factoring.
* The third type of question involves translating written phrases into algebraic expressions and solving equations, inequalities, word problems, linear equations and inequalities, quadratic equations (by factoring), and verbal problems presented in an algebraic context.
© 2012 The College Board.
10
Elementary Algebra Sample Questions
For each of the questions below, choose the best answer from the four choices given. You may use the paper you received as scratch paper.
1. If A represents the number of apples purchased at 15 cents each, and B represents the number of bananas purchased at 10 cents each, which of the following represents the total value of the purchases in cents?
A. A + B
C. 10A + 15B
B. 25(A + B)
D. 15A + 10B
2. √ 2 × √ 15 = ?
A. 17
C. √ 30
B. 30
D. √ 17
3. What is the value of the expression 2x 2 + 3xy – 4y 2 when x = 2 and y = - 4?
A. -80
C. -32
B. 80
D. 32
4. In the figure below, both circles have the same center, and the radius of the larger circle is R. If the radius of the smaller circle is 3 units less than R, which of the following represents the area of the shaded region?
A.
πR
C.
πR
2
B.
D.
π
(
R
πR
ACCUPLACER SAMPLE QUESTIONS
– 3)
2
2
–
π
(
R
2
2
2
- 3)
× 3
–
π
7. 4 – (-6) -5 =
A. 2 5
B. – 2 5
C. 2
D. – 2
8. If 2x– 3(x+ 4) = – 5, thenx=
A. 7
B. – 7
C. 17
D. - 17
9. – 3(5 – 6) – 4(2 – 3) =
A. – 7
B. 7
C. – 1
D. 1
10. Which of the following expressions is equivalent
to 20 –
4
5 A. x ≤ 5
x> 16?
B. x ≥ 5
C. x ≥ 32½
D. x ≤ 32½
11. Which of the following lists of numbers is ordered from least to greatest?
A. 1 3 2 3 , , , 3 5 3 5 − −
B. 3 1 3 2 , , , 5 3 5 3 − −
C. 1 3 3 2 , , , 3 5 5 3 − −
D. 3 1 2 3 , , , 5 3 3 5 − −
12. If 5 2 6,
t+ = then = t
A. 8
B. 5 4
C. 5
4
13. For which of the following equations are x = 5 and x = –5 both solutions?
A. x2 – 2 5 25 0 x x − − =
B. 2 25 0 x + =
C. 2 10 25 0 x x + − =
D. 2 25 0 x − =
$$14. If 0, x ≠ then 5 5 u u u x x x + − =$$
A. 7 5 x u
B. 5 7 u x
C. 29 5 u x
D. 31 5 u x
15.
The solution set of which of the following inequalities is graphed on the number line above?
A. 2 4 3 x − ≥−
B. 2 5 6 + ≤ x
C. 3 1 5 x − ≤
D. 4 1 7 − ≥ x
16. 2 6 5 3 2 x y x y + = + =
How many solutions ( ) , x y are there to the system of equations above?
A. None
B. One
C. Two
D. More than two
17. Which of the following is a factor of both 2 6 x x − − and 2 5 6 ? x x − +
A. 3 − x
B. 3 + x
C. 2 x −
D. 2 x +
D. –8
© 2012 The College Board.
ACCUPLACER SAMPLE QUESTIONS
11
19. A rectangular yard has area 96 square feet. If the width of the yard is 4 feet less than the length, what is the perimeter, in feet, of the yard?
A. 40
C. 48
B. 44
D. 52
20. On Monday, it took Helen 3 hours to do a page of science homework exercises. The next day she did the same number of exercises in 2 hours. If her average rate on Monday was p exercises per hour, what was her average rate the next day, in terms of p?
A. ( ) 2 1 p + exercises per hour
B. ( ) 3 1 p − exercises per hour
C. 2 3 p exercises per hour
D. 3 2 p exercises per hour
© 2012 The College Board.
12
College-Level Mathematics Test
The College-Level Mathematics test measures your ability to solve problems that involve college-level mathematics concepts. There are six content areas measured on this test: (a) Algebraic Operations,
(b) Solutions of Equations and Inequalities, (c) Coordinate Geometry, (d) Applications and other Algebra Topics, (e) Functions and (f) Trigonometry. The Algebraic Operations content area includes the simplification of rational algebraic expressions, factoring and expanding polynomials, and manipulating roots and exponents. The Solutions of Equations and Inequalities content area includes the solution of linear and quadratic equations and inequalities, systems of equations, and other algebraic equations. The Coordinate Geometry content area presents questions involving plane geometry, the coordinate plane, straight lines, conics, sets of points in the plane, and graphs of algebraic functions. The Functions content area includes questions involving polynomial, algebraic, exponential and logarithmic functions. The Trigonometry content area includes trigonometric functions. The Applications and other Algebra Topics content area contains complex numbers, series and sequences, determinants, permutations and combinations, factorials, and word problems. A total of 20 questions are administered on this test.
Sample Questions
For each of the questions below, choose the best answer from the four choices given. You may use the paper you received as scratch paper.
1. 2 5 2 – 2 3 2
1
A. 2 2
B. 2
C. 2 3 2
D. 2 5 3
E. 2 2
2. If a ≠ b and 1 x + 1 a = 1 b , then x =
A. 1 – 1
b a
B. b – a
C. 1 ab
D. a – b ab
E. ab a – b
3. If 3x 2 – 2x + 7 = 0, then (x– 1 3 ) 2 =
A. 20 9
B. 7 9
C. 7 9
D. 8 9
E. 20
9
4. The graph of which of the following equations is a straight line parallel to the graph of y = 2x ?
A. 4x – y = 4
C. 2x – y = 4
B. 2x – 2y = 2
D. 2x + y = 2
E. x – 2y = 4
5. An equation of the line that contains the origin and the point (1, 2) is
A. y = 2x
B. 2y = x
C. y = x –1
D. y = 2x +1
E. y 2 = x – 1
6. An apartment building contains 12 units consisting of one- and two-bedroom apartments that rent for $360 and $450 per month, respectively. When all units are rented, the total monthly rental is $4,950. What is the number of twobedroom apartments?
A. 3
C. 5
B. 4
D. 6
E. 7
© 2012 The College Board.
13
7. If the two square regions in the figures below have the respective areas indicated in square yards, how many yards of fencing are needed to enclose the two regions?
125
5
A. 4√130
B. 20√10
C. 24√5
D. 100
E. 104√5
8. If log 10 x = 3, then x =
A. 3 10
B. 1,000
C. 30
D. 10 3
E. 3 10
9. If f(x) = 2x + 1 and g(x) = x – 1 2 , then f(g( x )) =
A. x
B. x– 1 4x + 2
C. 4 x + 2 x– 1
D. 5 x + 1
E.
10. If θ is an acute angle and sin θ = 1 2 , then cos θ =
2 (2 x + 1)( x – 1) 2
A. -1
B. 0
C. 1 2
D. √3 2
E. 2
11. 5y(2y – 3) + (2y – 3) =
A. (5y + 1) (2y + 3)
C. (5y – 1) (2y + 3)
B. (5y + 1) (2y – 3)
D. (5y –1) (2y – 3)
E. 10y (2y – 3)
12. For what real numbers x is x 2 – 6x + 9 negative?
A. –3 < x < 3
C. x = –3 or x = 3
B. x < –3 or x > 3
D. 0 < x < 6
E. For no real numbers x
13. A root of
x
2
– 5
C.
1
29
+
2
14. In the xy -plane, the graph of y = x 2 and the circle with center (0,1) and radius 3 have how many points of intersection?
A. None
C. Two
B. One
D. Three
E. More than three
If an equation of the linear function in the figure above is y = mx + b, then m =
A. − r s
B. r s
C. rs
D. r
E. −s
© 2012 The College Board.
x
– 1 = 0 is
14
16. One ordering of the letters T, U, V and W from left to right is UTVW. What is the total number of orderings of these letters from left to right, including UTVW?
A. 8
C. 16
B. 12
D. 20
E. 24
17. If ( ) 3 1 2 − = x f x and 1 − f is the inverse of , f what is the value of ( ) 1 3 ? f −
A. 1 3
B. 2 3
C. 1
D. 2
E. 7 3
18. The sequence { } n a is defined by 0 1 = a and 1 2 2 + = + n n a a for 0, 1, 2, ... . = n What is the value of 3 ? a
B. 10
A. 8
C. 16
E. 22
D. 20
19. From 5 employees at a company, a group of 3 employees will be chosen to work on a project. How many different groups of 3 employees can be chosen?
A. 3
C. 6
B. 5
D. 10
E. 15
20. If ( ) 1 3 = x f x and , < a b which of the following must be true?
A.
( )
( )
3
+
=
fafb
C.
( )
( )
=
fafb
D. ( ) ( ) < f a f b
E. ( ) ( ) > f a f b
ACCUPLACER ESL Reading Skills Test
The ESL Reading Skills test measures your ability to read English. Specifically, it assesses your comprehension of short passages. It contains brief passages of 50 words or less and moderate length passages of 50 to 90 words. Half of this test contains straightforward comprehension items (paraphrase, locating information, vocabulary on a phrase level, and pronoun reference). The other half assesses inference skills (main idea, fact versus opinion, cause/effect logic, identifying irrelevant information, author's point of view and applying the author's logic to another situation).
Sample Questions
1. Television has been introduced to almost every country in the world, reaching a large number of viewers on every continent. About 600 million people saw the first person walk on the moon, and a billion people watched the twentieth Olympic Games. Television has in many ways promoted understanding and cooperation among people. It does this by showing educational and cultural programs.
From this passage, a reader can conclude that the author believes that
A. people spend too much time watching television
C. television can unify people from around the world
B. not every country needs to have television
D. television is as important as schools
2. Janet's parents bought her a new sports car as a birthday present. It was blue. Janet sold her 7-year-old blue pickup truck to a high school student. The truck could not go very fast, but the student was happy with it.
From the passage, which of these statements can the reader assume?
A. Janet prefers trucks to cars.
C. Janet owns more than one vehicle.
B. Janet likes the color blue.
D. Janet drives her car every day.
© 2012 The College Board.
15
3. Some of Edward Weston's black-and-white photographs of American nature scenes are considered superb examples of visual art. Indeed, some of his photographs have commanded top prices at art galleries.
Which of the following best characterizes Weston's photographs?
A. They belong to famous collectors.
C. They introduced many Americans to visual art.
B. They have been sold in art galleries for large sums of money.
D. They contrast American cities with natural settings.
4. Speaking to a group of people can be a frightening experience. Some speakers cope by looking above the heads of the audience. Others try to imagine that they are talking to a friend. A few try picturing the audience in some nonthreatening way, such as in their pajamas.
The author of the passage assumes that speakers should
A. feel comfortable when addressing an audience.
C. encourage people to talk during the speech.
B. scare the audience.
D. speak only to familiar people.
5. People have different ways of learning. Some are better at making mental pictures of new ideas. Others are more comfortable with writing lists of things to memorize. Certain people can learn best when listening to music, while others need silence to concentrate.
Which of the following is the main idea of the passage?
A. Mental pictures help many to learn.
C. To learn well you need to be comfortable.
B. Some people prefer lists to making mental pictures.
D. Different individuals have different ways of acquiring information.
6. Before giving first aid to an accident victim, you should obtain his or her consent. Asking for consent takes a simple question. Say to the victim, "I know first aid, and I can help you until an ambulance arrives. Is that okay?"
"Asking for consent" means asking for
A. permission to help the victim.
C. help from onlookers.
B. thanks from the victim.
D. information about the victim's injuries.
7. Jane and Paul are busy for 15 hours a day, 5 days a week going to college and working in a restaurant. They go to sleep at 11 p.m. every day, but on Sunday they take part in dance lessons.
According to the passage, Jane and Paul spend most of their time
A. at home.
C. taking part in dance lessons.
B. going to college and working.
D. sleeping.
8. If you hold a piece of copper wire over the flame of a match, heat will be conducted by the copper wire to your fingers, and you will be forced to drop the wire. You will, however, still be able to hold the match because the match is a poor conductor of heat. Anyone, child or adult, can try this simple experiment.
Which of the following is implied in the passage above?
A. Copper is a good conductor of heat.
C. A match is an excellent conductor of heat.
B. A match and copper conduct heat equally.
D. Matches should be kept out of the reach of small children.
9. Many people own different pets. Dogs, cats, birds, and fish are common household pets. Others pets are considered to be exotic animals. These include snakes, lizards, and hedgehogs.
Snakes are
A. uncommon pets.
C. found only in zoos.
B. likely to be found in a household with dogs.
D. not allowed in people's homes.
10. Cesar Chavez was an influential leader for farmworkers. He fought for their rights and better working conditions. Chavez led many strikes that angered farm owners. Eventually he succeeded in getting increased wages and improved living situations for farmworkers.
Chavez changed lives because he
A. helped the farmers get more workers.
C. helped work on the farms every day.
B. worked for the farmers.
D. changed the conditions for the farmworkers.
11. When cartoonist Charles M. Schulz was a boy in elementary school, other boys teased him for being small and not very good at sports, and his art teacher told him he had no talent for drawing. He had few friends, and was too shy to talk to a red-haired girl he admired. Later in life, Schulz used his childhood experiences in his comic strip "Peanuts," using the strip's main character, the sad and lonely Charlie Brown, to represent himself as a little boy. "Peanuts" was unique at the time because it contained no adult characters. Readers fell in love with Charlie Brown, and "Peanuts" eventually became one of the most popular comic strips of all time.
What is the main idea of the passage?
A. "Peanuts" was the world's most widely read comic strip.
C. Schulz turned the pain of his youth into fame as an adult.
B. Charles M. Schulz was a very famous cartoonist.
D. The "Peanuts" comic strip featured children as its only characters.
© 2012 The College Board.
16
12. Money has existed for thousands of years in nearly every culture as a means of exchange. However, today, the use of cash is becoming less and less common in modern societies all over the world. Every year, a higher percentage of purchases is made online, and even in stores customers are now using credit cards more often than cash. Many people today do all of their banking on the Internet rather than going to the bank in person.
The author of the passage probably assumes that
A. cash will become virtually obsolete in the near future
C. paying with credit cards all the time is dangerous
B. using cash will become popular again
D. societies that do business online will prosper
13. Insomnia — the inability to fall asleep or to stay asleep — is a condition that plagues many people at one time or another in their lives. It can be uncomfortable, but is usually not harmful, and most people who believe they have been awake all night have actually slept more than they think. While some people rely on prescription medication to help them sleep, insomnia can be controlled by changing behavior. Insomnia is often caused by stress or anxiety, but it can also be made worse by eating too heavily too late; consuming a lot of caffeine; or watching television, using computers or exercising right before bedtime. If you can't sleep, the best thing to do is to get out of bed and do something calming for a while, such as read, until you feel sleepy. Some people find that herbal tea such as chamomile helps them feel drowsy.
The author believes that people can best combat insomnia by
A. trying to sleep
C. accepting their condition
B. taking medication
D. changing their habits
14. Before giving first aid to an accident victim, you should obtain his or her consent. Asking for consent takes a simple question. Say to the victim, "I know first aid, and I can help until an ambulance arrives. Is that okay?"
According to the passage, it is wrong to
A. use first aid on an accident victim without medical training
C. help a victim before an ambulance arrives
B. attempt to help an accident victim without permission
D. call for an ambulance instead of helping the victim
15. Dr. Ellen Ochoa is an inventor and is also the first female Hispanic astronaut. Her inventions include technology to help robots to inspect equipment in space to maintain safety and quality control on spacecraft. Before retiring, she logged more than 1,000 hours in space across several space missions.
Dr. Ochoa is
A. the first Hispanic person to travel into space
C. the first woman to travel into space
B. the first inventor to travel into space
D. the first Hispanic woman to travel into space
16. Dogs and cats make very different types of pets. Before deciding whether to buy or adopt a dog or a cat, prospective owners need to carefully consider their own lifestyles and personalities. Dogs may make more affectionate companions, but they require more care and attention. They must be taken out several times a day and should not be left alone for more than a few hours. Larger dogs require significant exercise to remain fit and healthy. Cats are usually more independent in nature and interact less with their owners. Also, a cat can be left on its own all day, or even for several days, as long as it has food and clean water to drink.
From this passage a reader can conclude that
A. owning a cat requires less work than owning a dog
C. people who like to play with their pets should own a cat
B. people who travel a lot should not own a cat
D. owning a cat is more responsibility than owning a dog
17. People's moods are largely a matter of focus. It is a natural tendency of many people to focus on what is wrong in their lives, or on the day-to-day events that make them angry or irritated. However, anyone can change this by directing the mind. When feeling down or upset, a person can change his or her state of mind by recalling happy memories, by paying attention to the things for which he or she is grateful, or by directing the attention to something uplifting or beautiful, such as artwork, nature or music. By directing the mind in this way, a person can transform his or her mood in an instant, even if none of the outward circumstances have changed.
Which of the following is implied by the passage above?
A. People's moods are determined by the conditions around them.
C. A person's mood depends on what happens to him or her that day.
B. People can take responsibility for controlling their own moods.
D. People are usually in a good mood unless something happens to change it.
© 2012 The College Board.
17
ACCUPLACER ESL Sentence Meaning Test
The ESL Sentence Meaning test measures how well you understand the meaning of sentences in English. It assesses the understanding of word meanings in one- or two-sentence contexts. The sentences are drawn from the subject areas of natural science, history/social studies, arts/humanities, psychology/ human relations, and practical situations. There are four content areas measured: (a) Particle, Phrasal Verbs, Prepositions of Direction; (b) Adverbs, Adjectives, Connectives Sequence; (c) Basic Nouns and Verbs; and (d) Basic and Important Idioms.
Sample Questions
The sentence below has a blank space. Choose the word or phrase that makes the sentence meaningful and correct.
1. Shikibu Murasaki, who wrote almost a thousand years ago, was one of the world's novelists.
A. most early
B. too early
C. more early
D. earliest
2. The Chang children their parents by making sandwiches for the whole family.
A. helped out
B. helped with
C. helps for
D. helps to
3. As demonstrated by his last album, which was released after his death, Ibrahim Ferrer one of the most beautiful voices in Latin music.
A. had
B. have
C. have had
D. having
4. After we saw the play, we had different opinions Jane's performance.
A. about
B. at
C. for
D. towards
5. Having recorded many of the most beloved songs of the 1940s, jazz singer Ella Fitzgerald one of the most prominent musical performers of her time.
A. had been
C. was
B. has been
D. will be
6. As we drove through the darkness, we saw another car coming the bend in the road.
A. through
C. over
B. under
D. around
7. Sonia is so determined and stubborn, she never until she gets exactly what she wants.
A. gives up
C. gave in
B. gives out
D. gave away
8. At only 43, John F. Kennedy was the American president ever to be elected.
A. most young
C. youngest
B. more young
D. younger
Each problem contains one or two sentences followed by a question. Choose the correct answer to the question.
9. Elena found a tomato that was much bigger than all the others in the garden.
How did the tomato compare to the others in the garden?
A. It was the smallest.
C. It was larger than some.
B. It was not very large.
D. It was the largest.
10. When the popular entertainer canceled her appearance, the Latin American festival was postponed indefinitely.
When will the festival likely take place?
A. Tonight
C. Next week
B. Tomorrow
D. Many weeks later
11. Janet is never late to meet her friends, and sometimes arrives early.
Which best describes Janet?
A. Lonely
C. Talkative
B. Punctual
D. Tardy
© 2012 The College Board.
18
12. Bram Stoker is best known for his classic horror novel Dracula, which was published in 1897.
What did Bram Stoker do?
A. He was a doctor.
C. He was a writer.
B. He was a merchant.
D. He was an engineer.
13. Exhausted from her transatlantic flight, Judy could not stay up past 9 p.m.
What did Judy do at 9 p.m.?
A. Leave work
C. Lose her enthusiasm
B. Come home from the airport
D. Go to bed
14. This semester many students are enrolled in a new course, African Dance, which is being taught by a first-time instructor, Sheila Duncan.
How long has the university offered the African dance class?
A. For a short time
C. For an entire school year
B. For many years
D. On and off for a while
15. Samantha sleeps late whenever she can, leaves work early, and never does anything unless she absolutely has to.
Which best describes Samantha?
A. boring
C. selfish
B. lazy
D. tired
16. Gustave Eiffel was immortalized by his Eiffel Tower in Paris, a structure that was originally meant to be temporary.
Gustave Eiffel was
A. a painter
C. an architect
B. a politician
D. a construction worker
17. We heard on the radio that because of damage to the school caused by the storm, classes are cancelled until further notice.
When will classes resume?
A. later today
C. several weeks from now
B. tomorrow
D. when the storm is over
18. Early for her dentist appointment, Beth killed time by looking in all the store windows on the block.
What was Beth doing?
A. exercising
C. hunting
B. shopping
D. waiting
19. Even though Maria's puppy Sparky was the runt of the litter when she picked him out, he grew up to be the biggest dog in the neighborhood.
When Maria first got Sparky,
A. he was larger than the other puppies
C. he was larger than some of the other puppies
B. he was the smallest of all the puppies
D. he was not very small
20. When Miguel ran for class president, he won by a mile.
How many votes did Miguel get compared to the other candidate?
A. He got just enough votes to win.
C. He got significantly more votes.
B. He got about the same number of votes.
D. He got a few more votes.
21. Juanita rushed to her dance class and burst through the door in the nick of time.
When Juanita got to her dance class, she was
A. very early
C. nearly late
B. very late
D. a little late
© 2012 The College Board.
19
ACCUPLACER ESL Language Use Test
The ESL Language Use test measures your proficiency in using correct grammar in English sentences. There are five content areas measured on this test: (a) Nouns, Pronouns, Pronoun Case Structure; (b) Subject–Verb Agreement; (c) Comparatives, Adverbs, Adjectives;
(d) Verbs; and (e) Subordination/Coordination.
Sample Questions
The sentence below has a blank space. Choose the word or phrase that makes a grammatically correct sentence.
1. washing her sweater, Mary hung it up to dry.
A. After
B. Before
C. By
D. Until
2. Some day men and women to Mars.
A. will travel
B. will travels
C. will traveling
D. will traveled
3. Water at a temperature of zero degrees Celsius.
A. having frozen
B. freezing
C. freeze
D. freezes
4. get a new haircut?
A. Have you
B. Does you
C. Are you
D. Did you
5. Jacques Cousteau will be remembered for his inventions and for to marine science.
A. dedication
B. his dedication
C. being dedicated
D. his being dedicated
6. Since my parents always insist that I get a good night's sleep, they were when I stayed out last night past my curfew.
A. very happy
B. very relieved
C. very tired
D. very angry
7. children learn to read, whole new worlds and experiences open up to them.
A. Before
C. Until
B. Since
D. After
8. When get to the hotel?
A. have we
C. did we
B. will we
D. are we
9. Galileo is most famous that the Earth revolves around the sun, rather than the other way around.
A. for having discovered
C. his discovery
B. for discovery
D. in discovering
10. Men and women sometimes have difficulty understanding each other because differently.
A. they communicate
C. they have communicated
B. they communicated
D. they communicates
11. Because she had practiced so hard for the gymnastics competition, Stacey was when she achieved a nearly perfect score.
A. disappointed
C. victorious
B. tired
D. thrilled
12. can speak more than one language, you have the opportunity to make more new friends.
A. So you
C. When you
B. As you
D. Though you
13. Light than sound, which is why you see lightening before you hear the thunder.
A. travelling faster
C. having travelled faster
B. travels faster
D. will travel faster
© 2012 The College Board.
20
Read the two sentences below and choose the best way of combining them.
14. Her puppy ran out into the street chasing a cat. The owner quickly went to retrieve it.
A. The owner quickly went to retrieve it after a cat was chased into the street by her puppy.
C. When her puppy ran into the street after a cat, the owner quickly went to retrieve the puppy.
B. The owner quickly retrieved it after her puppy chased a cat into the street.
D. Quickly retrieving it, the owner went quickly after her puppy that ran out into the street after a cat.
15. Lisa plays the piano. Her sister Kelly plays the piano, too.
A. Lisa and her sister Kelly plays the piano.
C. Lisa plays the piano and Kelly plays the piano.
B. Both Lisa and her sister Kelly play the piano.
D. Lisa and Kelly too play the piano.
16. The road was slippery. We put chains on the tires.
A. Although the road was slippery, we put chains on the tires.
C. We put chains on the tires because the road was slippery.
B. The road became slippery when we put chains on the tires.
D. Putting chains on the tires, the road we were on was slippery.
17. Kazuko took her dog for a walk. They went to the park.
A. Kazuko, going to the park, took her dog for a walk.
C. Kazuko took her dog for a walk because they went to the park.
B. Kazuko took her dog for a walk in the park.
D. Kazuko and her dog went to the park, where they walked.
18. We knew it might get chilly at the football game. We brought along some extra blankets.
A. We knew it might get chilly at the football game when we brought along some extra blankets.
C. We brought along some extra blankets because it might get chilly at the football game.
B. Bringing along some extra blankets, we knew it might get chilly at the football game.
D. It got chilly at the football game and we brought along some extra blankets.
19. Juan loves to play baseball. His friend Miguel enjoys baseball too.
A. Both Juan and his friend Miguel enjoy playing baseball.
C. Juan enjoys playing baseball and his friend Miguel too.
B. Juan and his friend Miguel enjoys playing baseball.
d. Juan loves baseball and Miguel too enjoys baseball.
20. Wolves are pack animals. They are rarely spotted alone.
A. Wolves are rarely spotted alone if they are pack animals.
C. After being pack animals, wolves are rarely spotted alone.
B. Being pack animals, wolves are rarely spotted alone.
D. Wolves are rarely spotted alone, although they are pack animals.
21. My aunt invited me to lunch. We went to her favorite restaurant.
A. My aunt and I went to her favorite restaurant, when she invited me to lunch.
C. My aunt invited me to lunch at her favorite restaurant.
B. My aunt invited me to lunch because we went to her favorite restaurant.
D. My aunt, going to her favorite restaurant, invited me to lunch.
22. It was snowing heavily. Jorge still wished his father would let him drive into town.
A. Even though it was snowing heavily, Jorge wished his father would let him drive into town.
C. Jorge wished his father would let him drive into town as it was snowing heavily.
B. Because it was snowing heavily, Jorge wished his father would let him drive into town.
D. Jorge wished his father would let him drive into town; nevertheless it was snowing heavily.
23. Do not pour your own drink when eating in a restaurant in Japan. It is considered impolite.
A. Because it is considered impolite, do not pour your own drink when eating in a restaurant in Japan.
C. Pouring your own drink is considered impolite in Japan in a restaurant, so you should not do it.
B. In Japan, do not pour your own drink when eating in a restaurant if it is considered impolite.
D. Do not pour your own drink when eating in a restaurant in Japan while it is considered impolite.
© 2012 The College Board.
21
Answer Key
© 2012 The College Board.
22
Answer Key
© 2012 The College Board.
23
Answer Key
© 2012 The College Board.
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Answer Key
© 2012 The College Board.
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ECOLOGY
Plant Wannabes
Sea slugs that take in chloroplasts or algae make the photosynthesizers feel right at home
VIENNA, AUSTRIA—Some sea slugs have figured out how to act like plants or at least like coral. Several species of these shell-less mollusks carry algae or chloroplasts in cells of their digestive glands. The slugs acquire the algae or the organelles from their diet and harvest the carbohydrates or lipids the chloroplasts produce by photosynthesis.
ity to withstand starvation— seems tied in part to the slug's evolution of a complex midgut that houses the algae, Burghardt reported.
Researchers have known for decades about these partnerships, but only through histological studies. Now, they are watching them in action. In presentations here last month at the International Symbiosis Society Congress, two research teams described how they have brought sea slugs into the lab and begun to use the latest molecular techniques to reveal the secrets of the symbiotic relationships.
They reported that algae and even naked chloroplasts can function for months inside a slug and that one sea slug species has acquired algal genes to help such a partnership thrive. The discoveries are "nice examples of coevolution," says Jörg Ott, a marine biologist at the University of Vienna.
Ingo Burghardt, a zoologist at Ruhr University in Bochum, Germany, has focused on Phyllodesmium, a sea slug genus with species that salvage algae from the soft corals they eat. Working with Heike Wägele
To understand how sea slug–zooanthellae partnerships arose, Burghardt has been working o u t t h e P h y l lodesmium family tree by comparing each species' ribosomal DNA. At the same time, he has been examining the digestive systems of slugs within this group. He uses a fluorometer, which measures energy released in the form of fluorescence during photosynthetic reactions, to monitor the efficiency of photosynthetic activity when the slugs are given no access to food.
the zooanthellae's photosynthesizing as a food source. And as it did, it made more room by adding on to its digestive glands. "What we see," says Ott, "is an interplay between dependence on symbiosis and the development of special organs."
Mary Rumpho, a biochemist at the University of Maine, Orono, and her colleagues have been studying an even more intriguing relationship: the sea slug Elysia chlorotica's dependence on chloroplasts. They found that Elysia eggs hatch into freefloating larvae that harbor
Leaves of the sea. This sea slug harvests chloroplasts from its seaweed meals and depends on them for some of its energy needs.
no chloroplasts, but when University of Maine colleague Mary Tyler filmed juvenile sea slugs munching on
So far, he's found that various sea slug species differ in the complexity of their digestive gland, the size of dorsal appendages that contain these branches, and their ability to keep zooanthellae. When such features are overlaid onto the slug
family tree, "you can see that species that have similar digestivegland structures group together," he said. Moreover, there is a correlation between a species' success at keeping zooanthellae—and itself—alive and the degree of branching in its digestive gland. "Species with highly branched glands hold on to their zooanthellae a longer time," he reported.
The algae turn Phyllodesmium slugs the same color as the soft corals they eat, and Burghardt suspects that this camouflaging originally prompted the evolution of a relationship between the two. Only later, he surmises, did the slugs evolve the ability to use of the University of Bonn, Burghardt has demonstrated that slugs hosting microscopic algae called zooanthellae can last without food for up to 260 days, thanks to contributions from the algae. The longevity of the zooanthellae—and the sea slug's abiltaken from the soft coral it eats. CREDITS (TOP TO BOTTOM): M. E. RUMPHO
www.sciencemag.org
SCIENCE
VOL 313
their favorite seaweed, Vaucheria litorea, "we could literally watch the sea slug suck the chloroplasts out of the alga," says Rumpho. The ability to harness chloroplasts is critical: If the juveniles don't have access to this organelle, "they don't make it," Rumpho reported. Moreover, despite being removed from its normal algal home, the chloroplasts can continue to photosynthesize within the sea slug for most of the animal's 10-month life. "That's pretty spectacular," says Margaret McFall-Ngai of the University of Wisconsin, Madison.
It's perhaps not too surprising that sea slugs can house zooanthellae: These algae can survive on their own if they have to. But chloroplasts are dependent on proteins that are typically provided by the plant's nuclear genome. Elysia, it turns out, has what it takes to make the slug-chloroplast partnership work. At the meeting, Rumpho's graduate student Jared Worful described his discovery of large parts of two plant genes in the sea slug's DNA. "When [the sea slug] takes in the chloroplast, it has the machinery to keep the chloroplast active and happy," says David Richardson, a lichenologist at Saint Mary's University in Halifax, Canada.
Because these genes are not normally found in animals, Rumpho is convinced they originally came from ingested algae. "We're seeing the evolution of photosynthesis in an animal," says Rumpho.
–ELIZABETH PENNISI
1 SEPTEMBER 2006
Published by AAAS
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Common Seasonal Flu Symptoms:
Fever (Usually High)
Cough
Runny Or Stuffy Nose
Sore Throat
Feeling Tired Or Weak
Headache
Muscle Or Body Aches
Stomach Symptoms (Mostly In Children)
! Getting A Flu Shot Can:
PROTECT you, your family, and your friends from the flu
PREVENT severe illness and even death
Each year in the U.S., the flu causes more than 226,000 hospitalizations and about 36,000 deaths.
! A flu shot* is the best way to protect yourself against seasonal influenza (flu).
* Note: Flu vaccine is available as both a shot and a nasal spray.
To learn more about the flu, visit www.cdc.gov/flu
www.publichealth.va.gov/flu
U. S. Department of Veterans Affairs VA Central Office (13B)
810 Vermont Avenue, NW Washington, DC 20420 email@example.com
Gen Audience 8
July 2009
This material is NOT copyrighted and may be reproduced.
Seasonal flu is a respiratory illness that:
Is caused by flu viruses that can change each year
Spreads easily
Occurs each year during fall, winter, and spring
How does the flu spread?
When a person with the flu sneezes, coughs, talks, or laughs, the flu virus can spread into the air as droplets from their mouth or nose. These droplets can spread to people and surfaces within 3 to 6 feet.
The flu virus can spread to your hands if you touch anything that has the virus on it. If you then touch your eyes, nose, or mouth, you can get the flu.
What happens when people get the flu virus?
Illness can start 1 to 4 days after exposure
Illness from flu can:
Make other health problems worse
Cause pneumonia
Lead to death (mostly in those age 65 and older)
People may be able to spread the flu virus to others 1 day before they feel sick and up to 5 days after getting sick
The flu virus can live on surfaces, such as countertops and door knobs, for 24-48 hours.
How can I protect myself from seasonal flu?
Get vaccinated (flu shot or nasal spray) each year in fall or winter
Avoid people who are sick
Clean hands often
Keep hands away from face
Cover coughs and sneezes
How is seasonal flu treated?
By getting rest
By drinking fluids
By using fever reducers like Acetaminophen (e.g., Tylenol®) or Ibuprofen (e.g., Advil® or Motrin®)**
By taking antiviral drugs as Needed (From your healthcare provider)
The best way to stop the flu is to GET A FLU SHOT EACH YEAR
Who should get a flu shot?
Anyone who wants to reduce the risk for becoming ill with flu! Especially:
Adults aged 50 and older
Anyone who lives in community living centers with other people (e.g., nursing homes and domiciliaries)
Anyone with ongoing health problems
Children aged 6 months through 18 years
Women who will be pregnant during flu season
Who should NOT get a flu shot?
People who have a severe allergy to chicken eggs
People who have had a severe reaction to a flu shot in the past
People who have had Guillain-Barré Syndrome (GBS) within 6 weeks of getting a flu shot
Children aged less than 6 months
People who are sick with a fever (recover before getting a flu shot)
Healthcare workers and caregivers, including household contacts
** Brand names included in this information are provided as examples only. Their inclusion does not mean that these products are endorsed by VA or any other Government agency. Also, if a particular brand name is not mentioned, this does not mean or imply that the product is unsatisfactory.
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1 City of New Orleans Carbon Footprint Report. July, 2009.
2 Bindoff, N.L., et al.
http://ipcc-wg1.ucar.edu/wg1/Report/AR4WG1_Print_Ch05.pdf, in City of New Orleans Carbon Footprint Report. July, 2009.
3 US Green Building Council
4 City of New Orleans Carbon Footprint Report. July, 2009.
5 GreeNOLA Plan
6 City of New Orleans Carbon Footprint Report. July, 2009.
ENVIRONMENTAL QUALITY
WHAT DOES IT MEAN?
of the principles of smart growth, including walkable, residents remain primarily dependent on automobiles and other motorized transportation, which are the use of renewable sources of energy are both on unless current rates of greenhouse gas emissions are as illegal dumping, lead contamination, and arsenic
FINDINGS
* New Orleans is increasingly known nationally as a hub of innovation in sustainable practices.
* The City's Offi ce of Coastal and Environmental Aff airs is working to implement numerous improvements to the city's environmental quality and sustainability, but it is severely understaff ed and under-resourced.
* New Orleans City Council has adopted the GreeNOLA plan to make New Orleans more sustainable, but without clear implementation and funding direction.
* The potential for renewable energy production and adoption in New Orleans is signifi cant but has not been widely adopted.
* Traditional New Orleans vernacular architecture is often well-suited to the local climate and thus inherently energy-effi cient.
* Green building and adoption of renewable energy are both on the rise.
* Several sources of renewable energy—including solar, wind, and hydrokinetic sources—hold signifi cant potential for further development in New Orleans.
* Interest in urban agriculture and community gardens is on the rise throughout New Orleans.
CHALLENGES
* Providing increased capacity and resources for the Offi ce of Coastal and Environmental Aff airs.
* Implementing the GreeNOLA plan over time.
* Ensuring ongoing funding for the New Orleans Energy Smart program.
* Becoming less reliant on non-renewable sources of energy.
* Reducing the city's greenhouse gas emissions.
* Providing increased transportation choice for all residents.
* Setting an example of sustainable practices by establishing sustainable municipal building and operating procedures.
* Initiating citywide recycling and composting programs.
* Informing residents about energy effi ciency and everyday resource conservation.
* Encouraging local businesses, residents, and government agencies to invest in energy-effi cient building and renovation strategies.
* Implementing building code amendments that encourage energy-effi cient building practices while keeping building costs aff ordable.
* Removing regulatory and zoning barriers to urban agriculture.
* Obtaining the estimated $300 million to adequately remediate an estimated 86,000 properties with leadcontaminated soils in New Orleans.
* Safely removing lead-based paint from buildings.
* Redeveloping brownfi eld sites and the superfund site appropriately.
Acronyms
To aid in reading this section, below is a list of acronyms used within the text:
CAO Chief Administrative Offi ce
CVB Convention and Visitors Bureau
CPC City Planning Commission
DPW Department of Public Works
EPA Environmental Protection Agency
ICLE International Council for Local Environmental Initiatives
LaDOT Louisiana Department of Transportation
LSU Louisiana State University
NORA New Orleans Redevelopment Authority
OCEA Offi ce of Coastal and Environmental Affairs
RPS Renewable portfolio standard
A Introduction
M any New Orleanians have embraced the recovery and rebuilding process as an opportunity to build better—a chance to create a healthier, more environmentally sustainable city. The public and private sectors, individual residents, and grass roots organizations increasingly take "green" and resource-effi cient approaches to their redevelopment activities. Innovative and cutting-edge practices in green enterprise, planning, and design have begun to emerge all over the city. As the nation's attention turns increasingly to the economic, ecological and health benefi ts of cleaner, more sustainable and more energy-effi cient development and lifestyles, New Orleans is poised to become a national leader in these trends.
The Master Plan focuses on strategies to incorporate environmental quality in a variety of spheres:
* Environmental leadership through creation of a full Offi ce of Coastal and Environmental Aff airs and implementation of the GreeNOLA Plan.
* Development of a citywide Climate Action Plan
* Promotion and enhancement of sustainable development patterns through land use policies that emphasize transportation choice, walkability, compact development, and green infrastructure
* Expansion of renewable energy through implementation of the Energy Smart New Orleans Plan and other strategies
* Resource conservation and waste reduction through reuse, recycling, and energy effi ciency in everyday practices
* Promotion of green building practices in municipal facilities and through incentives and regulation
* Support for urban agriculture and community gardens
* Remediation of contaminated sites and measures to prevent pollution
VOLUME
2
|
|
ENVIRONMENTAL QUALITY
B Recommendations
A recommendations Summary linking goals, strategies and actions appears below and is followed by one or more early-action items under the heading Getting Started. The Narrative follows, providing a detailed description of how the strategies and actions further the goals. Background and existing conditions to inform understanding of the goals, policies, strategies and actions are included in Volume 3, Chapter 13.
Summary
FIRST FIVE YEARS:
2010–2014
MEDIUM TERM:
2015–2019
LONG TERM:
2020–2030
FIRST FIVE YEARS: 2010–2014
MEDIUM TERM:
2015–2019
LONG TERM: 2020–2030
FIRST FIVE YEARS:
2010–2014
MEDIUM TERM:
2015–2019
LONG TERM:
2020–2030
FIRST FIVE YEARS:
2010–2014
MEDIUM TERM:
2015–2019
LONG TERM:
2020–2030
FIRST FIVE YEARS:
2010–2014
MEDIUM TERM:
2015–2019
LONG TERM:
2020–2030
FIRST FIVE YEARS:
2010–2014
MEDIUM TERM:
2015–2019
LONG TERM: 2020–2030
FIRST FIVE YEARS:
2010–2014
MEDIUM TERM:
2015–2019
LONG TERM:
2020–2030
FIRST FIVE YEARS:
2010–2014
MEDIUM TERM:
2015–2019
LONG TERM:
2020–2030
Getting Started
These items are short-term actions that can be undertaken primarily with little expenditure and will help lay the groundwork for the longer-term actions that follow.
* Determine budgetary requirements for an expanded Offi ce of Coastal and Environmental Aff airs by the time of the 2010 City operating budget.
* Establish an ecotourism marketing campaign.
* Establish a Climate Change Policy Advisory Group to steward the completion of a citywide Climate Action Plan.
* Form a working group to establish criteria for a Green Business Certifi cation award. Criteria should be established within 6 months and applications made available on the City web site. Private funding should be sought from philanthropic and corporate sources.
* Reduce zoning and other legal barriers to small-scale renewable energy production and to urban agriculture on private property.
* Promote community purchasing initiatives for spreading the adoption of solar technologies by individual households.
* Advocate for the adoption of a renewable portfolio standard for Louisiana.
* Implement a sustainable procurement policy for all municipal facilities and operations.
* Promote deconstruction as an alternative to demolition wherever possible.
* Continue to implement the Energy Smart New Orleans program.
* Off er incentives to all City employees who commute by foot, bike, or public transit.
* Ban or tax the use of plastic shopping bags in stores.
* Establish a Green Building Task Force to study feasible ways to amend the building code to encourage sustainable building techniques.
* Establish an event committee to plan an annual showcase of local best practices in sustainability.
Narrative
Below is a more detailed narrative of the various goals, strategies and actions highlighted in the "Summary" chart.
ENVIRONMENTAL LEADERSHIP
GOAL 1
National and international recognition of New Orleans as a leader in sustainable urbanism
1.A Expand and support the Offi ce of Coastal and Environmental Affairs.
Several of the recommendations in this section rely on or involve the Offi ce of Coastal and Environmental Aff airs (OCEA). The GreeNOLA Plan, adopted in 2008 as the city's plan for sustainable rebuilding, also indicates multiple environmental initiatives that should be implemented by this offi ce. (See Volume 3, pages 13.1–13.2 for more information on the GreeNOLA Plan.) Many other U.S. cities that have successfully implemented policies for sustainable growth and development maintain an offi ce of environmental protection or similar "umbrella" entity that coordinates initiatives on a broad range of topics such as those discussed in this chapter (green building, climate change planning, solid waste reduction, etc.). At the time
of this writing, however, the New Orleans OCEA is extremely underfunded and understaff ed, especially considering the degree and scope of environmental challenges that the city faces. Moreover, the city's administrative structure is such that many diff erent offi ces and entities are responsible for various aspects of environmental stewardship and, because of their multiplicity, are often not well coordinated. An OCEA with increased resources and capacity is essential to coordinating these disparate initiatives and would provide tremendous return on investment in helping steward signifi cant quality of life improvements as well as marketing and business initiatives around green business that are important to New Orleans' future economic success. The GreeNOLA Plan and the items listed below can provide guidelines for many of OCEA's future initiatives and a framework for determining a more appropriate size for this offi ce.
RECOMMENDED ACTION
1. Expand responsibilities (See Chapter 12) and identify funding sources for increased staff capacity in the City's environmental aff airs agency.
Who: CAO offi ce
When: First fi ve years
Resources: Federal grants; city budget; program fees
Use this plan and the GreeNOLA Plan to identify the scope of activities that the Offi ce should undertake, and perform cost analysis to determine appropriate budgetary adjustments by the time of the 2010 city budget.
1.B Support and promote exemplary local sustainable practices.
RECOMMENDED ACTIONS
1. Establish a certifi cation award for businesses that illustrate exemplary sustainable practices.
Who:
OCEA; other environmental groups, economic development; business interests
Resources:
When:
First fi ve years
Private funding; philanthropic and corporate sponsorship.
MAYOR DALEY'S GREENWORKS AWARDS
Chicago Mayor Daley's GreenWorks Awards help to promote Chicago as a green city by recognizing businesses, nonprofi ts, schools and government agencies whose buildings, practices, and products or services are environmentally responsible. The GreenWorks Awards are presented annually. Awards are presented in three categories: Green Buildings, Green Practices, and Green Products. Past awardees have included educational institutions, design fi rms, construction companies, retail stores, nonprofi ts, and manufacturing companies. *
Just as restaurants, hair salons, and car repair facilities can carry ratings from local and national third-party reviewers like Zagat, Yelp!, and AAA, New Orleans could implement a sustainability mark of excellence to denote exemplary green practices among businesses and institutions. Recognition could even come with a similar window sticker like a Zagat rating for a restaurant: perhaps a green "G" to denote a business or organization that has been "Rated G for Green."
* http://tinyurl.com/yfc5yf3 . Retrieved March, 2009.
The system should be developed by the OCEA in partnership with other environmental advocates and business and economic development interests. Certifi cation criteria should be jointly developed by the group within 6 months. Criteria should be meaningful from an environmental perspective
(so that not "just anyone" can obtain certifi cation) but also feasible and attainable from the perspective of individual businesses (e.g., not so stringent that no one would apply). Criteria
should be demonstrable, objective and verifi able without undue cost or hassle (e.g., verifying that a business has recycling containers available to patrons by visiting the establishment, etc.). Application certifi cation materials should be available online in a userfriendly format.
LOWER 9TH WARD CLEAN ENERGY HOMES TOURS
Administrative costs of the program could be covered in part by City funding and in part by private grants. Corporate sponsorship as well as philanthropic funding sources should be pursued.
The Alliance for Affordable Energy and the Holy Cross Neighborhood Association facilitated the donation of ten Sharp photovoltaic systems for a local community center and nine homes. These photovoltaic systems have become an ongoing educational tool for the city through a quarterly "Clean Energy Homes Tours" in which visitors can tour the projects and learn about energy-effi cient technologies and solar power.
2. Establish an annual showcase of local best practices in sustainability.
Who:
OCEA; Offi ce of Economic Development; Offi ce of Human Relations; City Council Arts and Culture Committee; Convention and Visitors Bureau, local environmental stewards and leaders.
When: First fi ve years
Resources: Corporate and philanthropic sponsorship
New Orleans is fast becoming a hub of creativity and innovation in sustainable building and design and renewable energy technologies. One way to showcase and celebrate this extraordinary emergence of talent and innovation to the city and to the nation is to host an annual (or biennial) "Green Fest," which could include tours of green buildings and urban farms, special locally-grown menu items in participating restaurants, workshops and lectures on sustainable building practices, and a national green design competition. Participants from around the country and the globe could come to learn about sustainable practices being implemented in New Orleans. A volunteer component could recruit participants to weatherize houses, perform soil and water testing, or otherwise "pitch in" to help make New Orleans green.
Several similar, themes citywide initiatives have been successful and should be seen as precedents:
> The Prospect 1 art biennial is an example of a city-wide, multi-faceted event that drew local and national attention and brought visitors to locations throughout the city to experience art installations and attend events.
> The New Orleans Home and Garden Show featured a "Green Zone" of sustainable products and services for builders, consumers, and homeowners. A similar concept could be adopted as part of the Green Fest.
SOLAR DECATHLON, WASHINGTON, D.C.*
The Solar Decathlon is a biannual event hosted by the US Department of Energy to showcase innovations in solarpowered design. Each year, 20 teams of university and college students come to the National Mall to construct an entire solarpowered house and showcase their design to visitors. In past years the event has drawn thousands of visitors a day to the Mall to view and learn about solar powered homes. *
* http://www.solardecathlon.org/
> Project 30-90 is an environmentally-conscious music festival scheduled for September, 2009 which will have a reduced carbon footprint through strategies like solar and wind power sources, paperless ticketing, and on-site recycling. 1
> The city hosted its fi rst-ever Earth Day festival in April, 2009, sponsored by the Louisiana Bucket Brigade.
> The New Orleans Spring Garden Show in April, 2009 hosted a statewide green fair with more than a dozen green non profi ts and 25 green vendors taking part in Global Green's "Build it Back Green" initiative.
If some or all of these events were coordinated under a single organization or theme, the result could attract visitors from around the region and throughout the U.S.
A number of US cities hold similar events. The City of Miami's "MiaGreen" expo and conference is just one example: www.miagreen.com. Seattle hosts an annual tour of green homes that could also serve as a good precedent; it typically hosts between 5-10,000 participants annually.
Alternatively (or in addition), New Orleans could apply to host the international Greenbuild Conference, an annual conference sponsored by the U.S. Green Building Council that proclaims to be "the world's largest" conference and expo dedicated to green building.2 Greenbuild takes place in a diff erent U.S. city every year.
To get started, an event committee should be formed, including representatives of the OCEA, economic development interests, the Offi ce of Human Relations, the City Council Arts and Culture Committee, the Convention and Visitors' Bureau, and representatives of several prominent citywide environmental initiatives. The committee should identify funding and marketing strategies, including prominent keynote speakers.
3. Support and strengthen the Offi ce of Coastal and Environmental Aff airs' current eff orts to improve effi ciency and sustainability through cooperation with all relevant City departments.
Who: Offi ce of Coastal and Environmental Aff airs; City departments
When: Ongoing
Resources: General Fund, cooperative endeavor
Many City departments address the issues of environment and sustainable practices without inter-departmental cooperation. This method of operations may be viewed as lacking effi ciency, cumbersome, and at times duplicating departmental eff orts. The Master Plan urges cooperation between City departments for common goals including local sustainable practices with the Offi ce of Coastal and Environmental Aff airs being responsible for implementing such matters relating to environment and sustainable practices city-wide.
1.C Develop ecotourism in New Orleans.
Ecotourism is an emerging segment of the tourism industry that New Orleans has not previously targeted, despite the fact that the city is becoming known around the nation and the world for its green rebuilding practices. The web site www.neworleans.com has a useful directory of "Green New Orleans" initiatives that has the beginnings of a promotional piece for tourism. 3
RECOMMENDED ACTIONS
1. Create tourist guides and materials that promote green buildings and ecological tours.
Who:
New Orleans Tourism Marketing Corporation, working group with environmental and
business representatives
When: First fi ve years
Resources: Business Community
1
http://project3090.com/
2 www.greenbuildexpo.org
3 http://visitors.neworleans.com/community/green-new-orleans.html
2. Explore helping to establish a Director of Ecotourism position, possibly within the Convention and Visitor's Bureau (CVB).
Who:
Convention and Visitors Bureau First fi ve years
When:
Resources: Business Community
A working group with representatives of New Orleans Tourism Marketing Corporation, Convention and Visitors Bureau (CVB), OCEA, Business Council, and other business and environmental representatives should develop a shared strategy for marketing ecotourism in New Orleans. First steps could include creating tourist guides and materials that promote green buildings and practices and ecological tours. Ultimately, a position within the CVB such as a Director of Ecotourism could be established.
CLIMATE CHANGE
GOAL 2
Citywide preparation for future climate change and reduced contribution to global warming
2.A Complete a citywide Climate Action Plan.
Numerous US cities have developed and begun to implement climate action plans that outline the city's policies and strategies for reducing greenhouse gas emissions and preparing for the inevitable eff ects of global warming, including actions that city agencies, private institutions and organizations, and individuals will undertake. 4 As discussed above, in New Orleans it will be particularly important for the city to develop a coordinated strategy for mitigating the eff ects of the rise in sea level that is expected to occur over the next 100 years. Because of the city's signifi cant vulnerability to the eff ects of climate change, it important that it also become a global leader in urban sustainability, and adopt strategies to signifi cantly curb its own contributions to global warming.
By signing on to ICLEI's Cities for Climate Protection Campaign in 1999, the City of New Orleans resolved to develop and implement a citywide Climate Action Plan to reduce energy consumption and associated greenhouse gas emissions. ICLEI provided support for the city to conduct a greenhouse gas report in 2009, and can also provide technical assistance in developing an action plan. The GreeNOLA plan, which has already been adopted, can provide a framework for a Climate Action Plan that is specifi c to New Orleans.
4 For examples of other cities' climate action plans, see: http://www.chicagoclimateaction.org/; http://www.sustainable-city.org/; http://www. seattle.gov/climate/; http://www.miamigov.com/MiPlan; http://www.nyc.gov/html/dep/html/news/climate_change_report_05-08.shtml
13.19
CHICAGO CLIMATE ACTION PLAN
The Chicago Climate Action Plan spells out investments the city and state should make—such as transportation infrastructure to reduce auto dependence—as well as actions that individual citizens can take to save money and slow the effects of global warming. A Climate Task Force, established by Mayor Richard Daley, included dozens of experts and a nationally recognized research advisory committee, leading scientists in climate change, business and civic leaders, and a fi nance committee that recommended tools for funding the proposed actions. The Task Force worked to develop goal for greenhouse gas emissions reductions that was "suffi cient to avoid a climate so altered that scientists agree there will be adverse impacts; advantageous for Chicago by improving the quality of life and boosting the economy; and feasible given current technologies and resources." *
* City of Chicago Department of Environment: www.chicagoclimateaction.org. Retrieved March, 2009.
RECOMMENDED ACTION
1. Establish a Climate Change Policy Advisory Group.
Who: Convened by City Council; OCEA
When: First fi ve years
Resources: ICLEI Climate Protection Campaign technical assistance for planning process
In most cities that have completed climate action plans, a task force or committee of experts has coordinated the planning process in collaboration with community members and city leadership (e.g., the mayor, city council, and other city agencies). In Chicago, for instance, the Task Force charged with developing the Chicago Climate Action Plan performed scientifi c and economic analyses of the eff ects of global warming on that city and the relative costs of taking actions to mitigate them. Likewise, the New Orleans City Council and the OCEA should collaborate to convene a citywide Climate Change Policy Advisory Group to direct the process of achieving a New Orleans Climate Action Plan. The Group should be led by OCEA and should include leaders from research institutes, universities, local and national environmental initiatives, and other stakeholders and community members representing a broad range of fi elds and interests. ICLEI can provide technical support in developing the plan. Funding for the planning process is available through private and philanthropic sources.
2.B. Become a designated Department of Energy Clean City.
Clean Cities is a voluntary government/industry partnership program sponsored by the US Department of Energy to assist cities in petroleum consumption (a major source of greenhouse gasses). The program off ers strategic, technical and funding assistance to implement petroleum use reduction strategies. 5 There is interest among several groups in having New Orleans become a certifi ed Clean City. Applying for Clean City designation should be done by a coalition led by OCEA and involving other partner organizations, and could be part of the Climate Action Plan.
RECOMMENDED ACTIONS
1. Offi ce of Coastal and Environmental Aff airs should apply for Clean City status.
Who: Coalition led by OCEA
When: First fi ve years
Resources: Department of Energy Clean Cities program
SUSTAINABLE DEVELOPMENT PATTERNS
GOAL 3
A physical environment characterized by Smart Growth patterns of development
3.A Encourage mixed-use, walkable and "bike-able" neighborhoods.
RECOMMENDED ACTIONS
1. Allow mixed uses in land use and zoning in strategic locations such as around transit nodes.
Who: CPC, City Council
When: First fi ve years
Resources: Staff time
(See Chapter 14—Land Use for more details.)
3.B
2. Encourage infi ll development and preservation of the city's extensive historic neighborhoods.
Who: See Chapter 5 Housing and Neighborhoods
When: First fi ve years
Resources: Staff time
(See Chapter 5—Housing and Neighborhoods, and Chapter 6—Historic Preservation for more details.)
3. Repair sidewalks, street lighting, and provide streetscape enhancements to encourage pedestrian activity.
Who: DPW
When: Medium term
Resources: Staff time
(See Chapter 10—Community Facilities, Services and Infrastructure for more details.)
Encourage the development and use of alternative forms of transportation.
(See Chapter 11—Transportation for more details.)
RECOMMENDED ACTIONS
1. Expand the range of available transportation choices, including a comprehensive network of bike paths and upgraded public transit.
Who: DPW; RTA
When: Medium term
Resources: Federal Funds; grants
ENERGY EFFICIENCY & RENEWABLE ENERGY
GOAL 4
Energy-effi cient buildings, services and everyday practices
4.A Ensure that homes, commercial buildings, and public facilities are "weatherized" and energy-effi cient.
RECOMMENDED ACTIONS
1. Continue to fund, implement, and improve the Energy Smart New Orleans program.
Who: City Council; Entergy New Orleans
When: First fi ve years
Resources: Annual budget of $5 to 7 M supported by change to rate payers
In June, 2008, the New Orleans City Council passed a resolution to adopt the Energy Smart New Orleans Effi ciency Program, which calls for making 2,500 homes and small businesses per year more energy-effi cient, "weatherizing" the homes of 300 low-income and elderly customers a year at no cost to the residents, installing solar-energy systems in 500 homes per year and other energy-effi cient initiatives over 10 to 15 years. In July, 2009, the City Council directed Entergy to begin implementing the Energy Smart program by adding a charge to rate payers' bills. The estimated cost of the program is $54 million, with an annual budget of $5–7 million supported by the charge on rate payers' bills.
13.21
2. Perform an energy effi ciency survey of all public buildings and facilities.
Who: CAO/ Property Management Department
When: Medium term
Resources: Energy management fund
Performing an energy audit of all public facilities could result in signifi cant savings over time, and would help the city target energy effi ciency improvements strategically, where they would produce the greatest return on investment. The fi rst step would be to issue a request for proposals to perform the audit. Funding for the project could come from an energy management fund.
3. Establish an energy management fund to provide capital for energy effi ciency improvements to public facilities.
Who: City Council
When: Medium term
Resources: Philanthropic funding, e.g. Clinton Climate Initiative
The New Orleans City Council Renewable Energy Committee report of July, 2007 recommends establishing a City Energy Management Fund in the form of a revolving low- or no-interest loan fund to provide capital funding for public facility improvements specifi cally for effi ciency and renewable. The Fund would allow the city to improve energy infrastructure, reduce ongoing energy and maintenance costs, and use the cost savings to replenish the fund for further improvements and cost saving projects. Implementation of the fund would require an executive order of the City Council.
GOAL 5
Expanded renewable energy technology development, production and use
5.A Provide support and resources to start-up companies in renewable energy technologies.
RECOMMENDED ACTIONS
1. Continue to support the Solar America Cities Program to accelerate the adoption of solar technologies.
Who: OCEA
When: First fi ve years
Resources: Solar America Cities Program resources for expansion of solar energy
Because of being named a Solar America City, the City received a two-year grant from the Department of Energy to complete a citywide plan for the expansion of solar technology and its adoption by the New Orleans marketplace. The program will fund workforce training and policy development initiatives as well as public education and outreach.
2. Provide for the unique spatial and infrastructure needs of high-tech industries in land use and zoning.
Who:
When: First fi ve years
Resources:
3. Provide tax and other incentives to start-up companies in renewable energy technologies.
Who:
When: Medium term
Resources:
See also: Chapter 9—Sustaining and Expanding New Orleans' Economic Base.
5.B Promote and facilitate small-scale production of renewable energy on individual properties.
A RECOMMENDED ACTIONS
1. Reduce zoning and other legal barriers to small-scale renewable energy production.
Who: CPC Department of Safety and Permits
When: First fi ve years
Resources:
CZO rewrite
Zoning and permitting should explicitly allow energy production equipment such as solar panels, windmills, etc. on private property, and should clearly describe the scale and design features allowed to ensure that these features are compatible with the existing character of the built environment.
2. Support and promote community purchasing initiatives to reduce the cost of purchasing and adopting renewable energy technologies.
Who: OCEA; private and nonprofi t partners
When: First fi ve years
Resources:
Staff time; grants
OCEA should facilitate partnerships between neighborhood organizations and private/ nonprofi t independent providers of community purchasing agreements (such as One Block off the Grid, which currently provides community purchasing in New Orleans) to provide low-cost purchasing and installation of renewable energy technologies to individual households. (For more information on community purchasing and organizations that currently provide these services, see Volume 3, pages 13.5–13.6.)
3. Promote the use of solar- and wind-generated energy as resilient to fl ooding and disasters.
Who: OCEA; Offi ce of Emergency Preparedness; neighborhood-based emergency preparedness
initiatives
When: First fi ve years
Resources: Staff time; grants
OCEA should partner with existing disaster preparedness organizations, such as the Offi ce of Emergency Preparedness and other neighborhood-based initiatives, to provide information and resources on renewable energy sources for emergency preparedness.
4. Provide residents and businesses with accessible, user-friendly information about renewable energy.
Who: OCEA
When: First fi ve years
Resources: Private and nonprofi t partners
With increased funding and capacity for the OCEA (see Strategy 1.A, above), the offi ce can continue to build its web site and provide user-friendly, easy-to-access public information on renewable energy adoption. The Alliance for Aff ordable Energy and other local partners can help to provide this information.
5. Establish a Power Purchase Agreement and feed-in tariff s between small power producers and Entergy.
Who: City Council; Entergy
When: Medium term
Resources: Staff time
Power Purchasing Agreements allow property owners to sell back surplus energy produced on their property to the utility company. In other words, if a homeowner has a source of
13.23
energy such as a solar panel that produces more energy than the house uses, the remaining energy is sold back to Entergy at a predetermined rate. The option for property owners to off set the cost of investing in energy producing equipment such as solar panels by profi ting from the sale of surplus energy provides an added incentive to owners to invest in renewable energy. Feed-in tariff s establish a standard pricing regime and simplifi ed eligibility and contracting for renewable energy electricity generation. To establish these standards in New Orleans, the City needs to negotiate these terms with Entergy.
5.C Expand the use of renewable energy sources by public utilities.
RECOMMENDED ACTIONS
1. Promote Entergy's Geaux Green program.
Who: OCEA
When: First fi ve years
Resources: Entergy
Geaux Green provides Entergy customers with the option of purchasing their energy from renewable sources for an additional fee. (As of July, 2009, the fee was as low as $2.25 per month). The OCEA and other City agencies can promote this program to increase awareness of and participation in it.
2. Adopt renewable energy standards for all city facilities.
Who:
OCEA; CAO; Property Management Department
Resources:
When:
First fi ve years
ICLEI Climate Protection Campaign technical assistance for planning process
The 2009 greenhouse gas report for New Orleans indicates that City facilities and activities are responsible for 4 percent of the city's total greenhouse gas emissions. A campaign to reduce the emissions of City facilities by using energy from renewable sources would help off set the city's overall emissions, and would also send the important message to residents and outsiders that the City is committed to becoming more sustainable and to setting an example. This commitment can be part of eff orts to complete and implement a Climate Action Plan (see Strategy 2.A, above). It is possible that the City could negotiate a lower cost for purchasing renewably sourced energy from Entergy.
3. Advocate for the adoption of a renewable portfolio standard for the State of Louisiana.
Green roofs have been installed by many municipalities to reduce stormwater runoff and cooling costs.
Who: Louisiana State Representatives
When: First fi ve years
Resources: Legislation has already been drafted
A renewable portfolio standard (RPS) requires that a certain percentage of a utility's power come from renewable sources by a given date. Currently, 27 states have voted to implement RPSs. In January, 2009, the Louisiana Public Service Commission voted to open a study on the feasibility of an RPS for the State of Louisiana which, if passed, will require that utilities
purchase a portion of their power from renewable sources such as wind, solar and biomass. The City and its representatives in the State legislature should advocate for the passage of a RPS for Louisiana to ensure the future health and sustainability of the city, region, and state.
(See also: Chapter 10—Community Facilities, Services and Infrastructure.)
GREEN BUILDING
GOAL 6
A built environment that illustrates best practices in sustainable building and design
6.A Establish voluntary and mandatory green building standards.
The New Orleans City Council passed an ordinance in 2007 mandating the establishment of voluntary green building standards. Several US cities have so-called "green building codes" that encourage and incentivize sustainable building features and practices, and range from climatespecifi c suggestions and recommendations to mandatory standards. For instance, in 2000, the City of Seattle became the fi rst U.S. city to formally adopt a Sustainable Building Policy, off ering grants to building projects that commit to LEED certifi cation. The City of Chicago adopted the Chicago Standard in 2004, which outlines recommendations for climate-specifi c green building strategies based on the LEED rating system. Compliance with the Chicago Standard is incentivized by a 30-day fast-track permitting process for projects that comply.
San Francisco recently adopted one of the nation's most aggressive green building codes which requires all new construction and renovations of large commercial spaces to meet a set of energy and water conservation standards. Chicago is also in the process of revising its building code to make some of the Chicago Standard recommendations mandatory. Portland (OR) has proposed a High Performance Green Building Policy which would amend the building code for all construction in Portland to include incentive-based green building standards. An economic analysis of the proposed policy found that it would add about 100 jobs a year to the city.
RECOMMENDED ACTIONS
1. Establish a Green Building Task Force to propose amendments to the building code.
Who: City Council; OCEA; private and nonprofi t green building experts
When: First fi ve years
Resources: Staff time
The City can take steps to implement the 2007 ordinance (which mandated the establishment of voluntary green building standards) by forming a Green Building Task Force to review the current building code, study precedents from other cities, and develop climate-specifi c recommendations for New Orleans and possible incentives for achieving them. The Task Force could be jointly sponsored by the OCEA and members of City Council. Its membership should capitalize on the signifi cant expertise in green building that exists in the private and nonprofi t sectors throughout New Orleans. The Task Force should complete its recommendations within one year.
2. Amend the building code to include mandatory green building standards.
Who: Green building Task Force
When: Medium term
Resources: Existing local and national environmental organizations; philanthropic funding
Once a voluntary green building code is established (as described above), the Green Building Task Force should work towards the longer-term goal of making some of the
code's recommendations mandatory. Input from developers, contractors, and other building professionals will be essential to creating recommendations that are both aggressive in advancing the City's sustainability goals and also feasible for the private sector to achieve.
6.B Require all municipal facilities to adopt sustainable building practices.
Several cities and states that have instituted voluntary or mandatory green building standards have set the highest mandatory standards for public and municipal buildings. In Chicago, all cityowned municipal buildings are required to comply with the Chicago Standard (see 6.A, above). Washington was the fi rst US state to mandate that all new government buildings meet LEED silver standards. Florida, Indiana, Maryland, New Jersey, Oklahoma and South Dakota have all since followed suit and enacted laws requiring that new state buildings meet LEED standards. Adopting high "green" standards for municipal buildings in New Orleans will not only set an example for the rest of the city, but could also result in signifi cant savings in energy costs over time.
RECOMMENDED ACTIONS
1. Coordinate municipal facility construction projects and negotiate cost effi cient purchases of energy effi cient materials and equipment by purchasing them in large quantities.
2. By city ordinance, require all municipal facilities to adhere to an established standard of sustainable building practice.
Who: CAO; Property Management Department
When: First fi ve years
Resources: Staff time
Who: City Council; Green Building Task Force
When: Medium term
Resources: Green Building Task Force
Municipal facilities should adopt the recommendations of the green building task force (see 6.A. above) as standard practice for all construction projects. A new ordinance would be required by City Council to make these standards mandatory.
3. Study options for "greening" City Hall.
Who: Mayor's offi ce; CAO/Property Management Department
When: Medium term
Resources: Consult with other city managers who have implemented green municipal buildings
At the time of this writing, the fate of New Orleans' City Hall is in question. A recent proposal to purchase another building to relocate City Hall to was voted down by the City Council in July, 2009 in part because opponents felt there was not enough time for suffi cient public input into the decision. However, the current City Hall remains in poor condition due to years of deferred maintenance coupled with damages sustained due to Hurricane Katrina.
To signal the City's commitment to environmental quality and sustainability, the City should explore options for renovating City Hall according to contemporary sustainable building technologies and practices. To begin, the City should issue an RFP to study the feasibility of various renovation strategies, including renovation or development of a diff erent building. However, reuse of the existing structure should be strongly considered for its symbolic value and to illustrate the City's commitment to effi cient reuse.
> Green roofs. Green roofs are planted rooftops that absorb storm water and heat, making a building more environmentally friendly and reducing long-term cooling costs. Many municipalities are installing green roofs on their public buildings, Chicago being the most well-known example. Buildings managed by Parks and Parkways might be good initial
candidates for retrofi tting with green roofs, and may qualify for grants and other assistance to plan and begin implementing a roof greening program.
> Coordinate municipal facility construction projects and negotiate cost-effi cient purchases of energyeffi cient materials and equipment by purchasing them in large quantities. Enhanced coordination of construction and renovation projects across all departments could increase cost savings, particularly in purchasing special materials or equipment (such as solar panels). An asset management system such as that proposed in Volume 2, Chapter 16—Structures for Implementation and Stewardship of the Plan of this plan would ensure coordination among all city projects. The Offi ce of Coastal and Environmental Aff airs can assist the city in making bulk purchases of green building materials.
URBAN AGRICULTURE, GARDENING, AND OPEN SPACE
GOAL 7
Ample opportunities for all residents to participate in and benefi t from urban agriculture and community gardening
7.A Support and promote urban agriculture and community gardening on public and private property.
RECOMMENDED ACTIONS
1. Remove zoning and regulatory barriers to community gardens.
2. Encourage food growing on public and private property that is compatible with the character of the surrounding neighborhood, from the backyard garden to the entrepreneurial farm, through partnerships with private and nonprofi t partners.
3. Perform an inventory of possible gardening sites and determine their suitability for gardening (e.g. perform soil contamination tests).
Who: CPC
When: First fi ve years
Resources: Staff time; Food Policy Advisory Committee
Who:
Parks and Parkways; various private and nonprofi t partners; Food Policy Advisory Committee
When: First fi ve years
Resources: Grants
Who: OCEA; Parks and Parkways; NORA
When: First fi ve years
Resources: Partner with Parkway Partners and neighborhood
associations to assist with identifying potential sites
Parkway partners and neighborhood associations can assist in identifying potential sites for gardens. NORA can assist in making available suitable vacant sites that are publicly-owned (see below).
4. Make blighted and adjudicated property available as garden sites through renewable leases to nonprofi t organizations and
A longtime slogan of the global conservation movement is "Reduce, reuse, recycle." The strategies in this section refl ect this three-pronged strategy for sustainable growth.
VOLUME
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CHAPTER
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ENVIRONMENTAL QUALITY
public or private institutions including neighborhood groups, school districts, civic and gardening organizations, and faith communities.
Who: NORA
When: First fi ve years
Resources: Parks and Parkways; various private and nonprofi t partners
The City will make one-year renewable leases and fi ve-year renewable leases of appropriate garden sites available to individuals and organizations at a minimal charge. Unlike the community gardens in many cities, New Orleans' community gardens are often located on private property. Parkway Partners provides technical assistance to community gardeners, but it does not secure the sites. The City can foster community gardening by providing sites from the NORA inventory of vacant lots or other city-owned land, registering the gardens, providing access to water, and assisting in creating an organizational structure with accountability to community gardeners, to the surrounding neighborhood and to the city. Small dues payments—such as $5 or $10 a year per plot—can help community gardens pay for small improvements over the year. Community gardens in areas with soils contaminated with lead and other toxins should be assisted in bringing in topsoil or building raised planting beds.
5. Explore community orchards as an interim use for vacant land.
Who: Health Department, OCEA; S&WB; NORA
When: First fi ve years
Resources: Community land trusts; LSU AgCenter
Planting of fruit trees by neighborhood groups can be one way to help manage vacant land on an interim basis. The neighborhood community land trusts proposed in Volume 2, Chapter 5— Neighborhoods and Housing would be excellent vehicles to plant orchards as part of a stewardship program for vacant land. The caveat about contaminated soils applies for this use as well.
6. Provide incentives such as city assistance in debris removal or reduced water fees to encourage reuse of vacant properties for urban agriculture.
7. Establish schoolyard greening programs.
Who: Health Department, OCEA; S&WB; NORA
When: First fi ve years
Resources: Community land trusts; LSU AgCenter
Who: OCEA; Park and Parkways; New Orleans Schools
When: First fi ve years
Resources: Philanthropic funding
Programs to bring green space, trees and plantings, food production, and environmental education to school yards have been established in many cities. Particularly where older urban schools are surrounded by asphalt and concrete, these initiatives improve the environment and create opportunities for education. Detailed information on the design, funding, maintenance, sustainability, and educational programs in a successful city schoolyard program can be found at www.schoolyards.org.
8. Explore the establishment of a conditional use permit for sales of food grown site at a community garden or urban farm.
Who: CPC
When: First fi ve years
Resources: Staff time
CHICAGO COMPOSTING ORDINANCE
In June 2007, the Chicago City Council passed an ordinance regulating small-scale compost operations, such as those founding residential backyards. Small-scale compost operations, as defi ned by the ordinance, are exempt from Chicago Department of Environment permit requirements. The ordinance limits the allowable size and contents of composting operations and requires that these compost operations are well-managed.*
*http://tinyurl.com/yfgx3a7
9. Remove zoning and regulatory barriers to farmers markets and farm stands.
When: First Five Years
Who: CPC
Resources: Staff time
10. Explore additional funding opportunities for farmer's markets and community gardening/urban agriculture.
First Five Years
Who: CPC, Food Policy Advisory Committee
When:
Resources: Staff time
GOAL 8
Enhancement of the environmental value of urban green spaces
The parks and open space system represents one of the most important arenas for showing municipal leadership in exemplifying and promoting sustainable and energy-effi cient management practices, reducing greenhouse gases, absorbing storm water, and eliminating toxic materials. Parks and trees are the lungs of the city, bringing myriad benefi ts, from improving air quality to reducing the urban "heat island" eff ect exacerbated by refl ective, hard surfaces.
8.A Promote restoration of native plants in natural areas and public rights of way that are not suitable for pedestrian or recreation access.
RECOMMENDED ACTIONS
1. Continue or initiate restoration, elimination of exotic plants and planting of natives, and nature education programs in natural areas.
Who: Mayor's Offi ce of Coastal and Environmental Aff airs; LSU Ag Center; Non profi ts
When: First fi ve years
Resources: Staff time; Grants
An example of these natural areas include Bayou Sauvage National Wildlife Refuge, Louisiana Nature Center and Wilderness Park. Protected natural areas and nature parks put city dwellers in touch with the native landscape of their region. Nature education programs and eff orts to restore native vegetation to these areas will enhance native habitat.
2. Establish native plantings in public road, rail, drainage and utility corridors that are not suitable for pedestrian and recreation access.
Parks & Parkways
Who:
When: Medium term
Resources: Staff time
Because public rights-of-way and infrastructure corridors are linear connectors that are not suitable for pedestrian access, they are ideal places to reintroduce native plants. Once established, they also require less maintenance than lawns and shrubs because they are better adapted to local conditions. Birds and insects adapted to these areas will soon rediscover them and, if there is suffi cient connectivity, the replanted public road, rail, drainage and utility corridors will provide habitat for wildlife movements.
8.B Incorporate the concept of the tree canopy as habitat in the city's urban forestry program. A continuous tree canopy is habitat for birds and other small animals.
RECOMMENDED ACTIONS
1. Raise public awareness of tree canopy as habitat in the city's urban forestry program through publications and education programs.
8.C Introduce sustainable methods in park maintenance and operations, including alternatives to herbicides and pesticides, use of recycled and recyclable materials, use of solar panels for lighting and similar green management and building strategies.
Who: Parks & Parkways
When: Medium term
Resources: Staff time
RECOMMENDED ACTIONS
PLASTIC BAG BANS
Plastic bags account for more than 10 percent of the debris washed up on the US coastline* and have been shown to have devastating environmental effects on habitats and wildlife and to cause chemical contamination of food streams and waterways. In March 2007, San Francisco became the fi rst US city to ban common plastic shopping bags at supermarkets and large pharmacies. At least 30 villages and towns in Alaska have followed suit. Boston, Austin, Portland and Phoenix, and others are considering similar bans. The Canadian town of Leaf Rapids may levy fi nes of as much as 1,000 Canadian dollars for disobeying a ban on plastic shopping bags. China, Rwanda and Bangladesh have also prohibited free plastic bags. German stores that offer plastic bags have to pay a recycling fee. In 2003, Ireland instituted a 22-cent levy on every plastic shopping bag (raised to 32 cents in 2007),** which reduced the bags' use by 90 percent.***
1. Use alternatives to pesticides and herbicides, recycled and recyclable materials, solar panels, artifi cial turf for intensively used athletic fi elds, natural lighting and ventilation when possible.
* National Marine Debris Monitoring Program
** Gorn, David. "San Francisco Plastic Bag Ban Interests Other Cities." National Public Radio. March 27, 2008.
*** BBC News August 20, 2002.
Who: Parks & Parkways and any successor organization
When: Medium term
Resources: Staff education and training; new materials; seek grants
Parks are among the city's long-term assets. Increasingly, cities are pursuing more sustainable ways of managing all their assets and parks should are no exception. By focusing sustainable management in the park system, the city will also provide an educational example to private property owners of how to manage their landscapes. The city should include green and sustainable features among the design objectives of new recreation and park structures. Over time, park managers should institute sustainable and non-toxic practices in the following areas:
> Water use and irrigation. Irrigation should be installed so that water use can be monitored for effi ciency. Although the city currently receives water free from the Sewerage and Water Board, water conservation remains important because of the cost of treating water. Consideration should also be given to systems that can recycle storm water and gray water for irrigation. Conserving potable water for drinking purposes is a prudent practice.
> Natural turf. Turf varieties should be chosen that require lesser amounts of fertilization, irrigation and mowing.
> Use of artifi cial turf for intensively used athletic fi elds. Artifi cial turf cuts down wear and tear on natural areas and allows for more effi cient use of fi elds. This means that fewer fi elds can be used for more games because fi elds do not have to be rested frequently between uses.
> Use of natural alternatives to herbicides and pesticides. Integrated pest management and natural alternatives should be preferred.
SOLID WASTE
GOAL 9
Reuse of materials, facilities and structures wherever possible
9.A Consider renovating and reusing existing public facilities or other available buildings before constructing new buildings wherever possible.
RECOMMENDED ACTIONS
1. Establish and utilize standard procedures for performing cost-benefi t analysis of adaptive reuse options when acquiring new facilities.
Who: CAO/Property Management; other city agencies
When: First fi ve years
Resources: Staff time
When City departments are presented with an opportunity to acquire new facilities, it should be standard procedure to perform a cost-benefi t analysis of reuse options. To this end, the CAO's Property Management Department should establish standard procedures for undertaking such a cost-benefi t analysis in a way that is streamlined, transparent, and effi cient. This analysis should weigh costs and benefi ts of reuse and new construction on the basis of multiple "bottom lines," including not only in fi nancial considerations, but also environmental impact, historic preservation goals, and the overall eff ect on neighborhoods. Environmental impacts of construction and renovation could include the greenhouse gas eff ects of demolition and construction as well as considerations of demolition waste. The OCEA and its partners in sustainability initiatives should be consulted in analyzing these factors. Additionally, adaptive reuse of existing under utilized or vacant facilities located in neighborhoods could further historic preservation objectives (see Chapter 6) and could also have a catalytic impact on neighborhood revitalization (see Chapter 5). Public input via the Neighborhood Participation Program (see Chapter 15) should be considered to determine the eff ect of any proposed public project on a neighborhood.
To streamline the decision-making process, a database of existing municipal properties and their specifi cations should be established and regularly maintained. Chapter 8 of this plan, which discusses Health and Human Services, also recommends creation of a database of properties—both public and private—that are suitable as facilities for health and human service providers. These initiatives should be combined to produce one database to suit both purposes.
9.B Promote and facilitate adaptive reuse of under utilized buildings.
RECOMMENDED ACTION
1. Provide for adaptive reuse possibilities in land use and zoning.
Who: CPC
When: First fi ve years
Resources: CZO rewrite
(See Chapter 14—Land Use.)
See also: Chapter 6—Historic Preservation.
9.C Facilitate deconstruction as an alternative to demolition, and promote reuse of salvaged building materials wherever possible.
RECOMMENDED ACTION
1. Coordinate with demolition processes to provide for deconstruction wherever feasible for buildings slated for demolition.
Who: Code Enforcement; NORA; Independent deconstruction services
When: First fi ve years
Resources: Existing deconstruction services
Deconstruction is an alternative to demolition that salvages building components for reuse in other buildings. The OCEA and city agencies involved in code enforcement and demolitions (e.g., Code Enforcement, NORA) should coordinate with deconstruction initiatives to salvage materials for reuse whenever possible.
See also: Chapter 10—Community Facilities, Services and Infrastructure.
GOAL 10
Resource conservation and waste reduction in everyday practices
10.A Encourage recycling and composting in homes, businesses and institutions.
RECOMMENDED ACTIONS
1. Fully restore city recycling facilities.
Who:
New Orleans City Council Sanitation and Environmental Enforcement Committee
When: First fi ve years
Resources: General Fund
A lack of citywide recycling service in New Orleans perpetuates an image of the city as "behind the times" and indicates incomplete recovery from Hurricane Katrina at the municipal level in the eyes of both residents and visitors, who have come to expect recycling as a basic service available in all contemporary cities. Several independent companies now provide residential curb side recycling service throughout the city and could be contracted with to provide comprehensive service for residences as well as institutions and businesses. To begin, the City Council Sanitation and Environmental Enforcement Committee should study the estimated cost of implementing a citywide recycling program. Funding for restored recycling facilities could come in part from savings due to reducing trash pickup service to once weekly instead of twice (see Chapter 10—Community Facilities, Services and Infrastructure).
2. Require all municipal facilities to provide recycling.
Who: CAO; Property Management
When: First fi ve years
Resources: Establish an energy management fund
As a matter of both precedent-setting and good practice, all municipally-owned facilities should provide recycling containers in offi ces and public places. An energy management fund (see above) could provide funding for implementing this.
3 Provide recycling receptacles in public places.
Who: Department of Sanitation
When: First fi ve years
Resources: Capital Funds
In addition to municipal facilities, the city should provide recycling canisters alongside trash receptacles in public places, including heavily-traffi cked sidewalks, parks, transit stops, etc.
4. Allow limited composting on residential properties.
Who: Department of Sanitation
When: First fi ve years
Resources: CZO
Many U.S. cities have adopted composting ordinances that allow and regulate small-scale compost operations to reduce solid waste and encourage sustainable practices at the household level. 6 This is a cost-eff ective means of reducing solid waste that must be picked up and transported to a landfi ll, and also encourages gardening because of the good soil it produces.
5. Develop a composting facility and provide city-wide composting service, including curb side pickup.
Who: Department of Sanitation
When: Medium term
Resources: Start up grants; fees
Many cities also off er curb-side pickup of compost able waste. The City of San Francisco, which off ers curb side compost pickup, recently passed a mandatory composting law as part of its plan to eliminate landfi ll waste by 2020, making it punishable by law to put compost able waste in trash containers instead of compost bins. Many cities that provide curb side compost pickup profi t from the sale of soil produced by composting operations, or use the soil in city parks operations. New Orleans could begin by off ering curb side pickup of compost able yard waste (e.g., grass clippings and woody plants) to be used as mulch by Parks and Parkways.
10.B Promote sustainable practices in municipal operations.
RECOMMENDED ACTIONS
1. Implement a green procurement policy.
Who: OCEA; CAO; City Purchasing
When: First fi ve years
Resources: Staff time
OCEA is currently working with the CAO and City Purchasing to develop a policy memorandum for environmentally friendly procurement which will suggest that, when possible and feasible, City departments and agencies buy items such as recycled paper and plastics, remanufactured antifreeze and toner cartridges, and energy effi cient offi ce machines. Guidance is available from the State and other municipalities who are purchasing recycled and energy effi cient products. 7
2. Off er rewards to City employees who commute by walking, biking, or public transit.
Who:
CAO
When: First fi ve years
Resources: General fund
The City of New Orleans Carbon Footprint Report (2009) reports that more than 41 percent of the city's greenhouse gas emission come from motor vehicles and transportation. 8 Subsidized transit fares could be used as an incentive for transit use. Secure bicycle parking and showers make bicycle commuting more convenient.
6 See for instance: http://tinyurl.com/lm2ver; http://www.sfrecycling.com/residential/composting.php?t=r;
7 For more information, see: http://cityofno.com/portal.aspx?portal=47&tabid=8.
8 For more information, see Volume 3, pages 13.2–13.3. Companies around the world offer employees a bonus or other incentive for leaving their cars behind when they commute to work. Some programs subsidize public transit passes, others offer cash bonuses, reimbursements for the cost of a bike, or gift cards from local retailers. The City should offer similar incentives to its employees, including bus pass subsidies or a "green commuter" bonus.
3. Replace the city's vehicle fl eet with hybrid and/or fuel-effi cient vehicles.
Who: CAO
When: Medium term
Resources: General fund
Fuel effi cient vehicles could save as much as $1,500 per vehicle per year, and help reduce the city's total greenhouse gas emissions. 9
10.C Ban or tax the use of plastic shopping bags in stores.
RECOMMENDED ACTION
1. Convene a task force of environmental experts and businesses to build support for a ban or tax on plastic shopping bags.
Who: OCEA; New Orleans City Council
When: First fi ve years
Resources: Staff time
A plastic shopping bag ban or tax would require City Council to pass an Ordinance. The OCEA should convene a task force with support from the Mayor's Offi ce and City Council to build support for this ordinance and study feasible methods of implementing it. The task force should include business and environmental leaders, and should include a public education campaign on the costs and benefi ts of the legislation. Proposed legislation should be completed within eight months.
10.D Promote responsible waste management and reduction that minimizes impacts on the environment.
RECOMMENDED ACTION
1. Create a long-term, strategic plan to address waste management and reduction in the city.
Who: Led by the Department of Sanitation in coordination with OCEA
When: First fi ve years
Resources: Staff time
This eff ort should be led by the Department of Sanitation in coordination with the Offi ce of Coastal and Environmental Aff airs.
10.E Increase public awareness of energy effi ciency and sustainable practices.
RECOMMENDED ACTIONS
1. Continue to improve the OCEA web site to provide public information on sustainable living.
Who: OCEA
When: First fi ve years
Resources: Staff time
OCEA can continue to improve its web site to provide comprehensive information on strategies to reduce waste, improve energy effi ciency, and reduce greenhouse gas emissions in everyday living. Ample information on sustainable living strategies is available from local and national environmental initiatives. Information should be compiled and made available in an easy-touse, searchable format.
9 Dollar amount is in 2009 USD. For more information, see: www.fueleconomy.gov or www.greencar.com.
2. Partner with other public agencies and community organizations to provide educational information and outreach on sustainable living.
Who: OCEA; various environmental and community organizations
When: Medium term
Resources: Staff time
As described above (see Volume 3, Chapter 8), numerous environmental initiatives are already operating in New Orleans. With increased funding and capacity, the OCEA could develop an educational arm that partners with other institutions to provide or help to sponsor educational information on sustainable practices in everyday life. Educational initiatives could include strategies for home energy effi ciency, sustainable and cost-eff ective business practices; home gardening and composting workshops, and many others, and could be delivered through libraries, schools, places of worship, neighborhood organizations, and other community institutions.
ENVIRONMENTAL HEALTH
GOAL 11
Soil, water and air free from toxic contamination
11.A Prevent illegal disposal of hazardous waste.
RECOMMENDED ACTIONS
1. Provide proper disposal services for hazardous waste items, including residential curb side pick-up.
Who: OCEA; Health Department; Department of Sanitation
When: First fi ve years
Resources: (See Chapter 10-Community Facilities, Services, and Infrastructure)
See also: Volume 2, Chapter 10—Community Facilities, Services and Infrastructure.
2. Provide adequate code enforcement of environmental health hazard protections.
Who: Health Department
When: First fi ve years
Resources: (See Chapter 5-Neighborhoods and housing)
See also: Volume 2, Chapter 5—Housing and Neighborhoods for more discussion on code enforcement.
3. Provide public education about the causes and eff ects of environmental contamination.
Who: OCEA; Health Department; Department of Sanitation
When: First fi ve years
Resources:
U.S. EPA
See Volume 2, Chapter 5—Housing and Neighborhoods for more discussion on code enforcement.
11.B Identify, remediate and redevelop contaminated sites and buildings.
RECOMMENDED ACTIONS
1. Provide public education about environmental contaminants and available resources for remediation.
Who: OCEA; Health Department
When: First fi ve years
Resources: Use City web site as an information platform
13.35
The City's web site can be expanded to contain user-friendly, easily-accessible information about environmental contamination and the resources available to residents and property owners to remediate contaminated sites and prevent poisoning. This information should be made available through either the Health Department or the OCEA, and linked to both home pages for easy reference.
2. Create and maintain a database of environmental hazards and conditions.
Who: OCEA; Health Department
When: First fi ve years
Resources: US EPA; university partners
Several tests have been performed on soil samples in New Orleans both before and since Hurricane Katrina (see Volume 2, above). The OCEA should maintain a database combining all such test results, preferably geocoded and mapped, for use in identifying areas in need of environmental remediation. A thorough study of previously tested locations as well as collaboration with those who performed the testing should be required before future test sites are chosen. Results should be readily accessible to the public via the city web site and other avenues. University environmental research centers—such as the Tulane/Xavier Center for Bioenvironmental Research, Tulane Environmental Health Sciences program, and the LSU Agricultural Center may be able to provide technical assistance.
3. Identify and apply for federal, state, and local funding sources to remediate brownfi elds and other contaminated sites.
Who: OCEA; Health Department; Department of Sanitation
When: First fi ve years
Resources: U.S. Economic Development Administration and EPA grants; private funding
The U.S. Economic Development Administration off ers incentives for market-driven brownfi elds reuse through its strategic grant investments, which provide a range of support from feasibility studies, planning and technical assistance to infrastructure construction. 10
4. Provide increased funding and support to lead remediation initiatives for homes, schools, gardens, and parks and recreation facilities.
Who: OCEA; Health Department; Lead Poisoning Prevention Program
When: First fi ve years
Resources: Technical assistance; Tulane/Xavier Center for Bioenvironmental research; funding
assistance; Operation Paydirt; public and philanthropic funding.
The most common sources of lead poisoning in children include lead-based paint in homes and schools and contamination of soil in schoolyards. As urban agriculture and gardening become increasingly popular, contamination of residential and other properties that house gardens also becomes a serious concern. These potential sources of lead poisoning should be the highest priority in future lead remediation eff orts. The OCEA and Health Department can partner with existing public health organizations, Operation Paydirt, and others providing lead remediation strategies. The Tulane/Xavier Center for Bioenvironmental Research has lead research initiatives on lead contamination in New Orleans for many years, and may be able to provide data and/or technical assistance.
5. Explore neighborhood-based projects to remove toxins from contaminated vacant land using plantings.
Who: OCEA; Health Department
When: First fi ve years
Resources: Partnerships with universities
While lots remain vacant, neighborhood groups can work with universities and others to learn how certain plants can clean the soil of lead and other contaminants (a process known as phytoremediation").
6. Regularly monitor closed landfi lls to ensure that they are not causing pollution or hazards.
Who:
OCEA
When: First fi ve years
Resources: Staff time
7. Continue strict environmental monitoring of the Gentilly landfi ll.
8. Provide free or reduced-cost soils testing to individual property owners and residents.
Who: OCEA
When: First fi ve years
Resources: Staff time
Who: OCEA; Health Department
When: First fi ve years
Resources: Partner with existing resources that have capacity to preform soils testing
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Biblical Stewardship Principles--Early Childhood Version
Christian Stewardship is the free and joyous activity of the children of God and God's family, the church, in taking care of all the things God gives us, including life itself, in the way that God wants us to. We take care of and use all things for what God wants us to do.
I. God's Stewards and Everything They Have Belong to God
What does this mean:
God made us. He formed our bodies before we were born. After we were born, God made us part of His family. He did this when we were baptized in His name, the name of the Father, the Son, and the Holy Spirit. This means we belong to God and everything we have belongs to God.
What does God's Word say about this?
Genesis 1:1 In the beginning God created the heavens and the earth.
Genesis 1:27 So God created man in His own image, in the image of God He created him; male and female He created them.
Isaiah 43:1 [God says,] "Fear not, for I have redeemed you; I have [called] you by name; you are Mine."
2 Corinthians 5:16-17 If anyone is in Christ, he is a new creation; the old has gone, the new has come! (Paraphrased: God made us new when He made us His children in Baptism. The sinful person is gone; the new person who loves and obeys God has come.)
Ephesians 2:8-10
For it is by grace you have been saved, through faith--and this not from yourselves, it is the gift of God--not by works, so that no one can boast. For we are God's workmanship, created in Christ Jesus to do good works, which God prepared in advance for us to do. (Paraphrased: God, in His great love, saved us all by Himself. We did not do anything to save ourselves. It is God's gift to us. God made us so that we could do good things for Him. He even got these good things ready for us to do before we were born.)
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we
* Know it is God who made us stewards by creating us and then making us His own children through Baptism;
* Treat Christian stewards (all God's children) with respect because they belong to God; and
* Tell God's children (stewards) that they are God's new creation each day.
* Always name God as the One who has given us the gifts of time, money, and talents to use for Him(talents are gifts God gives each of us like singing, leading, listening, being friends, helping, telling about Jesus);
* Always talk about stewardship to include everything--life, money, time, and talents--to use for the Lord; and never limit it to just money or any other single area of life (talents or time).
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Tell God's people when they give of their time, talent, and treasures that giving is a way to get something--especially heaven--from God.
II. God's Stewards Manage Everything God Gives Them; They Do Not Own Anything
What does this mean?
God has given life to His stewards (people who take care of things for God). He has given them everything they need to live and enjoy life. He has given them the ability to take care of (manage) these things for Him with responsibility and joy.
What does God's Word say about this?
Genesis 2:15 The LORD God took the man and put him in the Garden of Eden to work it and take care of it. (This was the work God had planned for Adam to do.)
Psalm 24:1 The earth is the Lord's, and everything in it, the world, and all who live in it.
1 Chronicles 29:14 "But who am I, and who are my people, that we should be able to give as generously as this? Everything comes from you, and we have given You only what comes from Your hand." (David and God's people told God they knew everything they had was His. They were just giving back to God what already belonged to Him.)
2 Corinthians 8:5 (Paraphrased:) Poor people from Macedonia gave themselves to God and then gave money to help others. They were glad to do so because they knew it was what God wanted them to do.
Luke 12:48b (Paraphrased:) If you have been given a lot, God will demand a lot from you; if God has trusted you with much more, He will ask you for much more.
1 Timothy 6:17-19 (Paraphrased:) Tell those who are rich now not to be proud and boast about their money or to hope in it, because they may not have it always. Tell them instead to hope in God, who gives us everything we need to enjoy. Tell those who are rich to do good, and do good things, to give to others and be willing to share. Help them know the most important treasure is the good news of Jesus Christ, who gives us a new life in Him both now and in heaven.
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirit's help,
we will:
* Take care of our life and everything God gives us so we can use them for what God wants us to do with them;
* Know that God will help us take care of and use what He gives us;
* Want to live and give cheerfully for God when we work, when we play, when we worship; we always want to give our best from all we have;
* Always remember that God is the Owner and that He has given us things to take care of for Him; and
* Receive and use God's gifts with thanksgiving.
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Talk as if we own what God has given us;
* Forget that God is the Owner because we start to believe that the things we have or the work we do or the people in our lives are more important than God; or
* Fail to remember that if God has given us great big blessings, He also gives us great big responsibility. He wants us to take care of what He gives us and use those things for His plans and purposes.
III. God's Stewards Are Holy Before God, Yet They Still Sin
What does this mean?
God's people (His stewards) are joyful because God has made them saints. Saints are people who are holy in God's eyes because Jesus took their sins to the cross when He died. God's Holy Spirit helps God's stewards to live the way God wants them to, to do good and help others. At the same time God's stewards know that they do bad things and they must fight against sin and the evil sin brings each day.
What does God's Word say about this?
Ephesians 4:22-24 (Paraphrased:) You were taught to stop doing the things you did before you knew Jesus, to let Jesus make you new, to be right and holy before God.
Romans 7:21-25 (Paraphrased:) There is a law (rule) at work in my life: I want to do good, but evil is right there with me. Way inside of me, I find joy in God's law. But sin and evil are also inside of me, trying to make me sin and do evil. It's like being a prisoner. It makes me very miserable. Who will rescue me from all this? Thanks be to God-Jesus Christ has rescued me. He is my Lord. I am a slave to God's law because He made me His own; but the sinner in me is also a slave to the law of sin.
1 John 3:1-2 How great is the love the Father has lavished [poured] on us, that we should be called children of God! And that is what we are! The reason the world does not know us is that it did not know [God]. Dear friends, now we are children of God, and [God has not let us know yet what we will be]. But we know that when [Jesus] appears, we shall be like Him, for we shall see Him as He is.
1 Peter 2:9-10
But you are a chosen people, a royal priesthood, a holy nation, a people belonging to God, that you may [tell about and sing] the praises of [God] who called you out of darkness into His wonderful light. Once you were not a people, but now you are the people of God; once you had not received [God's great love], but now you have received [God's great love].
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will:
* Know that great good or great evil can happen because of how we take care of and use what God has given us;
* Look carefully at everything we say. We want God's Law to be just God's Law: it tells us how to live; it tells us what God knows is right or wrong; it tells us when we sin; it helps us not to sin; but it cannot save us and get us to heaven;
God's Good News is the Gospel: it tells about the great love Jesus has for us-that He died on the cross to forgive all the bad things we do; it tells us that because God loves us and sent Jesus, we will go to heaven. It tells us that God's Holy Spirit helps us live as God's loved children and we can't do it on our own. We also have to know that God's people are holy in God's eyes at the same time they still sin against God and need His love and forgiveness; and
* Look for ways to grow in our faith: listen to Bible stories and about how God wants us to live; attend church and Sunday school, pray, talk about God with and to others; in these ways, God will help us grow in knowing about Him and grow in our love for Him.
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Listen to anything that gets us mixed up or confused about how much God loves us and how He wants us to use and take care of what He has given us;
* Think that all Christians know God and know about Him as much as everyone else does; or
* Talk in any way to others that makes them do or say something God doesn't want them to do or say; but help them know they can always act in love for God and for others.
IV. We Each Live As an Only Child But Always Together in the Middle of God's Big Family
What does this mean?
God gives each person special gifts and blessings to use for Him; each person's gifts and blessings are different from everyone else's. But God helps us live together with other Christians. He helps us use our gifts and blessings for each other and for the whole world. We do this out of love for God.
What does God's Word say about this?
Romans 12:4-5
(Paraphrased:) God made our bodies with eyes, ears, hands, feet, mouths, and noses. Each part of the body does something special. All parts of the body belong together and work together. God made each member of His family with special gifts. He gives each of them special jobs to do. The people in God's family belong to each other and need each other. They work together for God.
1 Corinthians 12:12-13
(Paraphrased:) We have one body, even though there are lots of parts to it. And though there are lots of parts, it is still only one body. It is the same way with Jesus. All Christians--people who believe in Jesus--were baptized by one Spirit. That means we are all one family, all one in Jesus.
1 Peter 4:10 Each one should use whatever gift he has received to serve others, [in many ways helping people know God's great love].
2 Corinthians 8:13-14
(Paraphrased:) God wants us to know that when someone is in trouble, we should help; if someone does not have food or clothes or money, and we do, we should give to help; sometime we may need help in the same way and God will want others to help us.
Galatians 6:10
(Paraphrased:) When we see a need or are able to, let us do good to all people, especially to those who belong to the family of believers.
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirits help, we will:
* Know that God has made each one of us special and has given each of us special gifts and blessings; God gives us the privilege of using those gifts and
blessings to honor and praise Him and bless others;
* Know that each person's gifts and blessings are different from everyone else's; and that God helps us use those gifts and blessings in a way that only we can do; and yet
* Know that we are all members of God's family and that we are to use our gifts and work together with others in God's family for His kingdom;
* Help each other to know what gifts and blessings we have; help each other care for and use the gifts God has given to us;
* Rejoice in the gifts God has given to others for the good of the Kingdom; and
* Remember that God showers blessings upon those who manage them wisely and well for the common good.
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Say or think or act as if our gift is more important than another person's gift; we cannot ignore or put down the gifts God has given to others; or
* Think that we do not need each other and each other's gifts as we work together in God's Kingdom.
V. God's Stewards Are in the World, But Not of the World
What does this mean?
God's people live in the world. But people in the world live and act as if they do not know God and His love for them. God's Holy Spirit changes us, as God's people, by the power of the Good News of Jesus. God's power changes us to live lives that make God happy and show people in the world that God loves us.
What does God's Word say about this?
Romans 12:2 (Paraphrased:) Do not live in the same way people who do not know
Jesus live; the Holy Spirit has changed us to live as Jesus lived.
Living as God wants us to will not get us into heaven, but it makes
God happy. It also shows other people that God lives in us and that we have given ourselves to Him.
(Paraphrased:) [Jesus prayed:] "Dear Father, do not take My friends out of the world, but protect them from the evil one. They are not of the world, even as I am not of it. Make them holy by the truth of Your Word. Help them live to please You. As You sent Me into the world, I have sent them into the world."
John 17:15-18
Genesis 12:1-3
12:1 [God said] to Abram, "Leave your country, your people and your father's household and go to the land I will show you. I will make you into a great nation and I will bless you; I will make your name great, and you will be a blessing. I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you." (God meant that Jesus would someday be born into Abram's family and through Jesus' death on the cross, all people would be blessed.)
John 16:33 [Jesus told His friends:] "I have told you these things, so that in Me you may have peace. In this world you will have trouble. But take heart! I have overcome the world." (Jesus is stronger than the world, the devil, and even death.)
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will:
* Know that the Good News of Jesus changes us. We live in the world, but do not live like people in the world. We live to please God. But we want people in the world to know how much God loves us--that He sent Jesus, His only Son, to die
on the cross for our sins. We ask God to protect us from the temptations of the world;
* Know that whatever we say and do will tell other people how much God loves us and how much we love God;
* Encourage each other to live as God wants us to; to talk and act in ways that show God's love; to know that when we hurt each other or don't show God's love, God, in Jesus, forgives us and helps us the next time; and
* Pray that God will make each person strong to live as God wants us to. In that way, others will see God's love for us and for them.
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Show love and act in love to only people at church or in our Sunday school or day school classes;
* Forget to ask God to help us use our gifts to tell others how much God loves them;
* Forget that we live in but we do not live like people of the world.
VI. God's Stewards Are Loved and Loving
What does this mean?
God's stewards know that God loves them. Because God loves us and sent Jesus for us, we take care of and use the gifts God gives. This gives us power to love others with acts of Christ-like love.
What does God's Word say about this?
1 John 4:19 We love because [God] first loved us.
1 John 3: 16-18
(Paraphrased:) This is how we know what love is: Jesus Christ died for us. And we should have so much love for each other that we should be willing to die for someone else. If we have food or clothes and see someone who needs those things and we don't help, then we must ask if God's love is really in us. Dear children, let us not love with words or in talking, but with actions and in truth.
John 13:34-35
[Jesus said,] "A new command I give you: Love one another. As I have loved you, so you must love one another. By this [all people] will know that you are My disciples, if you love one another."
2 Corinthians 5:14-15 (Paraphrased:) Jesus loves us so much that He died on the
cross for us. That means that our sinful nature (that part of us that wants to sin and does sin) died on the cross too. Now we can live for Jesus, and not just to please ourselves.
Galatians 5:6b
The only thing that counts is faith [showing] itself through love. (This means God lives in our hearts and helps us love other people. Then others will know how much God is love.)
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will:
* Know that whatever we do, when we do it in faith in Jesus, we are taking care of and using the gifts God has given us;
* Take care of each other and show love to each other as members of God's family as we make choices to show Christ-like love in many ways; and
* Look for ways to show God's love in us; to show and tell God's Good News about Jesus to others; live a life of love that shows God lives in us.
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Live for ourselves, but in love for God, live for Him and for each other;
* Ignore or make fun of anyone's gift of love in word or deed; we will know that each person shows God's love in the way he or she best knows how;
* Forget to pray for one another and to love each other as Christ loves us.
VII. God's Stewards Do Good for Others as the Lord Does Good for Them
What does this mean?
God's stewards know that Jesus loves them. They know that Jesus helps them do good things for others, that Jesus helps them serve one another in love no matter where they are or what they are doing.
What does God's Word say about this?
Philippians 2:5-8
(Paraphrased:) Act like Jesus, think like Jesus, speak like Jesus. Jesus is God and He still became a Baby in Bethlehem. He grew up to serve people, to do good, to help them, to give them food, to heal them, and finally, to even die on the cross for them.
Matthew 20:26b-28 (Paraphrased:) If you want to be great, you must serve one another; if you want to be first, you must work for nothing for others. Jesus came to serve others, not to have others serve Him. He even gave His life to death on the cross for many people.
John 13:3-5; 14-15, 17
(Paraphrased:) Jesus knew that God the Father had given Him power over everything. Jesus knew that He came from God and was going back to God. [Jesus wanted to show His friends what it meant to serve others,] so He got up from the meal, took off His outer clothing, and wrapped a towel around His waist. After that, He poured water into a basin and began to wash His disciples' feet, drying them with the towel that was wrapped around Him. [Jesus said to His disciples,] "Now that I, your Lord and Teacher, have washed your feet, you also should wash one another's feet. I have set you an example that you should do as I have done for you. ... Now that you know these things, you will be blessed if you do them."
Galatians 5:13 Serve one another in love.
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will:
* Know that when we serve people at home, at school and church, in our
neighborhoods, we are living as God's children and being Christian stewards;
* Know that Jesus came to serve others; He lets us serve too and gives us the gifts and blessings we need to do just that; and
* Be a servant to all other people no matter who they are.
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Stop serving others just to do what we want;
* Stop loving each other and telling each other to be God's servants in all that we do;
* Stop telling each other to do acts of kindness and love, and use the abilities, gifts, money, and time God has given us.
VIII. God's Stewards Live Knowing that We Live on Earth Now and Will Live Someday Forever in Heaven
What does this mean?
We are God's stewards (we take care of and use what God gives us for His plans and purposes). We live and know that God is planning a place in heaven for us. But we also know that we live here on earth and that God rules over us.
What does God's Word say about this?
Matthew 6:19-21
(Paraphrased:) Jesus said, "Do not save all kinds of toys and treasures on earth. Those things get broken. They rust or someone steals them. Instead, set your heart on heaven. In heaven, there are no moths. Rust cannot destroy treasures in heaven. Thieves cannot break in and steal treasures in heaven. For where your treasure is, there your heart will be also."
1 Timothy 6:17-19 (Paraphrased:) Tell those who are rich now not to be proud and boast about their money or to hope in it, because they may not have it always. Tell them instead to hope in God, who gives us everything we need to enjoy. Tell those who are rich to do good things, to give to others and be willing to share. Help them know that the most important treasure is the good news of Jesus Christ, who gives us a new life in Him both now and in heaven.
Philippians 3:12-14; 20
(Paraphrased:) Paul writes: "God has not given me everything yet. I do not know Jesus as I really want to; I have not been made perfect and won't be until I get to heaven. I have not gotten to heaven yet. But I keep working at what Jesus wants me to do. I know that Jesus has already done everything for me. I have not taken hold of it yet. But I forget what is past--my sins and my troubles. I keep working toward what is ahead. I force myself to go on toward the goal to win the prize that God has for me in heaven. God keeps calling me toward heaven in Jesus. But our real home is heaven. And we eagerly await a Savior from there, the Lord Jesus Christ."
2 Peter 3:11-12a
(Paraphrased:) Since everything on this earth will be destroyed, what kind of people should you be? You should live holy and godly lives as you look forward to the last day when God will take us to heaven.
Revelation 14:13 Then I heard a voice from heaven say, "Write: Blessed are the dead who die in the Lord from now on." "Yes," says the Spirit, "they will rest from their [work], for their deeds will
follow [with] them."
How is this done?
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will:
* Know that everything we decide to do or not do can have importance for when we live with God forever in heaven;
* Plan what we do and say, thinking about God's plans and purpose for us. God has plans for us here on earth and when we go to heaven to live with Him forever; and
* Rejoice because what we do now as God's children for God can make a difference in heaven.
As children of God through faith in Jesus Christ, and with the Holy Spirit's help, we will not:
* Live only here on earth and forget that we need to tell others about heaven; or
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9
9
Isn't That Interesting?
Problem solving is the cornerstone of school mathematics. Without the ability to solve problems, the usefulness and power of mathematical ideas, knowledge, and skills are severely limited…. Unless students can solve problems, the facts, concepts, and procedures they know are of little use. The goal of school mathematics should be for all students to become increasingly able and willing to engage with and solve problems.
—National Council of Teachers of Mathematics Principles and Standards for School Mathematics
Speed Bump © 1997 Dave Coverly. All rights reserved. Reprinted with permission of Dave Coverly in conjunction with the Cartoonist Group
P rinciples and Standards for School Mathematics (NCTM 2000) urges, "Students should have frequent opportunities to formulate, grapple with, and solve complex problems that require a significant amount of effort and should then be encouraged to reflect on their thinking" (p. 52). The Standards document goes on to say, "Mathematics teaching in the lower grades should encourage students' strategies and build on them as ways of developing moregeneral ideas and systematic approaches" (p. 76). In short, the Standards expect children
to solve complex problems in ways that make sense to them by crafting personal solutions to problems. However, when young children solve problems using their own individualized styles of sense making, their solutions may not make sense to others. This situation can create awkward classroom moments that are mathematically challenging and emotionally uncomfortable for both teachers and students.
Encouraging Emotionally Neutral Language
Rephrasing student comments
A comment that I often use during mathematics lessons is "Isn't that interesting?" I have found that my frequent use of this positive comment leads many of the children in my multiage classroom to use it, as well, as they examine, explore, solve, and discuss mathematics problems. It also has the added benefit of replacing children's use of the nonhelpful comment "I don't get it."
In addition, I frequently rephrase a comment made by a child to put a more positive spin on what the child has said. For example, when Antonio commented in chapter 3, "This is hard," I did not ask, "Why is it hard?" but rather, "Why is it challenging?" I have found that children like to overcome a challenge but avoid things that are "hard." Another example from chapter 3 took place when Nicholas said, "This is hard," to which I replied, "I agree, the most interesting problems are sometimes the most difficult to solve, but when you solve them, it makes you feel very good inside because you know that what you have done was special."
Using "Agree-Disagree" versus "Right-Wrong"
When discussing one another's solutions to problems, I expect children to use the terms agree or disagree rather than right or wrong. As the discussions in chapters 3 and 4 show, children become comfortable using the agreement terminology and on occasion even use both terms simultaneously to agree with one part of a solution and disagree with another. I have found that the terms right and wrong are somewhat emotionally loaded, especially the latter, which seems to shift the focus of the discussion away from the solution process and toward the person who was sharing his or her solution. The comment "You're wrong" seems to carry the message that the person is wrong, not what they have said or done. In contrast, the words agree and disagree seem to be more emotionally neutral terms. When children say, "I disagree," the resulting discussion focuses more on what the children disagree with (in this instance, the solution to the problem). In addition, the words right and wrong seem somewhat inappropriate in a problem-solving classroom because the process for solving the problem may be correct even though the answer may be wrong. In classrooms in which children use the words right and wrong, discussions tend to focus on—
* mistakes children make rather than the things they have done correctly, and
* the answer to the problem rather than the solution process.
Finally, using the phrase "I agree because ..." or "I disagree because ..." forces children to think more deeply about the claims they make. When children—
are involved in discussions in which they justify solutions—especially in the face of disagreement—[they] will gain better mathematical understanding as they work to convince their peers about differing points of view…. It is important that students understand that the focus is not on who is right or wrong but rather on whether an answer makes sense and can be justified. (NCTM 2000, pp. 60, 198)
Responding to Perplexing Situations
Elementary school teachers often face a difficult dilemma when asked by a child to comment on a drawing the child has made. Such a situation may not seem like much of a problem to most adults, but teachers of young children realize that commenting on a child's drawing is not a simple matter—especially if you cannot tell what the child has drawn. Not wanting to embarrass the child, or themselves, by making a comment such as, "What is it?" teachers use a more respectful response, for example, "Tell me about your drawing."
A similar difficulty arises in mathematics classrooms in which a problem-solving approach is used for mathematics instruction. In this type of classroom, situations often arise that children and teachers find perplexing or confusing. Such outcomes are in sharp contrast with those of classrooms that use a traditional drill-and-practice approach in which the procedures for completing routine exercises are clear and unambiguous—at least to the teacher.
But when children solve problems in ways that make sense to them—rather than practice procedures they have been shown by their teacher—things can become messy both mathematically and socially. When situations like these occur, children and even teachers have a tendency to make such comments as "I don't get it!" However, I have found that a better response to this type of situation is to say, "Isn't that interesting?" The following examples demonstrate that mathematical problems can be challenging for both children and teachers, and at the same time, children's responses to these problems can be very interesting in some unexpected ways.
Young Children's Thought Processes
The Pencil Problem
Like many teachers, I have a tendency to assume that children understand the meanings of commonly used words that find their way into mathematics lessons. One such word is the term each. Most young children seem to understand the meaning of this word as it applies to situations in which each person in a group gets something, such as a cookie. However, I was surprised by some of the
FAMILY CIRCUS ©1992. BIL KEANE INC. All rights reserved.
Used with permission of King Features Syndicate.
responses when I presented the pencil problem in its original wording to the first and second graders.
Original wording of the pencil problem
Melissa has 2 pencils in each hand. How many pencils does she have in all?
Several children said the answer was 2 pencils, and at first I wanted to say, "That's not correct, perhaps you should try the problem again—only this time read the problem more carefully and think about the answer more thoughtfully." Instead I said to the children, "Isn't that interesting? Tell me how you solved the problem."
The children's solution process typically involved modeling the problem for me, since it was apparent to them that more than a verbal explanation would be needed to correct my lack of understanding. These children would lay two pencils on their desk, and then they would pick up one pencil in each hand and say, "See, Mr. B., two pencils—in each hand. Just like it says in the problem." At first I had a hard time understanding what the children were trying to say, since I knew that the answer to the problem should be four pencils. After several attempts to explain to these children that "two pencils in each hand" meant two pencils in both hands, I realized that my explanations were not going to change their minds. Therefore, I did something that some teachers might find strange—I simply ended the discussion by saying, "This is a really interesting problem, and let's all think about it some more and come back to it at a later time."
In classrooms in which accountability and high-stakes testing drive the curriculum, teachers have a tendency to look for a quick fix to correct children's misconceptions. However, I have found that giving children time to ponder a mathematical problem and discuss the problem with others gives them the opportunity to correct their misconceptions on their own and is often more effective than my attempts to teach them the correct answer. Since this advice is also true for adults, later that day I continued to think about the children's responses to the pencil problem and decided to discuss the matter with a colleague. She suggested rewording the problem as follows:
Revised wording of the pencil problem
Melissa has 1 pencil in each hand. How many pencils does she have in all?
The next day I gathered all the first and second graders and presented them with the reworded version of the problem. When the children finished solving the problem, I asked them to share how they had solved it, and requested that the other children ask questions about each solution or tell why they agreed or disagreed with the answer. Some of the children who had experienced difficulty the previous day immediately became aware of the dilemma raised by this new version of the problem and were able to self-correct their misconception.
Other children refused to let go of their misconceptions and solved the problem by tossing one pencil back and forth between their hands or breaking the pencil in half so that they could hold "one" pencil in each hand. However, by the end of the children's discussion, they all agreed that the answer for this problem was two pencils. Although all the children said they agreed with the answer, I knew that some children would need to solve other problems containing the term each before they would correct all their misconceptions about this word.
Time for processing information
I have gradually learned that some children are not always ready to acquire certain concepts on the day I decide to present them. This lesson has been very hard to learn because the traditional teacher inside me wants to ensure that every child understands everything, every day. But the reality is that some children need more time than others to digest all the information that teachers ask them to learn, or they may need more experiences to help finetune working definitions of words and the concepts they represent.
Howard Gardener has noted that children form "primitive beliefs" about most things in their world at an early age (Gardner 1993). Those beliefs are highly resistant to change and are modified very slowly over time as children construct new understandings based on experiences that broaden and deepen their knowledge base. Gardner has found that although children can be trained to give the correct answers to questions that teachers commonly ask in mathematics and science classrooms (e.g., What are your chances of winning the lottery? or What causes the seasons of the year?), children frequently continue to hold onto their primitive beliefs well into adulthood even though they are aware that their beliefs are in direct conflict with the correct answers they have been taught in school.
The Circus Problem
Confusion over the word each arose on another occasion, when the first graders were asked to solve this problem:
Jennifer, her twin brothers, and her parents went to the circus. How much did it cost for the whole family to go to the circus?
Several first graders said the answer to this problem was $5. At first I thought the children had simply added the numbers on the sign in the problem, but in fact when I questioned them about their answer, they had arrived at their solution in a way that I found to be interesting. A typical explanation was "The tickets for the kids (meaning all the children—not each child) is $2, and the tickets for the adults (again meaning all the adults—not each adult) is $3. So $2 + $3 is $5." Although most of the children in the class realized that the amounts shown on the
sign were charged for each child and each adult, several young children in the classroom— having never been to a circus—were unaware of the usual pricing convention and actually believed that the prices reflected an admissions policy that allowed all children in a family to enter the circus for $2 and all adults in the family for $3.
Unlike in the pencil problem, however, this time I was able to easily clarify the children's mistake. I have found that when children misinterpret information because of confusion over a social convention, as in the circus-tickets example, they respond favorably to direct instruction and more readily accept a teacher's explanation. But when the confusion arises from a misunderstanding of a mathematical idea or concept, as in the pencil problem, children are less willing to abandon their misconceptions. Instead of simply accepting the advice of others, children appear to need to construct this kind of conceptual understanding for themselves.
Our Unresolved Mathematical Dilemmas
The following problems were very challenging for both the children and me because they resulted in dilemmas that as a mathematical community we were unable to resolve to everyone's satisfaction.
The Paper-Ghosts Problem
The following problem generated a very interesting discussion in our classroom:
Brandi made some paper ghosts for a Halloween party. It took her 2 1/2 minutes to make each ghost. How many ghosts did she make in 1 hour?
Two of the third graders each solved the problem in a different manner, as shown in figure 9.1. Both solutions seem to make sense mathematically, and yet each solution produces a different answer. Darlene's solution yields an answer of twenty-four ghosts, whereas Austin's solution yields an answer of twenty-five ghosts.
When these two third graders presented their solution methods to the rest of the class, the resulting discussion did not go as I had anticipated. Instead of focusing on the mathematical validity of each solution, the children engaged in a heated debate concerning the number of answers that are possible for particular types of problems.
All the children in the class were familiar with open-ended problems that can have more than one correct answer, for example, "If I have some coins in my pocket that total $0.25, what coins could I have in my pocket?" The children also realized that some problems, such as the paper-ghosts problem under discussion, should have only one mathematically correct answer. However, because they could not determine which solution for this problem was in error, they decided that a third category of problems existed and offered this hypothesis: perhaps the paper-ghosts problem was a "very, very, very special problem that even though it should have only one answer, somehow it has two answers." They thought that they had made a "great
discovery" and that we should let the "president and the guys who do mathematics" know about this new kind of problem.
At the conclusion of the children's discussion, all eyes in the room were on me; clearly, they expected me to confirm or refute their hypothesis about the "new kind" of problem. I was fairly certain that the correct answer was twenty-four ghosts. However, I had no explanation for why Austin's answer of twenty-five ghosts was in error. So I said to the class, "Isn't this interesting? I think the answer is probably twenty-four ghosts, but Austin's solution seems to make sense. This is a problem we all need to take some time and really think about."
Although I continue to think about this problem, it has stretched my mathematical understanding to the limit, and I must admit I am still unsure why Austin's solution is not correct. If anyone can offer an explanation that both young children and I can understand, I would appreciate your help.
The Father-Son Age Problem
Unlike the previous problem, which presented a mathematical dilemma, the following problem resulted in a conclusion that was not only interesting but somewhat humorous:
When Jacob was 5 years old, his father was 29 years old. How old will Jacob be when his father is 3 times his age?
A typical student solution for this problem is shown in figure 9.2a. However, one child, Eli, noted a pattern that the other children had not seen and decided to continue the list (fig. 9.2b). Eli reasoned that because at one point in time Jacob's father was five times as old as Jacob, and later he was four times as old as Jacob, and still later he was three times as old as Jacob, then if that pattern holds, the time should come when Jacob is one times as old as his father—that is, they would be the same age. The children found this supposition to be very interesting, and I found it to be quite amusing.
Later I commented to a colleague that the age problem raised all kinds of interesting questions, for instance, "If Jacob's father is five times as old as Jacob today, isn't he five times as old as Jacob tomorrow?" and if this is not true (which the solution to the problem seems to indicate), then "Is Jacob's father aging slower than Jacob, or is Jacob aging faster than his father?" My colleague jokingly responded, "Perhaps this is what people mean when they say that as you get older, you slow down." To which I replied, "Or perhaps it is what people mean when they say that children are growing up faster."
The Egg-Carton Problem
A common manipulative in our classroom is egg cartons, which the children use for
Fig. 9.2b. Eli's unusual solution to the father-son age problem
counting, sorting activities, and games, and as aides in solving problems. Some of the egg cartons have been cut into sections with two, four, six, eight, or ten cups. One day while using the egg cartons, a child commented to a classmate, "I just don't get it. You got this small egg
carton (fig. 9.3a) and this other egg carton (fig. 9.3b). But the small one is, like, one-fourth smaller than the other one (fig. 9.4), and the big one is, like, one-third bigger than this one (fig. 9-5). It's like they should be the same (one-third or one-fourth), but they're not,". The other child replied, "I don't get it, either, but it's kind of interesting. Maybe we should think about it."
As I listened to these two girls discuss their dilemma, several questions entered my mind:
* How could I help them gain a deeper understanding of the fractional concepts represented in this situation?
* Should I let them attempt to resolve the situation on their own, or should I intervene?
* If I do intervene, should I use a direct instructional approach or should I attempt to guide them using leading questions?
* If I do not intervene, should I have the girls present the problem to the rest of the children in the class to see whether the other students can offer any insights into the situation?
All these and other questions confront a teacher on a daily basis when children solve problems instead of completing drill-and-practice worksheets. These questions are not easy to answer, because the answer often depends on the age and mathematical abilities of children as well as the nature and difficulty level of the problems.
Challenges to the Teacher of Problem Solving
Principles and Standards for School Mathematics (NCTM 2000) states, "By allowing time for thinking, believing that young students can solve problems, listening carefully to their explanations, and structuring an environment that values the work that students do, teachers promote problem solving and help students make their strategies explicit" (p.119). During the activities described in this chapter, I allowed time for thinking; I believed in my students and their abilities as budding mathematicians; I listened attentively to their explanations; I created a learning environment in which children took risks and shared their original thinking; and I helped children make their strategies explicit. However, in doing all the things recommended by the NCTM Standards, I also created situations that challenged my abilities and exposed my weaknesses as a teacher of mathematics. I discovered that exploring mathematical problems with children can be a messy and unpredictable process that can at times make teachers feel uncomfortable and unsure of how to proceed.
Teachers of problem solving need to have a deep understanding of mathematical ideas and concepts and a thorough working knowledge of the children in the classroom—children's interpretations of the meanings of words, their misconceptions about mathematical concepts, and the kinds of problems that challenge them without being too complex or overwhelming. The whole experience of using a problem-solving approach to teaching mathematics is very interesting indeed. | <urn:uuid:874d94d5-ccd9-42db-ae41-fe5b1b687645> | CC-MAIN-2014-42 | http://www.nctm.org/handlers/aptifyattachmenthandler.ashx?AttachmentID=sHK1Sfa036w%3D | 2014-11-01T05:26:23Z | crawl-data/CC-MAIN-2014-42/segments/1414637904367.36/warc/CC-MAIN-20141030025824-00034-ip-10-16-133-185.ec2.internal.warc.gz | 583,173,379 | 4,235 | eng_Latn | eng_Latn | 0.99881 | eng_Latn | 0.999175 | [
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Contents
Walking through the woods, your feet scuff through fallen leaves and crunch on twigs and acorns. Brown thrashers search for insects among the dead leaves. Your eyes pick out the fuchsia hue of Hearts-a-Bursting fruits ahead and the pale yellow of paw paw leaves. Overhead a squirrel rustles through the oak trees. Life in the forest lives in layers.
"The forest is to me the sweetest college...Wisdom doth here in all its branches grow..."
—edward, Second Baron Thurlow
By Sylvan Kaufman, Ecologist
Our first thought of a forest is usually of tall trees, such as oaks, pines, hickories, beech, and tulip trees. These majestic trees form the canopy over our heads, a lacy pattern of branches with crowns that barely meet. They form the bulk of the forest, with their massive trunks and limbs and millions of leaves. Even belowground, their roots spread under the soil surface to form a living web.
The middle layer of the forest, though, is around eye level and is inhabited by more delicate-looking tree saplings and full-grown dogwoods and shadbush. We probably notice more detail at this level—the shapes of leaves, texture of bark, colors of fruits, kinds of birds, brilliant flashes of butterflies and damselflies.
On the ground and just below lie more mysterious creatures and processes. Fungi lend bright spots of color. Pillbugs and millipedes cruise just under the fallen leaves. Ants and worms churn the soil. Seeds germinate. Lichens turn rock to dust.
(continued on page 5)
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Adkins Arboretum is operated by the not-for-profit Adkins Arboretum, Ltd. under a 50-year lease from the Maryland Department of Natural Resources.
Adkins Arboretum, a 400-acre native garden and preserve, fosters the adoption of land stewardship practices for a healthier and more beautiful world.
Native Seed is published by Adkins Arboretum three times a year.
12610 Eveland Road P.O. Box 100 Ridgely, MD 21660 410-634-2847 410-634-2878 (fax)
email@example.com www.adkinsarboretum.org
Hours
10 a.m. to 4 p.m. daily except Thanksgiving and Christmas
Admission
$3 for adults $1 for students ages 6–18 free to children 5 and under. Admission is free for members.
Board of Trustees
Officers
Dr. Peter Stifel, President
Ms. Alicia Siegrist, Vice President
Ms. Margaret Worrall, Secretary
Mr. Greg Williams,
Treasurer
Members
Mr. Lawrence Blount
Ms. Sydney Doehler
Ms. Lynn Jarrell
Ms. Kelly Phipps
Ms. Nancy Jane Reed
Mr. Luther Tucker
Ms. Judy Van Dyke
Mr. Joe Weems
Ms. Leslie Westbrook
Trustee Emeritus
Ms. Kathleen Carmean
Staff
Ellie Altman, Executive Director
Julie Barnett,
Advancement Assistant
Lisa Daffin,
Intern
Cathy Eiden,
Administrative Assistant
Joanne Healey,
Nursery Manager
Jenny Houghton, Children's Program Coordinator
Robert Jenner, Maintenance Technician
Susan Mervine, Bookkeeper
Kate Rattie, Director of Advancement and Planning
Ginna Tiernan, Adult Program Coordinator
Sue Wyndham,
Land Stewardship
Coordinator
Allison Yates, Seasonal Groundskeeper
Jodie Littleton, Newsletter Editor Joanne Shipley, Graphic Designer Photos by Ann Rohlfing Illustrations by Barbara Bryan www.
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An opportunity to make it right.
An opportunity to set the record straight. An opportunity to test the standards and raise the bar. An opportunity to be a model. An opportunity ready to unfold right now!
Dear Members and Friends:
In January, the Arboretum Board of Trustees adopted a new strategic plan that recognizes the far-reaching impact of the Arboretum's programs and services throughout the region. This new plan signals a critical expansion of the Arboretum's role and encompasses a broader definition of land stewardship and sustainability. It envisions the Arboretum as a catalyst and model for best land practices beyond the single focus of native plant conservation.
One strategy is already underway to help the Arboretum achieve this broader mission. With the creation of the Native Garden Gateway, the Arboretum entrance and parking area are about to be transformed.
Today the visitor's first view of the Arboretum is a sea of asphalt, a one-acre impervious parking lot that actually violates the lessons the Arboretum teaches. Large concrete pipes under the blacktop are attached to catchment basins that convey every ounce of grit and grime from the parking lot into the upper reaches of the Tuckahoe River. Thirty years ago when the Arboretum proudly opened its doors to the public, this parking lot represented best landscape practices, with the goals of preventing standing water and rapidly moving water off the land and directly into a ditch, stream, river, or bay.
Soon, however, the asphalt lot will be a relic of the past. In May, the Arboretum was chosen as a pilot project for new international guidelines for sustainable landscaping practices, the Sustainable Sites Initiative (SITES ™). The proposed redesign of the entrance and parking lot—the Native Garden Gateway—will demonstrate best practices based on a rating system that sets benchmarks for increasing tree canopy, reducing stormwater runoff, planting native plants, controlling invasive plants, using recycled materials, and minimizing impervious surfaces and the use of chemicals.
Launched in 2005, SITES is a partnership with the American Society of Landscape Architects, the Lady Bird Johnson Wildflower Center at the University of Texas at Austin, and the United States Botanic Garden to provide "green" design standards for landscaping. While standards have been established for "green building" by the U.S. Green Building Council through its Leadership in Energy, Environment and Design (LEED), SITES is the first effort to achieve a comparable program for landscaping.
The Arboretum competed with hundreds of sites from around the world. The 150 selected projects are located in 34 states along with Canada, Iceland, and Spain. While restoring the Arboretum's grounds, participation in SITES will provide the Arboretum recognition as a regional model for sustainable land management practices.
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New entrance to Adkins Arboretum
The Native Garden Gateway will reduce impervious surfaces and allow stormwater runoff to be filtered by soil and vegetation and absorbed into the ground. The overarching concept of the plan is to transform the existing vehicular approach to the Arboretum into a low impact pedestrian approach that is lushly planted to showcase the ornamental value of the region's native plants, as well as native plants that provide wildlife the benefit of food and cover. Where the asphalt parking lot now stands, a native meadow will be established, and parking will be accommodated in a series of small pervious pods along a circular drive shaded by native trees. The existing underground drainage system will be removed, and runoff from the parking areas and roadway will be directed to and absorbed by vegetated swales.
These changes are part of the Arboretum's Campaign to Build a Green Legacy, its first capital campaign. We are grateful to the more than 300 Arboretum members and friends who have provided the funds to support the Campaign for which the Native Garden Gateway is the first phase. Once the Native Garden Gateway is completed, construction will begin on the renovation and expansion of the Arboretum Visitor's Center.
I look forward to sharing our progress toward completing these exciting new "green" facilities. Thank you for your continued support and interest.
My best,
Ellie Altman, Executive Director
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The Arboretum welcomes and gratefully acknowledges its new members.
Ms. Ann Marie Anderson
Mr. Don Andrews and Ms. Mary Kay Noren Mrs. Leslie Baldwin Mr. Barrie Barnett Ms. Carole Ann Barth Ms. Paula Beatty Mr. Hugh Beebe and Ms. Carin Starr Ms. Margaret Bennett Mr. and Mrs. George Beston Mr. Charles Bethel Mr. and Mrs. David Biehler Mr. and Mrs. Paul A. Bilenki Mrs. Timothy Blake Mr. and Ms. George Borowsky Mr. Michael W. Bowers Ms. Maggie Briggs Mrs. Jessie Browne Ms. Melissa Bryant Mr. James Buckley III Mr. Thomas Bulat Mr. Alan W. Byerly Mr. Peter Byrnes Ms. Meredith Callahan Mr. Burton L. Carlson and Ms. Andrea P. Wood Dr. Agnes Case Ms. Sequoia Chupek Mr. Andrew Clarke Ms. Joanne Cooke Mr. and Mrs. James Cooney Ms. Suzanne Copping Mr. and Mrs. Warren Cox Ms. Alene Crenson Mr. John J. Cvach Mr. Dennis J. Dabrowka Ms. Mary Davis Mr. John Davis Mr. Thomas Davis Mr. Richard Dempster Mr. Eric J. Derro Rev. and Mrs. John J. Desaulniers Ms. Lucia Di Rado Ms. Patrice DiQuinzio Mr. Earle Eagan Ms. Denise L. Elliott Mr. Phil Ellis and Ms. Robin Morgan Ms. Louise Essick Mrs. Elizabeth S. Farris Mr. Robert Ferraro Mr. Joseph Fisher Mr. and Mrs. Matt Fitzgerald
(continued on page 4)
Lynda Tison Joins Arboretum Staff
The Arboretum is pleased to announce the appointment of Lynda Tison to the position of Visitor Services and Facilities Coordinator. She joined the staff in May.
Lynda oversees the Arboretum's orientation program for visitors and coordinates use of the Arboretum Visitor's Center for programs and events. She brings a broad range of talents to her position, as well as enthusiasm for the Arboretum's conservation mission. She most recently served as assistant director of education operations for Chesapeake Bay Foundation.
A visit to a native plant nursery brought Lynda on a circuitous route to the Arboretum. The visit sparked her desire to learn more about the region's native flora. While completing a Master Gardener training program, she learned about the Arboretum and its diverse roster of education offerings that promote the link between native plants, conservation, and the health of the Chesapeake Bay.
"I had a good feeling about the Arboretum right away," she says. "The quiet peacefulness of its beautiful setting is what attracted me, and I fell in love, just like that. The Arboretum is a calming yet rejuvenating place to be, and I look forward to learning more about its native plant communities and caring for its visitors and staff."
"The Arboretum is on the verge of significant growth with plans to expand and enhance its facilities to address its growing number of visitors and demand for programs," says Executive Director Ellie Altman. "With her infectious enthusiasm and decade of experience at Chesapeake Bay Foundation, Lynda will be a key staff person in helping the Arboretum achieve its goal of offering every visitor an informative and memorable experience in nature."
Lynda can be reached at 410-634-2847, ext. 21 or at firstname.lastname@example.org.
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Education Opportunities Abound for Summer Intern
Attending college nearly 300 miles away led Lisa Daffin to an internship opportunity just ten minutes from her home. For this year's summer intern, a passion for horticulture and nature and an interest in native plants made a summer at the Arboretum a perfect fit.
A senior majoring in agribusiness management and rural development and
minoring in horticulture at West Virginia University, Lisa grew up on a greenhouse operation and vegetable farm in Queen Anne, MD, just minutes from the Arboretum.
"I knew about the Arboretum from living in the area and wanted to intern close to home," she says. "But I also wanted an internship that could offer a different experience than anything else I had done. My background isn't in native plants, and that's exactly why I wanted to come here. I wanted to know more."
Lisa began work in June and quickly jumped into nearly all aspects of the Arboretum's operation, from learning about visitor services to maintaining the grounds, working with volunteers, and learning about the day-to-day workings of a nonprofit organization. In addition, she is working on converting plant information signs to a new format so that shoppers at Arboretum plant sales can learn about plants before buying them. She cites the Arboretum's education opportunities and staff interaction as reasons for enjoying her internship.
"After I had my interview and met the staff, I really hoped I was offered the position. I was so excited when I was chosen and am grateful for the opportunity," says Lisa. "I absolutely love it here and am learning so much every day. I am lucky to be working with such knowledgeable and passionate people."
Lisa will return to school this fall and will continue her work as an undergraduate assistant in WVU's horticulture tissue culture lab. Upon graduation in December, she plans to work toward a master's degree in horticulture at WVU and eventually hopes to work in a research setting or teach horticulture at the college level. "I really have a passion for horticulture and love sharing that passion with others," she says. "If I could teach horticulture, it would be my dream job."
The Arboretum wishes Lisa great success in her future endeavors.
(Members continued from page 3)
Mr. Jack Foehrenback and
Mrs. Kathleen O'Connor
Ms. Carol Fordonski
Ms. Elizabeth Franceschini Mr. Josh Gallatin Ms. Jeannie Gaylor Mr. Walt Gilefski Mr. and Mrs. Donald Gilman Ms. Susan Gold Mr. and Mrs. David Gordon Mrs. Janice Hanson Ms. Diana Harbaugh Mr. and Mrs. Harry Harp Mr. and Mrs. David Hastings Mrs. Sandra J. Hayman Mr. and Mrs. R. Henselman Mr. and Mrs. Donald Hewes Mr. and Mrs. Robert Hewes III Ms. Catherine Higgins Mrs. Jean Hilleary Ms. Jane Hollingsworth Ms. Jane Holly Mr. Edward Hostetter Ms. Janet Howard Mr. and Mrs. Eddy Huang Ms. Melinda Hudson Mr. John J. Jachimski Ms. Paula Jacob Ms. Virginia Kearney Ms. Jackie Keating Ms. Julia Kelley Ms. Maria Klocko Mr. Malcolm Kram and Mr. Mark Zwanger Mr. and Mrs. Carville Leaf Jr. Mr. Michael Levy and Ms. Bonnie Wolf Ms. Sarah Lewis Mrs. Catherine Liebl Mrs. Mary Lindsay Ms. Beth Lynch Cdr. and Mrs. Andrew G. Mackel Mr. David Malone Capt. and Mrs. James G. Maloney, Jr. Mr. and Mrs. Fred K. Marks Jr. Ms. Betty Marose Mr. Brent Marsh Mr. John Masone Mr. George Maurer Ms. Lynn Mayo Ms. Roberta McConochie Ms. Elizabeth McCue Mrs. Pegeen McGlathery Mr. Sean Meehan Mrs. Leslie Merriken Mr. and Mrs. Gary L. Mervine Mr. Glenn Michael Mr. and Mrs. Kenneth M. Miller (continued on page 6)
"As I walked, I came to realize that every twig on the ground, every tree in the forest, has a story—how it got where it was, why it persisted and prevailed"
writes Daniel Botkin in Our Natural History. Follow the connections among the layers, and a fascinating natural history emerges.
An 80-foot-tall white oak tree forms part of the forest canopy. Its leaves gather energy from the sun and carbon dioxide from the air. Within the leaves, chloroplasts process these ingredients into carbohydrates. They turn a gas into biomass. The biomass of the leaves feeds hundreds of species of insects, including the aphids that suck sap out of the leaf veins. The aphid secretes a sweet substance called honeydew that contains excess sugars from the tree's sap. This honeydew attracts carpenter ants foraging among the tree's branches. Carpenter ants feed on the honeydew and chase away other insects that might eat the aphids. The carpenter ants live in a dead branch of the oak tree. The branch may have died because it grew low on the trunk and not enough sun reached its leaves. The carpenter ants carve galleries and passageways through the dead limb where they can raise their young and stay protected. Contrary to popular thought, they do not eat the wood, but just discard it.
A pileated woodpecker flies through the forest seeking its favorite food, carpenter ants, and alights on the dead branch. This large, striking woodpecker only lives in large tracts of forest. It is more often heard than seen because of its raucous call and loud drumming. It may drum on the branch, listening for hollow spaces under the bark that signal the presence of the galleries, or it may be able to smell the formic acid the ants produce to defend themselves. The woodpecker quickly chisels a rectangular opening in the dead wood and extends its long tongue into the carpenter ants' galleries. Sticky saliva traps the ants, and backward-facing barbs on the tongue keep the ants from escaping as the woodpecker retracts its tongue and swallows them.
The hole excavated by the pileated woodpecker attracts a pair of Carolina wrens looking for a dry nesting site. The wrens gather pine needles, dead leaves, bits of moss, and small feathers and weave them into a loose nest within the cavity. The wrens explore for food in the mid-canopy and along the ground, finding caterpillars feeding under leaves and a spider hiding in a funnel web built among some twigs. Also seeking food along the forest floor is a box turtle, but its more varied diet means it will eat anything from slugs to fruit to mushrooms. The box turtle finds a red Russula mushroom and bites off a chunk of the cap.
The red cap and white stem of the Russula are just the "fruit" of the fungus. Most of the fungus remains belowground, associating with the roots of the oak tree. Scientists estimate that
(continued on page 7)
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Nursery Notes
By Joanne Healey, Nursery Manager
What a lot of changes are happening at the Arboretum! The biggest news—at least for me—is that the Native Plant Nursery is now open to the public! Through the end of the growing season, the nursery is open weekdays from 10 a.m. to 4 p.m., and weekends through special arrangement. Stop by to see what's happening!
Preparations are underway for the Fall Native Plant Sale, September 10, 11, and 12. The plant sale list this fall has a few new and some obscure offerings, such as Solidago rigida (stiff goldenrod), Ludwigia alternifolia (seedbox), and Franklinia alatamaha (Franklin tree). We also have Solidago caesia (blue-stemmed goldenrod), Baptisia australis (wild indigo), Asclepias syriaca (common milkweed), and Monarda fistulosa (wild bergamot) all propagated from plants on the Arboretum property.
Offerings also include perennial favorites such as Lindera benzoin (spicebush), Cornus florida (dogwood), Asimina triloba (paw paw), Asclepias tuberosa (butterfly weed), and Lobelia cardinalis (cardinal flower), as well as plenty of fall favorites, including asters, goldenrods, and ferns. This year's fall sale will offer a larger selection of perennials in gallon containers so you have a bigger and stronger plant to plant before winter.
The nursery volunteer crew has been busy propagating plants for the fall sale. An average of six volunteers return each week to pot, weed, and prune to keep the plants looking their best. These volunteers will have the unique experience of being in the hub of the fall plant sale this year. I hope they will enjoy knowing that they are an integral part of the activities, since they will be helping with planning and executing the event. They are a dedicated group of people, and the nursery is lucky to have them.
As summer closes, I would like to thank the Arboretum's summer intern, Lisa Daffin, a senior majoring in agribusiness management and and rural development at West Virginia University. Raised in Queen Anne, just ten minutes from the Arboretum, Lisa comes from a farming family and was very familiar with the workings of the nursery. She became part of the Arboretum family quickly. In addition to numerous propagation tasks, Lisa was busy this summer completing plant information signs displayed at plant sales. This daunting project was started in summer 2009 but was never finished because the process is never ending. New plants and new varieties are constantly added to the nursery stock, which translates into new signs.
We have a very special nursery in the woods, and we no longer want to keep it a secret. I hope you will stop by the nursery this fall, and that we will see you on September 10 for the members-only sale day, and for the public sale days on September 11 and 12.
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(continued from page 5)
Ms. Denise Miller
Ms. Debbie Mitzel
Mr. Margaret L. Moor-Orth
Mr. and Mrs. David Nagel
Ms. Eleanor Nelson
Ms. Elizabeth O'Bryen
Mr. Tony Ogden
Mr. Michael O'Sullivan
Ms. Audrea Oudshoorn
Mr. and Mrs. Peter Pappas
Ms. Mary Charlotte Parr
Mr. and Mrs. Gary Pearce
Mr. David Pogue
Mr. Kincey B. Potter
Mr. Schuyler Pulleyn
Dr. Mary Restifo
Riverview Garden Club
Mr. and Mrs. Harry H. Rhodes
Ms. Billie-Lynne Roberts
Mr. and Mrs. Clint Roby
Ms. Simone Rones
Ms. Sheila Rotner
Ms. Ashley Salas
Ms. Rebecca Schaafer
Mr. William C. Schaffner
Ms. Sara Schomig
Ms. Karen Sergent
Ms. Stephanie Shauck
Mr. and Mrs. Langley R. Shook
Ms. Deb Shultz
Ms. Keonta Silaphone
Ms. Emma Simanton
Ms. Stephanie Simpson
Ms. Lucie Snodgrass
Mrs. Sara C. Stanhope
Mr. Robert Stanley
Mr. G. Stanley Steele
Mrs. Susan Steele
Mr. Michael Stevens
Mr. and Mrs. Kevin Sullivan
Ms. Eleanor Swink
Mr. Curtis E. Tate
Ms. Laura Taylor
Ms. Carol A. Teets
Mr. James E. Thompson
Mrs. Eva Tom
Mr. William Trepp
Ms. Staci Walden
Mr. John Wasilisin
Ms. Joan Wathen
Mr. and Mrs. Jim Wilson
Ms. Carol Wilson and
Mr. Kevin McKillop
Mr. and Mrs. John Wilson
Ms. Elizabeth Ann Wolfington
Ms. Marianne Wood
Worcester County Garden Club
Mr. Tom Wroten
Ms. Elizabeth V. Yeapanis
Teach, interpret, plant, enjoy! VOLUNTEER OPPORTUNITIES
Visitor's Center Receptionist
Membership Promotion Team
Help staff the Visitor's Center and greet and orient visitors.
Data Entry Administrative Assistant
Assist staff with data entry and administrative tasks. Training is provided.
Education Programs for Children
Help teach children about native plants and the environment.
Education Programs for Adults
Develop and teach courses about native plants and gardening techniques.
Special Events
Volunteer for the Fall Native Plant Sale, Fall Festival, or Holiday Greens Sale.
Community Outreach
Promote the Arboretum's mission at community events.
Nursery Work Crew
Join the nursery work crew on Tuesdays and learn about plant propagation and care in preparation for the Arboretum's annual plant sales.
Grounds Work Crew
Help maintain the woodland and meadow paths and assist with other maintenance projects.
(Layers of the Forest continued from page 5)
85–90 percent of terrestrial plants form mycorrhizal associations with fungi and that nearly all woody plants form mycorrhizal associations. The fungi colonize the roots of plants and absorb water and minerals from the soil that they pass on to the plants. The plants in turn provide the fungus with carbohydrates they have manufactured through photosynthesis. Although plant roots can take up water and minerals, the fungi more efficiently seek out water and absorb minerals because they cover a larger volume of soil and are able to absorb some forms of minerals that plant roots cannot. Plants with mycorrhizae are sometimes more disease and drought resistant. Fungi even connect different species of trees underground. Scientists have followed the path of carbon, nitrogen, and phosphorous from one tree species to another via their shared mycorrhizal fungi.
Though the pileated woodpecker may never encounter the Russula and the Russula knows nothing of aphids, they are interconnected by being part of an ecosystem. Depending on
Join a team of volunteers to promote the benefits of Arboretum membership.
Individual Volunteer Projects
Propose your own volunteer project. Ongoing projects include maintaining bluebird habitat and teaching the public about native plants and sustainable horticultural and gardening practices.
For more information, including volunteer schedules, contact Ginna Tiernan, Adult Program Coordinator, at 410-634-2847, ext. 27 or at email@example.com.
Application forms can also be obtained at the front desk or downloaded at www.adkinsarboretum.org.
Volunteer Orientation Tuesdays, September 21 and November 16, 10 a.m.–noon NEW!
Learn about the Arboretum's conservation and stewardship mission, meet the staff and other volunteers, and find your niche. Then join the bimonthly Scuttlebutt Volunteer Luncheon from noon to 1 p.m. to meet more volunteers and hear what they are up to at the Arboretum.
your perspective, it might be the oak that links them together as a host that reaches from ground to canopy. A birder might view the birds as the link, keeping insects in check and dispersing seeds. A soil biologist might view the minerals and soil biota as determining all that grows above. These perspectives are all informed first by observations of nature. Someone took the time to observe the ants and aphids, the woodpeckers and wrens, the contents of the soil. Experimentation has given us greater understanding of the invisible—the process of photosynthesis, the associations between fungi and plants, the causes of pest outbreaks. Natural history and science give depth to the stories, reveal the unknown, and lead us to new questions.
h
Join the Layers of the Forest series on October 21 and 28 and November 4 to participate in some observation and experimentation that will reveal more forest stories.
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From the Bookshelves
By Arboretum Librarian and Maryland Master Gardener Carol Jelich
Rosalie Edge, Hawk of Mercy: The Activist Who Saved Nature from the Conservationists by Dyana Z. Furmansky. Foreword by Bill McKibben and afterword by Roland C. Clement. The University of Georgia Press, 2009.
died as an infant. Rosalie and Charles separated, though they remained married until his death. Mrs. Edge died in 1962.
Foreword by
Bill McKiBBen
Afterword by
RolAnd C. CleMent
Rosalie edge Hawk of Mercy
the ACtivist Who sAved nAtuRe FRoM the ConseRvAtionists
Dyana Z. Furmansky
Bird-watching is the fastest-growing recreational activity in the United States. Strict laws protecting migratory birds are generally accepted. Yet until the early part of the twentieth century, it was the custom not to watch songbirds, water birds, and raptors but to shoot them, and the few who protested this practice were dismissed as "sentimentalists."
How did we get from there to here? Largely through the efforts of a single individual—Rosalie Edge.
Mabel Rosalie Barrow was born in New York City on November 3, 1877. Her parents were New York socialites, and Mabel was her father's favorite. After his death, her mother was forced to move to more modest accommodations to raise her daughters and son, but the family still traveled in society circles. Though not generally spoken of in society, Rosalie's father, born in England, was a cousin of Charles Dickens.
Mabel married Charles Noel Edge and began using "Rosalie," as he preferred it. The couple lived in China and traveled extensively in Asia. Her early correspondence reveals her interests in travel, fine furnishings, jewelry, and clothing, and her distaste for the poverty and grim conditions of the countries she visited. The rising revolution in China sent the Edges back to England, and finally to New York to live. Mrs. Edge bore three children; the first
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Mrs. Edge honed her skills in the suffrage movement. She engaged in public speaking and wrote persuasive "essentially but not absolutely true" pamphlets. Her efforts to influence policy by raising public awareness were successful.
In her forties, Mrs. Edge discovered bird-watching. She found that New York's Central Park was home to many species, and here she also met like-minded "sentimentalists" who were unhappy with the custom of using resources until they were used up, and of killing birds for personal research and especially for millinery. The author notes that as a young child, Mrs. Edge had a hat adorned with stuffed hummingbirds. Yet her efforts were influential in turning public opinion and getting laws passed that prohibited killing birds for adornment.
The book focuses on Mrs. Edge's adversarial relationship with the National Association of Audubon Societies (NAAS). The Audubon Societies were created to protect birds and other mammals, but in the context of the day, the protection was weak. For example, the ivory-billed woodpecker was going extinct as forests were lost to the timber mills, but since the new habitat was home to quail (a game bird), it was considered a net gain.
The book describes how Mrs. Edge attended annual meetings of the NAAS over the years to raise contentious issues, and gradually prevailed in turning their policy toward true conservation. She went up against not only the NAAS, but the entire establishment of professionals – government bureaucrats, foresters and ornithologists, hunters' organizations, and academics who, like John James Audubon himself, focused on killing, stuffing, and organizing birds for their collections.
To add weight to her arguments, Mrs. Edge formed the Emergency Conservation Committee. Behind the ECC were Mrs. Edge and a few individuals who helped anonymously with technical drafts so as to preserve their professional standing. As the ECC, she mailed pamphlets nationwide to alert the public about pressing conservation issues. The "conservation emergencies" addressed were both large (creating Olympic National Park; saving the sugar pines at Yosemite) and small (rescue of peregrine falcon chicks from a www.
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Manhattan high rise ledge). With pamphlets that raised public awareness, Congressional testimony, public appearances, and engaging key policymakers, the Committee influenced the preservation of an impressive variety of species and wilderness areas and earned Mrs. Edge a reputation as "the foremost woman conservationist of the twentieth century."
One of Mrs. Edge's proudest accomplishments was establishing Hawk Mountain Sanctuary in Pennsylvania. Before she intervened, thousands of raptors were killed or wounded and left to die each year. The story of how she stepped in and reversed the situation, standing up to immense pressure, is one of the best stories in the book. Rachel Carson, better known to the public today, used migration data collected at Hawk Mountain to make her case in Silent Spring.
Through the eyes of Rosalie Edge, the reader is privy to an intriguing glimpse of the events and customs of her time. The author includes meticulous notes for each chapter, documenting Mrs. Edge's activities through letters and personal conversations with colleagues and relatives. Photographs of key people and documents are included in the book. Occasionally the author speculates on Mrs. Edge's motivation for actions, or thought process, or how she developed in her early life the skills and perseverance that served her so well later in life.
Rosalie Edge, Hawk of Mercy presents lessons for modern-day environmentalists who face opposition from the entrenched powers-that-be. Mrs. Edge demonstrated that an individual who is passionate and determined can successfully battle the establishment. As Roland C. Clement notes in the Afterword, "After a long period of public unawareness about Mrs. Edge's role in bringing us to where we are today, it is another generation's turn to be inspired by her example and to continue her valuable work."
At the age of 85, in 1962, Mrs. Edge attended her final Audubon Society annual meeting. Was she welcomed or spurned? You will find out when you read this book.
Rosalie Edge, Hawk of Mercy is the October 2010 selection of the Adkins Arboretum Book Club. The author, Dyana Furmansky, will speak at the Arboretum on Tuesday, November 2 at 1 p.m.
9
Support the Arboretum
Healthy, vibrant meadows, woods, and streams are vital to the wildlife and all living things in the Chesapeake Bay region. The Arboretum's work to promote the conservation and restoration of the Chesapeake Bay's native landscapes has never been more important.
None of the Arboretum's work would be possible without its many generous supporters. Every financial commitment to the Arboretum's conservation efforts in and around the Bay— whether from individuals, businesses, or foundations—is greatly appreciated.
Please consider supporting the Arboretum this year by:
* Using the enclosed Annual Appeal envelope to make a taxdeductible gift.
* Making a donation online by visiting www.adkinsarboretum.org.
* Contacting your company's human resources department to determine if your company has a matching gift program.
* Adding the Arboretum to your will and making the gift of healthy native landscapes and wildlife habitat your legacy.
For more information about donation opportunities, please contact Kate Rattie, Director of Advancement, at 410-634-2847, ext 33. Any gift is deeply appreciated and is put to immediate use conserving and restoring meadows, marshes, woods, and gardens. Thank you!
The Gift of a Lasting Tribute
The Arboretum's Gift and Tribute Program offers Arboretum members and friends an opportunity to make a meaningful gift that will stand as an enduring tribute to family or friends. All tribute gifts are tax deductible and support the Arboretum's mission through its educational, research, and cultural programs.
Donors may choose to honor or memorialize loved ones in the following ways:
Tribute Benches ($3,000)—Individuals may donate a customdesigned bench crafted by noted Chestertown, MD, furniture maker Robert Ortiz to the Arboretum as a tribute to a loved one. The name of the honored individual will be engraved on a plaque at the base of the bench.
Tribute Books ($250)—Donations toward a book or books are placed in the library book fund. A commemorative bookplate will be placed inside the book's cover.
Memorial and Honor Contributions—Friends and family can make a donation to the Arboretum's education fund to honor or memorialize someone special.
For more information about tribute or memorial gifts, contact Kate Rattie at 410-634-2847, ext. 33 or firstname.lastname@example.org.
www.
a
d
Native Plant Lore
The Gift of Nature Journaling
By Michele Wade and Lynn Lang, Arboretum docents
In spring, hundreds of flowers, In summer, refreshing breeze. In autumn, harvest moon, In winter, snowflakes accompany you. If useless things do not hang in your mind, Every season is a good season.
—Master Mumon (1183–1260) in Simano and Tani, Zen World, Zen Calligraphy
Imagine you are taking time to really see your natural surroundings—taking time to observe subtle seasonal changes and how they differ from the sudden change a storm produces. As you look at the natural world, settle on something that draws your attention. It doesn't really matter what you're drawn to, no mental editing allowed—time for that later. For now, you are just an observer. Change your angle, tilt your head, move your sitting position or stand up and move around, maybe even look over your shoulder at the object or scene you've chosen. At each level of your observation, make a brief record of what you see on a piece of paper or in a small notebook using a single word, a phrase, a quick sketch, or take a photo to insert later. Try to reflect in your notes on how the subject of your observation changes at every level of view. Does this change affect your thinking or feeling about the subject, or yourself?
Now, let's say your eye is drawn to a milkweed plant. This is where your observations start to become really detailed: what shape are the leaves, the pods, and the stems of the plant—no roots, please, we're observing, not disturbing. Where does the plant fit into the community in which it grows? What details about the milkweed would you choose to record or comment on in your notebook? Are there words that would summarize any other thoughts or feelings you have, beyond labeling? Perhaps you're drawn to a wide-view landscape. What is it about this view that catches your attention? Does the big picture change your thoughts or feelings about nature's reality and its impact?
kins arboretum.org
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The regular practice of seeking out an experience in nature, trying to really see what's there in front of you, and then recording what you've seen in a notebook or nature journal offers a variety of gifts. As Arboretum docent naturalist Julianna Pax remarked, "A journal can be a record of memories that would otherwise be lost if not written down. It can help you keep an experience alive." She captured the nature journal's essence.
Nature will teach you to be still, if you don't impose on it a stream of thought. A very deep meaning takes place When you perceive nature in that way…
—Eckhart Tolle in Guardians of Being
Julianna is in the good company of others who've been dedicated to preserving their "seeing" through direct observation of nature—people like ship captains, explorers, scientists, historians, artists—all of whom, through long history, have been attracted by natural phenomena and have chosen to preserve their attraction in writing and sketches. You're already familiar with Meriwether Lewis, William Clark, and Thomas Jefferson, who made notes about our country's vast natural diversity and used these data to develop formal descriptions of their informal observations. But did you also know that Aristotle wrote Historia Animalia around A. D. 335, in which he listed more than 300 different kinds of animals with backbones? Even Queen Victoria kept a nature diary during her reign. In fact, throughout the nineteenth century it was a popular and accepted activity to spend time observing nature up close and personal and then record descriptions and impressions.
So, carrying that popular practice into the twentyfirst century, how would you begin? First of all, you need curiosity about the natural world, a willingness to see, and the discipline to stop and watch how something looks, works, or changes under varying conditions. We're assuming you bring all those qualities to the task!
Next, there are a couple of practical things to do in order to organize yourself: before you start, gather your equipment. You need to make a decision about what type of journal or notebook you'll use for your recordings, and also identify the kind of pen, pencil, or markers that are most comfortable for you to use.
Finally, before you make a journal entry, consider entering each observation in a set format so that your observations will be somewhat standardized over time. For example, record your name, the date, the place where you are located, the time of day, the weather, your first impressions of the scene, wind direction if you can figure it out, and perhaps cloud patterns or the extent of cloud cover on the journal page. When this is done, let your discovery of "data" flow, enter your actual observations, and respond to what you see.
No time to walk? Weather an issue? Don't make an excuse! Just pick up an object in nature to bring inside for detailed but leisurely study. From this close observation, create a "Daily Exceptional Image" (see C. L. Walker in Keeping a Nature Journal) in which you describe the results of your study and/or make a sketch of the item from nature in your journal. It's interesting to watch how your images change over time if you make a recording every day, especially as nature changes in its seasonal progression.
Now that you're more comfortable with nature journaling, especially out-of-doors, notice whether your senses become heightened or whether your breathing becomes deeper and relaxed during the experience. Could it be the effect of the woods' air magic? Are you more aware of wind, the sun or lack of it, a bird song?
At Adkins Arboretum, you can experience the gifts of nature journaling through Tea in the Trees, happening during the first Saturday guided walks in February, March, April, May, June, September, October, and November at 11 a.m. These walks focus on noticing the details as well as the bigger picture in nature and invite you to write or make sketches about what you've seen outside while enjoying tea and cookies inside following the walk. Carrying your journal along on the walk allows you to record the substance of your observations on the spot. Or, if there's something you see that you'd like to identify or learn more about right away, then use the Arboretum's online resources or the Visitor's Center's reference library to find an answer to your question.
To experience the "journey" of nature journaling, you are cordially invited to immerse yourself in nature at Adkins Arboretum every day, enjoy nature's many and varied intricacies and surprises, and capture your memories in a journal. Perhaps we'll see you on one of the Arboretum's trails, and we can share the images and descriptions we've chosen to make permanent.
Regular immersion in your surroundings helps the earth flourish, as well as yourself.
As you develop your understanding of nature and the earth, you also grow in your ability to speak knowledgeably and passionately for its preservation.
—Clare Walker Leslie in Keeping a Nature Journal
REFERENCES
Leslie, Clare Walker & Charles E. Roth. Keeping a Nature Journal: Discover a Whole New Way of Seeing the World Around You (2nd ed.). North Adams, MA: Storey Publishing, 2000.
Mumon. "Gateless Gate," in Shimano, Eido Tai & Kogetsu Tani, Zen World, Zen Calligraphy. Boston: Shambhala Publications, Inc., 1995, page 9.
Tolle, Eckhart. Guardians of Being. Novato, CA: New World Library, 2009, page 98.
11
Adkins Arboretum P.O. Box 100 Ridgely, MD 21660 410-634-2847 www.adkinsarboretum.org
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By becoming a member of the Arboretum, you are making a significant contribution to the conservation of the Delmarva Peninsula's natural heritage. For your convenience, you may join online at www.adkinsarboretum.org/ support_the_arboretum/index.html
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Asha Bajpai
I. Introduction
India is a land of paradoxes. There is no other country in the world that embraces such an extraordinary profusion of ethnic groups, mutually incomprehensible languages, topography and climate, religions and cultural practices, and levels of economic development. 1 This largest democracy in the world is also home to the largest number of children in the world. Children constitute more than 400 million of the one billion plus population of India. 2 The country has twenty percent of the 0–4-year-old child population of the world.
It is clear that children have not benefited equitably from the economic growth and development in India. The lives of underprivileged children in contemporary India are struggles for survival revolving around hunger, ill health, lack of education, protection, shelter, and so on. Children continue to be malnourished; exploited while at work (instead of being in school); trafficked far away from their home, kith, and kin to unknown lands; and subject to abuse, violence, and discrimination concerning gender, caste, community, and class. This is true in spite of schemes and programs designed for their benefit; laws, policies, and charters formulated to provide them access to food, education, and many other entitlements; and their rights being guaranteed by law.
India's economy is growing at a very high rate: around seven percent GDP growth per year. It is now a trillion dollar economy (2007–08). In terms of Purchasing Power Parity, it is the fourth largest economy in the world (after the United States, China, and Japan). Sadly, the impressive economic growth of the past decade has not made much impact on underprivileged children. This is compounded by the persistence of social inequalities in the country, whereby the Scheduled Castes and Tribes, together comprising a quarter of the country's population, have the worst income/poverty and human development indicators in the entire population. 3 Disparities can be identified across several vectors: geography (between and within states, districts, and subdistrict levels), social identity, and gender being the most notable. National data establishes that approximately 100 million children are in the poorest wealth quintile. 4 One-half of all the poor children belong to the Scheduled Castes and Tribes groups and they continue to be at a significant disadvantage. 5
Some of the harsh facts relating to children in India:
* Every second child under five-years old is malnourished;
* 30 of 100 girls who enter school do not complete primary-level education. 6
* 1 in 4 adolescent girls between 15–19 years old is married;
II. The Child and Law in India
The Constitution of India is the basic law of the country, which includes the fundamental rights 7 and directive principles 8 for every citizen. The Constitution encompasses most rights included in the United Nations Convention on the Rights of the Child (CRC) as fundamental rights and
Protecting India's Children: Vulnerabilities and Challenges
directive principles of state policy. It is significant to note that the Constitution mandates special protection of children by adopting "positive" discrimination, such as making special provisions for them. 9 The fundamental rights in the Constitution impose on the state the primary responsibility for ensuring that all the needs of children are met and that their basic human rights are fully protected. 10 In addition, the rights to equality, protection of life and personal liberty, and the right against exploitation, enshrined in Articles 14, 11 15, 12 16, 13 17, 14 21, 15 and 21A 16 of the Constitution of India, are fundamental rights applicable to all citizens including children.
In 1974, India adopted a National Policy for Children, declaring children to be the nation's most precious asset. Among the other policy initiatives that were undertaken was the formulation of the National Charter for Children (2003) and the National Plan of Action for Children (2005). The National Policy on Child Labor was announced in 1987, which emphasized the need for strict enforcement measures in areas of high child labor concentration. From the Fourth FiveYear Plan (1969–74) onward, children have found mention in national development plans, but there has been insufficient attention in terms of investment. The current Eleventh Five-Year Plan (2007–12) emphatically states that the development of the child is at the centre of the plan. While continuing with the rights-based approach to child development, the plan recognizes the importance of a holistic approach as well, focusing on outcomes and indicators of child development as well as macro-perspective trends and governance issues.
Constitutional remedies by the Supreme Court and the High Courts can be resorted to in case of any violation of fundamental rights. 17 Judicial activism has been displayed in several court decisions, for example in public interest litigations by civil society groups relating to children in institutions, adoption, child labor, child marriage, child prostitution, and the educational and health rights of children.
In the wake of the 1990 World Summit for Children, the Government of India adopted a National Plan of Action for Children in 1992, with goals for the decade. In the same year, it also ratified the United Nations Convention on the Rights of the Child. The Hague Convention on the Protection of Children and International Cooperation in Inter-country Adoption (1993) was ratified on June 6, 2003, with a view to strengthening international cooperation and protection of Indian children placed in inter-country adoption. India has also ratified the Optional Protocol to the Convention on the Rights of the Child on the Sale of Children, Child Prostitution and Child Pornography as well as the Optional Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, Supplementing the United Nations Convention against Transnational Organized Crime. India has a full-fledged Ministry of Women and Child Development. A Child Budgeting 18 category has also been initiated by the Ministry.
The twenty-first century has heralded a number of important policy and legislative initiatives 19 as well as significant court interventions, and there are important legislative bills 20 pending before the Indian Parliament to ensure child protection.
III. The Dilemma of the Legal Age of the Child
The problem begins with the very definition of a child under the law. There are several grey areas in the law here. 21 Who is a child? When does childhood cease? These simple questions have complex answers. Age limits differ from activity to activity and from country to country and, in India, from legislation to legislation. The word "child" in Indian laws has been used in various legislation as a term denoting relationship, a term indicating capacity, or as a term of
special protection. Underlying these alternative specifications are very different concepts about the child.
Under the Child Labour Prohibition and Regulation Act (1986), "child" means a person who has not completed his fourteenth year of age, but below fourteen he or she can work in nonhazardous industries. An area of concern is that no minimum age for child labour has been specified. For purposes of special treatment under the Juvenile Justice (Care and Protection of Children) Act (JJA) of 2000, the age of majority is 18 for both boys and girls. The Protection of Women from Domestic Violence Act (2005) defines a child as any person below the age of 18 years and includes any adopted step- or foster child. Under the Plantation Labour Act (1951), "child" means a person who has not completed his fourteenth year of age. "Adolescent" means a person who has completed his fourteenth year of age, but has not completed his eighteenth year of age. 23
For purposes of criminal responsibility, the age limit is between seven and twelve years under the Indian Penal Code (1860). For purposes of protection against kidnapping, abduction, and related offences, the age is fixed at sixteen in the case of boys and eighteen in the case of girls. However, the Indian Penal Code, while defining rape (Section 375), exempts a person from the charge of rape if he has forcible sexual intercourse with his wife who is above 15 years of age. Under the Immoral Traffic (Prevention) Act (1986), a child means a person who has not completed 16 years of age and a minor means a person who has completed 16 years of life, but not completed 18 years. 22
Under the Age of Majority Act (1875), every person domiciled in India shall attain the age of majority on completing the age of 18 years and not before. The Indian Age of Majority Act was enacted in order to bring about uniformity in the applicability of laws to persons of different religions. Unless a particular personal law specifies otherwise, every person domiciled in India is deemed to have attained the age of majority upon completion of 18 years of age. However, in the case of a minor for whose person or property (or both) a guardian has been appointed or declared by any court of justice before the age of 18 years, and in the case of every minor the superintendence of whose property has been assumed by the Court of Wards before the minor has attained that age, then the age of majority will be 21 years and not 18. The Hindu Minority and Guardianship Act (HMGA) of 1956, in Sec. 4(a), defines a minor as a person who has not completed the age of 18 years. According to the Dissolution of Muslim Marriages Act (1939), for the purpose of the appointment of guardians of the person and property of minors, the age of majority is also completion of 18 years. 24
The age of criminal responsibility in India is seven years old. 25 Hence a child under seven cannot be considered a child in conflict with the law. Nothing is viewed as an offence if done by children between seven and twelve years of age who have not attained sufficient maturity of
An anomaly is prevalent as far as a child's consent to sexual intercourse is concerned. The law considers a person aged less than 18 years to be a child/minor and not competent to make major decisions affecting herself or others, for the purposes of the Indian Majority Act, the Contract Act, the Juvenile Justice Act, the Child Marriage Act, and the Representation of Peoples Act. However, under Section 375 of the Indian Penal Code, the girl is given the right to consent to sexual intercourse. Yet, she cannot marry at that age even with the consent of her parents. She cannot be taken out of the keeping of her lawful guardian even with her consent for lesser purposes. But strangely, she can give consent to sexual intercourse so long as she does not go out of the keeping of her lawful guardian.
understanding to judge the nature and consequences of their conduct on that occasion and therefore did not know that what they were doing was wrong. 26
The absence of a comprehensive and common definition of the child creates confusion and dilemma. Though one may like to have a uniform age limit legally prescribed for the status of childhood, it may not be possible. Nevertheless, some rationalization is possible and certain norms must be laid down because some of the age limits in the laws appear to be arbitrary or based only on socio-cultural perceptions. If the "best interest of the child" interpretation were to be adopted, one could perhaps err on the side of a higher age limit for protective care and a lower age limit in respect to civil and cultural matters.
The Courts have held that a child witness, if found competent and reliable to depose to the facts, may provide such evidence as could be the basis of a conviction. In other words, even in the absence of an oath, the evidence of a child witness can be considered (under Section 118 of the Evidence Act) provided that such witness is able to understand the answers. Therefore, the evidence of a child witness and its credibility would depend upon the circumstances of each case. The only precautions that the Court should bear in mind while assessing a child's evidence is that the witness must be reliable, his/her demeanor must be like any other competent witness, and there is no likelihood of the child being tutored.
IV. Children in the Juvenile Justice System
Children come in contact with the juvenile justice system as "offenders" or as victims. The Juvenile Justice (Care and Protection of Children) Act (2000 and amended in 2006) deals with two categories of children: "the juvenile in conflict with law" and "the child in need of care and protection." The JJA is a piece of legislation that conforms to the Convention on the Rights of the Child and the United Nations Minimum Standards for Administration of Justice to Children (Beijing Rules). 27 As the JJA was specifically drafted to implement India's obligations under the CRC and other international instruments, in this Act juvenile or child means a person who has not completed the eighteenth year of age. Both boys and girls below the age of 18 enjoy the protection of this juvenile legislation. A total of 33,642 juveniles were apprehended during 2009, out of which 31,550 were boys and 2,092 were girls. 28
There have been some recent judgments on this issue. The Supreme Court has held that on the point of proof of age, a school leaving certificate is the best evidence. So far as the medical certificate is concerned, the same is based on an estimate and the possibility of error cannot be ruled out. However, the date of birth recorded in the Secondary School Certificate is not to be taken to be correct unless corroborated by parents who got the same entries made.
Age determination of children in conflict with the law is a very complex issue. The largest number of cases that have come before the High Courts and the Supreme Court under this legislation and its predecessors is for determination of age. In the absence of a birth certificate, a child may easily be excluded from the operations of the JJA and denied its care and protection. 29 In the case of Ramdeo Chauhan, 30 the Supreme Court refused to determine the age of the accused on the basis of entries in the school register or medical evidence, both of which indicated him to be a child on the date of the offence. The Court confirmed the death penalty for the offence of murder even though one judge expressed doubt as to whether the boy was a child of legal age on the date of the commission of the offence. The governor later commuted his sentence to life imprisonment on the recommendation of the National Human Rights Commission. 31
The children in need of care and protection include vulnerable children like street children; orphaned, abandoned, abused, and destitute children; child laborers; trafficked children; mentally ill children; HIV/Aids affected and infected children; and children who are victims of conflict and disaster situations.
The particular case came to light when on August 23, 2010, the Mumbai Mirror reported that five children had died of malnourishment in an orphanage in Thane, a suburb of Mumbai. Some were sexually abused and more would have died if they had not been relocated because of the report. The report disclosed the unsanitary conditions in which the children had been housed and the lack of basic facilities. The children saw the institution as a place of refuge. They put complete faith and trust in their caretakers, but it resulted in abuse, starvation, and deaths.
An area of concern that recently came up is the vulnerability of mentally deficient children in institutions. Children with mental and other developmental disabilities in institutions are perfect targets for neglect, sexual abuse, and assault. A sexual assault is a severe, heinous breach of trust and faith for the mentally deficient victim children by persons who are their caretakers. It is a collective failure of the structures and system.
The High Court of Mumbai took suo motu cognizance of this article and public interest litigation was initiated. The Court stated that:
[T]he case highlights the plight of children desperately in need of care and protection. Their needs have been ignored in years of neglect. Their right to life under the Constitution has been brazenly infringed. The solemn covenants of the Convention on the Rights of the Child have remained an unachieved illusion. The Court has had to act suo motu because the mentally challenged are unable to secure the protection of their human rights or access to justice. The Court is constrained to intervene to ensure that those who are under a public duty act in accordance with law. Development without freedom is meaningless. A society which bears her children to die of starvation has unanswered questions which cannot be answered. Neither constitutional freedom nor growth in a global society can be achieved when the young die without a morsel of food and clean water. We write in great anguish over the deprivations faced by our young and the disabled but in the determined hope that judicial review can activate a democratic deficit of governance. 32
The matter is now before the Bombay High Court and important directions are being given relating to evidence through video conferencing, whether a support person is permitted to be with the child, whether a psychiatrist is to remain present while recording statements, the need for individual care plans for each child, and 24-hour victim/witness protection. 33
V. Rights Relating to Offences Against Children
Child abuse and exploitation can be physical, sexual, and emotional. An estimated 600,000– 700,000 children are sexually abused annually in India. 34 Child sexual abuse occurs when a child is used for sexual gratification by an adolescent or adult. Regarding physical abuse, incidents of brutal corporal punishment in schools are on the rise. There is no national prohibition in law of such corporal punishment. The government has issued instructions to states to stop its use in schools and the National Policy on Education (1986, modified 1992) states in Section 5.6 that,
"corporal punishment will be firmly excluded from the educational systems." Some states have prohibited corporal punishment in schools. The Indian Penal Code sections relating to hurt and grievous hurt deal with offences relating to corporal punishment. 35 There is a need for a national law on corporal punishment. At present there are only the National Commission for Protection of Child Rights' guidelines.
Child marriage is also a form of sexual abuse of children. In Rajasthan on Kashia Tritiya Day, which is popularly known as the Akha Teej, 37 hundreds of child marriages are openly performed. Akha Teej is regarded as the most auspicious day for celebrating marriages. Even infants who have just been born or are only a few years oldand cannot even sit or walkare married on this day. Under the Prohibition of Child Marriage Act (2006), the following are some of the shortcomings:
The laws dealing with sexual offences do not specifically address child sexual abuse. In other words, there is no specific or comprehensive law on child sexual abuse. The Indian Penal Code does not recognize child abuse. Only rape and sodomy can lead to criminal conviction. Anything less than rape, as defined by the law, amounts to "outraging the modesty." The word "rape" is too specific; it does not even include abuse of boys. 36 For a girl child, Section 375 (rape) and Section 354 (outraging the modesty) are generally used. They are highly inadequate, as they do not cover the forms of sexual abuse borne by children. For lack of any section for boy children, Section 377 (unnatural offences) is presently being used for male child sexual abuse cases. This is an area of great concern.
* Marriage voided only in cases of compulsion and trafficking;
* Implicitly acknowledging traditional marriages;
* Onus of declaring void only if child or guardians file legal proceedings; parents may never take such a step;
* No punishment of officials; and
* No incentives for traditional communities.
The Supreme Court of India, on February 14, 2006, made it mandatory for all marriages to be registered. It directed authorities across the country to amend their rules so that its order could be implemented within three months. This judgment could have a significant effect on child marriages.
VI. Child Trafficking and Child Prostitution
Under the Juvenile Justice (Care and Protection of Children) Act, child victims of trafficking are treated as children in need of care and protection. In the Indian Penal Code, there are also provisions for dealing with children who are trafficked. Girl children are often trafficked into prostitution. Boy children are trafficked into forced labour and sodomisation. Young women are also abducted and trafficked as domestic workers, unorganized labourers, or sex workers. They are victims of pornography and a vast array of cases involving "outraging modesty." Sexual trafficking involves business in brothels, massage parlours, and bars, and includes pornography and pedophilia. Commercial trafficking and exploitation involves industrial and domestic labour and extends to organ removal for transplants, illegal adoptions, beggary, and camel racing.
In 1986, the Immoral Traffic (Prevention) Act (ITPA) was enacted. As per the existing law, prostitution per se is not illegal. Prostitution becomes an offence when there is commercial
exploitation of a person. If a woman or child is sexually exploited and any person gains out of the same, it amounts to commercial sexual exploitation (CSE). Trafficking is the process of recruiting, contracting, procuring, or hiring a person for CSE. The offences envisaged under the ITPA are specific to the context of CSE, which include brothel keeping, living off the earnings of a prostitute, soliciting seducing for the purposes of prostitution, and seduction of a person in custody. Offences involving children are dealt with increased strictness by enhancing the period of imprisonment. (Yet the ITPA has to be broadened to cover the trafficking of children to beaches, hotels, and guesthouses, and their subsequent sexual abuse.)
Other significant provisions in ITPA are:
* Offences under the Act are cognizable; 38
* Rescue of victims;
* Search without warrant;
* Intermediate custody of persons removed or rescued;
* Power of Court to try cases summarily.
* Power to establish Special Courts; and
First of all, the Act does not define trafficking. In addition, it has been found that through concerted efforts, traffickers and brothel owners, etc., make sure that the age of the rescued minor is entered as 18 years or above, thereby making her an adult in the records. When the youth are sent to jail, the traffickers and brothel owners bail them out and the victims are once again returned to their effective confinement. There is also a need to ensure the accountability of the doctors who carry out age verification and of the police officers that record the age immediately after rescue.
While dealing with cases of sexual offences against children, courtroom conduct should require evidence to be recorded not only "in camera" 40 but also "in chambers," with a specific place delineated to all present. Also imperative is the maintenance of the victim's confidentiality; the recording of evidence in a friendly, gentle atmosphere, albeit to elicit the truth; and the provision of rest time and intervals to especially traumatized victims. 41 The entire exercise involves two essential aspects for victim protection: victim support and victim representation. 42 Victim support allows the victim to have the emotional support of a friend or relative. It may include a guardian ad litem appointed by the court, who may be a social worker or NGO. Victim representation involves allowing the victim to be legally represented. 43
Poverty alleviation by population control is the key to prevention. Identification of vulnerable children as well as suspected traffickers at the source and transport locations by vigilant border squads results in prevention up to a point. Maintenance of a database of crimes and criminals as well as missing persons, the use of forensic science for obtaining fingerprints, DNA reports, and even stringent visa requirements are modes of restricting the crime of trafficking in persons, including the offence of pedophilia. 39
VII. Important Judicial Responses to Child Sexual Abuse and Exploitation
Regarding child prostitution in the light of devadasi and jogins 44 practices, the Supreme Court asked governments to set up advisory committees to make suggestions for the eradication of child prostitution and to evolve schemes for the rehabilitation of victimized children. 45 The Delhi High Court initiated several proactive steps by summoning NGOs and government officers to
ensure effective rescue, rehabilitation, and reintegration. Emphasis was laid on accountability of officers, empowerment of the survivors, and preventing prospects of their re-trafficking. 46 The Bombay High Court held that these requirements be met by the following practices:
* Medical examination of rescued girls to determine their age and to check if they are suffering from any medical ailment;
* Children rescued from brothels to be treated as "children in need of care and protection" under the Juvenile Justice (Care and Protection of Children) Act; and
* Counseling and aftercare;
* The lawyer representing the accused should not represent the victims. 47
It has now been well established that all judicial proceedings relating to victims of sexual abuse must be conducted in an in camera trial. 48 The Delhi High Court allowed the evidence of victims of trafficking who had been rehabilitated in their home states to be recorded through video conferencing, in consonance with the judgment of the Supreme Court in the State of Maharashtra v. Dr. Praful Desai. 49 This is the first instance of a court allowing evidence to be recorded through video conferencing in a case of trafficking.
In the leading case of Sakshi v. Union of India, the court gave the following directions:
In holding a trial in the case of child sex abuse or rape:
(i) A screen or some such arrangements may be made wherein the victim or witnesses (who may be as equally vulnerable as the victim) do not see the body or face of the accused;
(ii) The questions put in cross-examination on behalf of the accused, in so far as they relate directly to the incident, should be given in writing to the Presiding Officer of the Court who may put them to the victim or witnesses in a language which is clear and is not embarrassing;
(iii) The victim of child abuse or rape, while giving testimony in court, should be allowed sufficient breaks as and when required. 50
As previously discussed, the current laws dealing with sexual offences are outdated and do not specifically address child sexual abuse. It is strange but true that the Indian Penal Code does not recognize child sexual abuse. Only rape and sodomy can lead to criminal conviction. Anything less than rape amounts to outraging the modesty. The laws focus more on technicalities than the best interest of the child. The medical reports by some insensitive doctors are vague and inadequate. The absence of a proper medical report in the case of a sexual assault goes against the assaulted child. The insensitive interviewing of children by untrained police causes further trauma. A child has to give his/her evidence several times and relive the experience. The laws do not take into consideration the trauma of the child.
There is a need to amend both the substantive and procedural laws to ensure successful prosecution and protect the best interest of the child. The physical and psychological well-being of young sexual abuse victims and witnesses are sufficiently important to outweigh the technicalities of the law. In child sexual abuse cases, the child victim is the main witness. The
language of the child has to be understood by the interviewers. Children need legal protection right from the time of the incident, while filing the First Information Report, and during trial and post trial. Video recorded testimony (done only once) of child victims of sexual abuse must be admissible as evidence in courts. Protection orders must be issued by courts. Various professionals working together are essential. Area-wide Joint Investigation Committees must be formed. The team can have a trained police officer, mental health expert, social worker, child rights lawyer, teacher, government official, and a sensitive medical doctor. Such teams must be recognized by law and immediately swing into action as soon as a child sexual abuse case comes to light. There must be a list of responsible persons, like teachers and doctors, who have a duty to report. The state has a duty to protect minor victims from sexual abuse by foreigners and by pedophiles who run institutions in the name of charity. Many a time they escape even the minimal government inspections because they do not use funds from the state.
There is a Protection of Children Against Sexual Offences bill (2011) pending in the Parliament. Some significant provisions of the proposed bill are:
* The definition of sexual assault is widened to include all forms of sexual assault on children;
* Provisions for Child Trauma and Counseling Center for medical care and attention, and Formation of Emergency Response Team;
* Aggravated sexual assault is also defined in the bill. It occurs if sexual assault of a child is committed and then the child is killed, physically incapacitated or becomes insane or mentally unfit to perform regular tasks; commits the sexual assault with more than one person (gang sexual assault); or is related by blood or adoption, legitimately or illegitimately or as per the personal laws, is within the prohibited degrees of consanguinity or affinity (incest) and makes the child pregnant as a consequence of the sexual assault; inflicts the child with HIV/AIDS or any other life threatening disease or infection; commits the sexual assault on a person less than twelve years of age;
* Provisions for procedural safeguards for the child. All judicial proceedings must be conducted in an in camera trial. The identity of the victim child must be protected at all times during the judicial proceedings. The presiding Judge shall be a female in cases of a single bench or in cases of a larger bench, at least one of the presiding Judges shall be a female. Such cases shall be taken up as a priority and hearings shall be held on a day-today basis, as far as possible. The entire proceeding shall be concluded within four months. The presiding Judges shall ensure that no more than three adjournments shall be allowed in the entire proceedings to avoid unnecessary delay. Adjournments shall be allowed only in the most unavoidable situations.
The above bill has several lapses, which could be amended later but there is an urgent need for a comprehensive law on child sexual abuse. India today appears to be a haven for child sexual abusers and pedophiles.
VIII. Child Sex Ratio and the Right to Life
In the Indian context there is a strong preference for sons. The girl child's very existence is threatened. Female children are vulnerable to feticide and infanticide. The Indian Penal Code deals with these offences, 51 but there is hardly any prosecution or conviction under the IPC. The
Pre-natal Diagnostic Techniques (Regulation and Prevention of Misuse) Act (1994) now stands renamed as The Pre-Conception and Prenatal Diagnostic Techniques (Prohibition of Sex Selection) Act (PCPNDT) (2003). The PCPNDT Act provides for the prohibition of sex selection before or after conception and regulates the use of prenatal diagnostic techniques for the purpose of detecting genetic abnormalities or other sex-linked disorders in the fetus. The PCPNDT Act specifies that no person shall conduct or cause to be conducted any prenatal diagnostic techniques, including ultrasonography, for the purpose of determining the sex of a fetus. Several offences and penalties have been included in the PCPNDT Act. Every offence under this Act is cognizable, non-bailable 52 and non-compoundable. 53
A doctor and a decoy patient visited the clinic with marked currency notes. The doctor accompanying the decoy patient as her attendant carried a hidden tape recorder while other members of the team waited outside for the signal. While performing the ultrasound on the patient, the doctor prompted that he could disclose the sex of the fetus for an additional payment. On payment of the required amount, the doctor performed ultrasonography on her without any written consent and orally conveyed that it was a female fetus. No receipt for payment or any written report of sex determination was issued by the accused, except for a routine ultrasound report. After getting the signal, the entire team entered the clinic and took into their custody all files and records. The accused admitted to disclosing the sex of the fetus, which was videorecorded. On the basis of the above circumstantial and corroborative evidence, the accused was held guilty and convicted. There have been more convictions after this one.
In order to implement the provisions of the PCPNDT Act more rigorously, the Supreme Court, in a landmark judgment, has issued a number of guidelines for the Central Government, the Central Supervisory Board, and the state governments. 54 The first conviction came in the case of State through District Appropriate Authority-cum-Civil Surgeon, Faridabad v. Dr. Anil Sabhani, Kartar Singh and M/s Dr. Anil Ultrasound, Faridabad. 55 In this case, the District Appropriate Authority-cum-Civil Surgeon, Faridabad, filed a complaint against the accused on the grounds that M/s Dr. Anil Ultrasound Centre, Faridabad, a registered genetic clinic, was engaged in illegal sex determination in violation of the Act.
Recently an area of concern emerged relating to the Right to Life of an unborn child in the case of Nikita Mehta, who moved the Bombay High Court seeking abortion of her 25-week-old fetus diagnosed with a congenital heart block. Mehta's plea to carry out the medical termination of pregnancy was rejected by the court, which upheld a law that bans termination of late-term pregnancies. India's Medical Termination of Pregnancy Act is not unlike abortion law in most European countries as it sets a gestation limit (in India's case, 20 weeks), before which abortions may be performed without being considered criminal, and then provides for exceptions in which abortions may be performed after the limit. In India as well as the United Kingdom, two registered medical practitioners must certify that an abortion is called for, with the exception that one medical practitioner may unilaterally decide to perform an abortion if he/she decides that the termination is immediately necessary to save the life or to prevent grave permanent injury to the physical or mental health of the pregnant woman.
IX. Rights against Economic Exploitation of Children: Child Labour
Another vulnerable group of children subjected to abuse and exploitation is child labourers. In almost all societies, children work in some way, although the types of work they do and the forms of their involvement vary. But many millions of children work under abusive and
exploitative conditions that are clearly dangerous to them. The census survey of 1991 indicates that there are around sixty million child labourers working in various sectors, which does not even count a large number of children employed in the unorganized sector and agriculture.
The Child Labour (Prohibition and Regulation) Act (CLPRA) (1986) uniformly laid down the 14th year as the watershed for the definition of a child. A landmark judgment delivered in the case of M. C. Mehta v. State of Tamil Nadu (and others) held that:
A new form of child labour seems to be emerging. Some visibly tired-looking children in daily soap operas are seen as the serial progresses. It is stressful for adults performing in daily soaps and there are reports of some of them fainting on sets. It is said that some children bring their homework to the sets. These tender minds are balancing both work and school and the stress associated with them, thus their tender age is abused and they cannot develop in a healthy manner. Though "hazardous" is not defined under the Act, any labour can be regarded as hazardous that hinders the education of the child.
* Offending employer must be asked to pay compensation of a sum of Rs. 20,000 for every child employed in contravention of the provisions of the CLPRA;
* The State should see that an adult member of the family whose child is in employment in a factory or a mine or in other hazardous work gets a job anywhere, in lieu of the child;
* Inspectors appointed under Section 17 of the CLPRA should be made responsible to see that for each child employed in violation of the provisions of the Act, the concerned employer pays Rs. 20,000, which is to be deposited in the Child Labour Rehabilitationcum-Welfare Fund. The income of the fund so generated shall be used only for the concerned child;
* In those cases where alternate employment is not made available, the parent/guardian will be paid the income, which would be earned on the "corpus," which would be a sum of Rs. 5,000 for each child per month;
* Creation of a separate cell in the labour department to deal with issues of child labour;
* The employment given or payment made would cease to be operative if the child would not be sent to school for education by the parent or guardian;
* The scheme will be monitored by the Secretary of the Department and by the Ministry of Labour of the Government of India; and
* Regarding nonhazardous jobs, the Inspector shall have to see that working hours of the child are not more than four to six hours a day and the child receives education for at least two hours each day at the cost of the employer. 56
The implementation of this judgment, along with the right to education, will go a long way in reducing child labour. There are several factors contributing to poor enforcement, such as no witnesses, corruption, age determination questions, certain lacunae in the law, and the insensitivity of the civil society. The CLPRA does not cover the majority of child laborers, who are to be found in the unorganized sector. Children working in the agricultural sector and in home-based industries have been left out. The laws cover only the child labour force that is working in plantations or in the formal, industrial sector in occupations identified as "hazardous" under the law.
The word "hazardous" is not clearly defined in this Act. Several hazardous industries have been excluded. The notion of hazardous needs to be clarified. In addition, the physical and psychological implications for the child also have to be taken into consideration. The 1986 Act is
silent on the educational needs of the child, which is a key strategy for the elimination of child labour. It should integrate rehabilitation into its purview. The CLPRA also needs to work in coordination with other related legislation.
It is time we, as a society, take a stand against child labour. 57 Poverty can no longer be the excuse for child labour. We must put in place a legal framework with a child rights perspective that includes a time-bound complete abolition of child labour in all forms of employment, and which sends all children who are working to full-time formal school and ensures that their families are economically strengthened by providing employment to adults. The model law needs to define child labour as any child out of school and working, and hazardous work must be understood as work that interferes with a child's schooling and his or her physical, mental, psychological, and emotional well-being.
X. Child Rights and Personal Laws
Matters such as custody and guardianship are governed by Personal Laws in India. These are the statutes formulated on the basis of religion. 58 Religion has played a very dominant role and is the basis of various personal laws, including adoption, custody, and guardianship. The matrimonial courts/family courts are usually called upon to decide the question of child custody. All personal laws and matrimonial statutes make provisions for dealing with the issue of child custody. Their basic principle is that the welfare of the child must be of paramount consideration and that the views of the child must be taken into account (if he/she is capable of expressing such views). In practice, the child's views may be manipulated or he/she may be under duress.
Section 41 of the JJA provides for adoption and the procedure for adoption is laid down in the JJA Rules (2007). Rule 33(g) allows for the child's voice to be heard in adoption matters. 59 It has to be borne in mind that the law recognizes children as capable of expressing their opinion only after they attain a certain age. According to Rule 33(g), children older than seven years who can understand and express their opinion shall not be declared free for adoption without their consent. Though the law guarantees child participation in the adoption process, one needs to speculate about the possibility of manipulation. Often abandoned children, orphans, etc., who are identified for adoption are shown rosy pictures and given fancy ideas of being able to live a hassle-free life with parents who would provide them all the comforts of life. Children should be informed about the true implications of adoption. 60
Adoption of children also forms a part of the Personal Laws or Family Laws in India. The fact is that today a Hindu child is governed by the Hindu Adoptions and Maintenance Act (1956) and has the opportunity to be adopted under the Act only because he/she is a Hindu by religion. The children of other religions have to be taken as wards under the Guardians and Wards Act (1890). Since the JJA provides secular adoption only to certain limited categories of children, there is an urgent need to enact a special enabling law for adoption, which can be availed upon by any person irrespective of his/her religion for adopting children of any religion or sex.
The issue of adoption must move beyond narrow political, religious, and patriarchal concerns. This legislation must ensure justice to the child and provide all the rights and privileges to the adopted child as those available to a child born in legal wedlock. In the case of Manuel Theodore D'souza and Mrs. Lourdes D'souza, the Bombay High Court held that the abandoned, orphaned, destitute, or similarly situated child has a right to be adopted as part of his/her fundamental right to life embodied in Article 21 of the Constitution. The right to life of these children includes the right to be adopted by a willing parent and to have a name and nationality. The right to be
adopted, therefore, is an enforceable civil right, which is justiciable in a civil court. 61 Consequently, the case for a secular, uniform law on adoption arises as part of the fundamental right to equality and life under Articles 14 and 21 of the Indian Constitution and also as per the numerous international instruments to which India is a signatory, like the CRC 62 and The Hague Convention, which recognize the right of every child to a family and to be adopted.
XI. Institutional Structures Relating to Protection of Children
Institutions and structures under the various laws have been provided to protect the rights of the child. The institutions and structures under the Juvenile Justice Act are: Observation Homes, Special Homes, Children's Homes, Shelter Homes, Juvenile Justice Boards, Child Welfare Committees, Special Juvenile Police Units, Child Protection Units, and After Care organizations. In addition, there are Family Courts established under the Family Courts Act (1984) and the National Commission for Protection of Child Rights (NCPCR) established under the National Commission for Protection of Children Act (2005).
Decisions in Family Courts cannot simply be decided on the basis of facts that are "proved" or "not proved." They touch upon sensitive and emotional issues. Such decisions necessarily involve lengthy investigations of the family, their personalities and their motivations. In Family Courts the principles of law, the conscience of the community, and the social sciences particularly those dealing with human behavior and personal relationshipsall work together. It is clear that successful innovations depend upon particular individuals being in the right place at the right time. Children's rights in Family Courts need to be protected. There is a need to provide quality intervention services to the Family Courts, like counseling, trauma treatment, a child access center, etc., so that justice is provided to women and children who are the victims of domestic violence, broken homes and marriages, and matrimonial disputes. Above all, the families must be made aware and avail themselves of these services.
Though the Juvenile Justice Act has rightly increased the age of childhood to eighteen years, keeping in conformity with the Convention on the Rights of the Child, the infrastructure as well as human resources under the Act were not upgraded and are grossly inadequate. The education, training, and recreational needs of children have not been provided for. In addition to basic school education, the higher education and training of these children have to be considered. Also, the educational and vocational facilities in the institutions need modernization. Age-old nonmarketable vocations, like making solely shirts or brooms, should be replaced with current marketable courses like computer education, certified courses on dress designing, and so on. The Open School and Open University educational systems should be made accessible to these children. Trained Duty Counsels have to be appointed by the State Legal Services Authority to represent the children in the courts. Some states, such as Maharashtra, have appointed Duty Counsels in the Juvenile Justice Boards. The institutional staff and the law enforcers, including the police and judiciary, need training so that the spirit of the Act can be followed. The Child Welfare Committees consist of part-time members and many of them are too busy to spare the time required to deal with the vast majority of cases. The law enforcers have to be made aware that children have a right to legal aid and other constitutional rights, like the right to counsel, the right to a speedy trial and disposal of cases, and the right to child-friendly proceedings.
Clearly, the "best interest" standard gives judges tremendous discretion. The background of the judges and their understanding of what constitutes the best interest of the child play an important role. There also appears to be tension between the apparent meaning of the best interest standard and its construction in legislative and court decisions. There are also risks to the child due to delays and adjournments that are a regular feature of the legal system.
Legal institutions are important mechanisms for social change. They must be made child friendly. Proceedings in courts and other legal and administrative structures must be inclusive of child participation. Participation of children in court processes involves creating space in a system. In these spaces, they can understand, ask questions, share their views and observations about their own lived experiences, and have these views listened to in a respectful way and considered in decisions that affect them. 64 As of now, there is no legislation that specifically mentions the right of the child to express her/his views freely. The Constitution of India does, however, in Article 19 (1) (a), provide for the freedom of expression as a fundamental right to every person in India, and nowhere is it mentioned that children are to be excluded. Yet the exclusion does take place because of the patriarchal norms governing societal attitudes, which in turn also define the general attitude of the society, including parents, teachers, the judiciary, and government functionaries. Children, therefore, require varying degrees of protection, participation, and opportunity for autonomous decision-making in different contexts. In India most of the work has been focused on either inclusion of children's views in the democratic process of the country by constituting Bal Panchayats, Bal Sansads 65 or promoting children's representation through group actions, by encouraging youth clubs, child labour unions, etc. It is not very often that initiatives are taken to ensure child participation in the legal and administrative institutions and structures (i.e., where children have the right to participate by virtue of being children 66 ). There have also been some important developments in the last few years to provide for children to be heard in court. 67 These developments must be included in the laws themselves.
Since the child is unrepresented in the Family Courts, it is up to the judge to ensure that the child's interests are not harmed or negated. The judges are not trained or sensitized to be friendly. Besides, even in those cases in which the courts have managed to determine the best interest of the child, the social, administrative, and enforcement machineries are neither sensitive nor trained well enough to implement them. The counselors play a very important role in Family Courts but in the absence of proper infrastructure and uniform rules with regard to remuneration of the counselors, etc., skilled counselors are either not available or are engaged on very small fees. Consequently, many of them feel demoralized and have little interest in giving quality time or attention to the cases. 63
Another statutory institution is the National Commission for Protection of Child Rights. This is a statutory body of the Government of India, set up in March 2007 to protect, promote, and defend child rights in the country. 68 India ratified the United Nations Child Rights Convention in the year 1992, and The Commissions for Protection of Child Rights Act (2005) is an important milestone in translating these commitments into action. The Act provides Children's Courts for the speedy trial of offences against children or of the violation of child rights. The Act empowers the state governments to designate a court in the state or a Court of Sessions in each district as a Children's Court, with concurrence of the Chief Justice of the concerned High Court. For every Children's Court, the state government is required to appoint a Public Prosecutor or an advocate who has been in practice for not less than seven years as the Special Public Prosecutor. The state Children's Commissions have yet to be constituted. Some significant tasks done by the National
Commission are to issue guidelines for corporal punishment in schools, investigate complaints of corporal punishment and child labour, and review laws relating to juvenile justice and child labour. The Commission has raised a lot of hopes among activists for protecting the rights of the child, and it must now act. There is also a need to enhance the powers and resources of the NCPCR so that it can work effectively. This Commission must be given independence from political pressures to work and act to protect children.
Today India is registering 8–10 percent growth and claiming that it will be a world economic power by 2020. According to Macalester College Sociology Professor Eric Larson:
[I]f India devotes fruits of this economic growth to change social organizations and institutions bound to childhood, it could result in the types of cultural changes that encourage people to view children as priceless. Second, the contemporary global construction of childhood focuses on developing human potential. The culturally legitimate treatment of children has shifted from understanding children as a resource for families and nations to understanding duties that we must fulfill to enable future aspirations. How we culturally organize and locate the institution of childhood projects a vision of the future. We seem to more readily celebrate and liberate those elements of childhood that help develop consumers and households as sites of consumption (albeit not as unequal as the patriarchal households of the past). At the same time, efforts based on presumed vulnerabilities of children to succumb to nefarious bad actors and criminal-law-based responses may draw our attention away from the broader social arrangements of childhood. Instead of collectively engaging in wider reform, a focus on eradicating bad actors may lead to laws that are misguided and counterproductive and continued hollow political platitudes about the sanctity and value of children. Realizing the promise of children's rights requires changes to the institutions on which such rights are contingent. Such change is not impossible—far from it, as the historical evidence indicates. Rather, true change requires that we invest the time and resources in well-focused efforts to alter culture, social organization and practices to make rights into realities. 69
XIII. Law Reform in the Interest of Children
This decade has seen a spurt of legislative initiatives on the issue of child rights. Still, a lot needs to be done. The 1974 policy is outdated. It needs to be reviewed with a child rights perspective. The law on child sexual abuse and pedophiles is the need of the hour. India has become a haven for pedophiles because of its lax laws. Child labour is assuming new forms, like child artists and migrant child labour, and the law must be equipped to deal with them. Enacting child-friendly legislation to ensure a convergence of laws on education and child labour should also guarantee education of equitable quality to every child in India. There is also a need for national legislation on corporal punishment.
There are links between missing children, forced labour, and trafficking. There is no national database or uniform tracking procedure existing in India today that deals with missing children across the country. It is an issue of serious concern post-Nithari wherein out of the 38 missing children, many of them were later found to be killed. 70 The missing children issue can no longer be dealt with through knee-jerk reactions as in the recent Nithari killings. On average, more than 40,000 children in India are reported missing every year. 71
The mental health treatment of rescued and victimized children is absent in Indian laws and judgments. In legislation concerning children and their rights, mental health considerations must become an inextricable component of law, and therapists must be included in the legal framework for the future benefit of the child, as a long-term remedy. We must move toward therapeutic jurisprudence. Alternate dispute resolution techniques must be developed for dealing with child-related issues. Children should be involved in conciliation and mediation services and in litigated/contested/defended court proceedings concerning their care arrangements or guardianship issues.
Each year, thousands of women agree to carry the child of another woman for a fee. There is already an active international trade in the components of baby productionwombs, sperm, and eggs. There are rapidly advancing technologies that are certain to expand both the demand for surrogacy services and the supply of surrogate mothers. The presence of globalization and the development of Assisted Reproductive Technology (ART) have contributed to the emergence of a new reproductive concept, reproductive tourism, which is when couples travel outside of their country for fertility treatment. India is becoming the best option for fertility treatment for many reasons: inexpensive cost, many donors, and lenient legislation. Reproductive tourism has emerged as a popular means for infertile couples to overcome their fertility problems. Legal restrictions on fertility treatment in their home countries encourage infertile couples to go abroad. India must create surrogacy laws domestically. Citizens need to know the laws on infertility services in their country as well as the implications of seeking services abroad. India has at present only Indian Council for Medical Research (ICMR) guidelines regulating surrogacy arrangements. The failure to create legislation will further complicate the issues that the states and their citizens have to face. The rights of the child must also be taken into consideration while creating laws for national and transnational surrogacy arrangements.
Child participation must be authentic and meaningful. It must start with children themselves, on their own terms, within their own realities and in pursuit of their own visions, dreams, hopes and concerns. Most of all, authentic and meaningful child participation requires a radical shift in adult thinking and behaviourfrom an exclusionary to an inclusionary approach to children and their capabilities. 72 Legal reform must feature provisions inclusive of child participation in legal and administrative structures and institutions.
The change from a welfare approach to a rights-based approach in laws relating to children is still a distant dream. The United Nations Convention on the Rights of the Child was adopted and ratified by India almost nineteen years ago. India since then has taken measures to reform and amend national laws to include the principles laid down in the CRC. But these have been piecemeal attempts in certain statutes or provisions. What is required is a comprehensive review of ALL legislation relating to children in the context of a rights-based and gender-just perspective. The laws that do not conform to the international standards must be changed or amended or new laws formed.
XIV. Conclusion
Significantly, law is one of many responses to social change. In certain respects it is the most important since it represents the authority of the state and its sanctioning power. Through legislative or administrative responses to new social conditions and ideas, as well as through judicial reinterpretations of constitutions, statutes, or precedents, the law increasingly not only articulates but sets the course for major social changes. The legal response to a given social or technological problem is therefore in itself a major social action, which may aggravate a given problem or alleviate and help to solve it. Nonetheless, even when law cannot bring about change without social support, it still can create certain preconditions for social change.
The lawmakers must understand the nature of complex social ties on which the cohesion of society depends. Law has come to be seen as an independent agent of social change and social direction. The holistic approach to the solution of the problem would run through the stages of prevention, protection, preparation, prosecution, participation, and finally punishment. No law can work in isolation. The need of the hour is, therefore, a synergy of all the stakeholders: parents, teachers, community (including diverse groups such as artists and inter-religious forums), police, panchayat, 75 NGOs, prosecution, government, media, corporations, industrialists, and the youth. This requires significant commitment and engagement from both state governments and civil society. The proposed Integrated Child Protection Scheme (ICPS) of the Government of India brings together multiple vertical schemes under one comprehensive child protection scheme, combining existing child protection schemes of the Ministry and integrating interventions for protecting children and preventing harm. This will be done through service delivery structures at the state and district level. Moreover, to also achieve the Millennium Development Goals, such a comprehensive approach to child protection is required. All budgets for child protection schemes and programmers should be in the plan category and not in the non-plan category. 76
Clearly, the prospects for change led by law may be limited because children's status depends on altering the connections between the family, society, and the economy more broadly. In this sense, realizing children's rights remains contingent on other social changes. 73 Both sociology and law are concerned with the nature of legitimate authority, the mechanisms of social control, issues of civil rights, power arrangements, and the relationship between public and private spheres. 74
Awareness of the rights and laws by various stakeholders, including children, is essential. We have to recognize the enormity of the problem and tackle it politically, legally, and socially, with significant commitment from the state and civil society. The negative linkage of globalization and privatization on the rights of children in several countries across the world needs to be examined and addressed.
By their sheer resilience against all odds and their ability to laugh and to bring laughter to us, children never let us give up hope. Across the country, children are growing up facing the vagaries of nature and of humans. And yet they smile and look up to the sky in hope. Their smiles bring us hope, courage, and resolve in these bleak and uncertain times that are filled with violence and economic crisis. 77 It is this hope that fosters the strength to meet the challenges and fulfill our promises and legal obligations.
Notes
1. Shashi Tharoor, "India as a Soft Power," IIC Quarterly, India International Center, New Delhi (2008): 32.
2. "State of the World's Children," Report, UNICEF (2011).
3. Mehrotra Santosh, "Children of India, Rights and Opportunities," Working Paper Series (New Delhi: IHD-UNICEF, 2010).
4. "State of the World's Children," Report, UNICEF (2011).
5. Ibid.
6. Accessed online on 1 December 2011 at azadindia.org/social-issues/status-of-children.html.
7. Fundamental rights if violated can be brought before the Courts. A writ petition can be filed in the Supreme Court and High Courts.
8. The Directive Principles lay down the guidelines the governments have to follow. If they are violated, they cannot be taken before the Courts but because of judicial interpretation, many of the Directive Principles relating to children have now become enforceable through legal actions brought before Courts. Articles 39(e) and (f) instruct that the state policies be directed toward securing the tender age or small age of children.
9. Constitution of India, Article 15(3).
10. Article 23 prohibits trafficking of human beings, including children, and Article 24 mandates that no child below age 14 can work in any hazardous occupation or industry.
11. The right to equality.
12. Prohibition of discrimination on grounds only of religion, caste, sex, place of birth or any of them.
13. Promoting equality of opportunity for all citizens in matters of public employment.
14. "Untouchability" is abolished and its practice in any form is forbidden.
15. Right to life and due process of law.
16. Article 21A provides for free and compulsory education for all children of the age 6–14 years.
17. Articles 32 and 226 of the Constitution of India.
18. Child Budgeting is an attempt to examine what resources government is allocating to programmes that benefit children, and whether these programmes adequately reflect the needs and rights of children.
19. These include the Juvenile Justice (Care and Protection of Children) Act (2000); The PreConception and Prenatal Diagnostic Techniques (Prohibition of Sex Selection) Act (2003); The Infant Milk Substitutes, Feeding Bottles and Infant Foods (Regulation of Production, Supply and Distribution) Amendment Act (2003); Protection of Women from Domestic Violence Act (2005); The Commissions for Protection of Child Rights Act (2005); The Prohibition of Child Marriage Act (2006); and The Right to Free and Compulsory Education Act (2009).
20. These include the Juvenile Justice (Care and Protection of Children) Amendment Bill and The Protection of Children from Sexual Offences Bill (2011).
21. Asha Bajpai, "Who is a Child?," Info Change News and Features, Centre for Communication and Development Studies, 2007.
22. Ibid.
23. Asha Bajpai, "The Legislative and Institutional Framework for Protection of Children in India," New Delhi: IHD-UNICEF Working Paper Series, Children of India: Rights and Opportunities, 2010.
24. Asha Bajpai, Child Rights in India Law, Policy and Practice (New Delhi: Oxford University Press, Second Impression, 2006).
25. Section 82 of the Indian Penal Code (1860).
26. Section 83 of the Indian Penal Code (1860).
27. Its objective is to provide for proper care, protection, and treatment by catering to their developmental needs and by adopting a child-friendly approach that is in the best interest of children and intended for their ultimate rehabilitation.
28. "Crime in India, 2009," National Crime Records Bureau, Government of India, New Delhi, 2009.
29. Kumari Ved, Info Change News and Features (June 2007).
30. [2001] 5 Supreme Court Cases 714 and 2000 II AD [Criminal] Supreme Court 801.
31. Ved 2007.
32. (PIL 182/2010). The author, Asha Bajpai, is appointed as the amicus curiae in this ongoing PIL in the Bombay High Court, India.
33. Ibid.
34. Online at www. chennaionline.com/society/06.
35. Indian Penal Code (1860), Sections 375, 376, 354, and 377.
36. Indian Penal Code (1860).
37. An Indian festival.
38. Section 2(c) of the Criminal Procedure Code (1973) defines cognizable offence. It is an offence for which the police officer may arrest an accused without a warrant and commence the investigation without an order from the Magistrate.
39. R. Dalvi, "Human Trafficking: The Angle of Victimology: A Commentary," Law, Social Justice and Global Development Journal 2 (2010), accessed online at go.warwick.ac.uk/elj/lgd/2010_2/dalvi.
40. In camera (Latin for "in a chamber") is a legal term meaning "in private." It is also sometimes termed "in chambers" or "in curia." In camera describes court cases (or portions thereof) to which the public and press are not admitted. In camera is the opposite of trial in open court where all the parties and witnesses testify in a public courtroom and lawyers make their arguments in public.
,
41. State of Punjab v. Gurmit Singh, 1996 2 Supreme Court Case 384; and Sudesh Jakhu v. KCJ 1998 Criminal Law Journal 2428.
42. Vijay Valia v. State of Maharashtra, 1987 Maharashtra Law Journal 49 @ 58; Zahira Habibullah Sheikh and anr. v. State of Gujarat (2004) (4) Supreme Court Case 158.
43. Sakshi v. Union of India, All India Reporter 2004 Supreme Court 3566.
44. Devadasi literally means God's (Dev) female servant (Dasi). According to the ancient Indian practice, young pre-pubertal girls are "married off" or "given away" in matrimony to the local/religious deity of the temple. These girls are not allowed to marry, as they are supposedly married to the temple. Devadasi "serves" the priests and inmates of the temple, as well as the Zamindars (local landlords) and other men of money and power in the town and village. Though the Devadasi system has been abolished by law, it is reportedly still prevalent in some parts of India, especially in South India and States like Maharashtra, Andhra Pradesh, Tamil Nadu and Karnataka. In Andhra Pradesh, these devadasis are called jogins.
45. Vishal Jeet v. Union of India, 1990 (3) Supreme Court Case 318.
46. Court on its own Motion v. UOI (Criminal Motion No. 862/01) in a PIL: Crl. W. No. 532/92, filed in Delhi High Court for implementation of ITPA.
47. Public at Large v. State of Maharashtra, Writ Petition 112/92.
48. State of Punjab v. Gurmit Singh, 1996 Supreme Court Case (Criminal) 316.
49. All India Reporter 2003, Supreme Court 2053.
50. 6 Supreme Court Case 591 (1999).
51. Indian Penal Code, Sections 312–318.
52. Under the Code of Criminal Procedure, offences have been classified as "bailable" and "nonbailable" offences. In the case of bailable offences, it is binding upon the investigating officer to grant bail. However, in the case of a non-bailable offence, the police do not grant bail. The decision is made by a Judicial Magistrate/Judge only.
53. Non-compoundable offences cannot be withdrawn once filed, nor compromised or settled out of court by the parties to the dispute.
54. Centre for Enquiry into Health and Allied Themes (CEHAT); and Ors v. Union of India and All India Reporter 2003, Supreme Court 3309.
55. Case No. RBT-298/2 of 2001 decided on March 25, 2006, in the Court of Sub Divisional Judicial Magistrate, Paliwal.
56. All India Reporter 1997, Supreme Court 699.
57. Bajpai 2006.
58. Persons belonging to the Hindu, Muslim, Christian, and Parsi religions are governed by their own personal laws or family law.
59. The Juvenile Justice (Care and Protection of Children) Rules (2007), Rule 33 (g) (vii): no child older than seven years of age who can understand and express his opinion shall be declared free for adoption without his/her consent.
60. A. S. Shenoy, "Child Adoption Policies in India," A review paper presented by A. S. Shenoy, First International Conference on Inter-country Adoption, organized by Child NGO FederationNepal at Khattmandu, Nepal, on March 10–12, 2007.
61. (3) Bombay Court Reporter (2000), p. 243.
62. Article 9.
63. Bajpai 2006.
64. Suzanne Williams, "Through the Eyes of Young People: Meaningful Child Participation in BC Family Court Processes," International Institute for Child Rights and Development, The Law Foundation of British Columbia, University of Victoria, 2006.
65. Bal Sansads or Bal Panchayats mean a children's mock parliament, where they raise issues affecting them.
66. Neelam Singh, Ruchika Negi, and Subhashim Goswami, "Experiences in Engaging with Children in Developmental Processes: Process Documentation of Some Organizations and Networks," HAQ: Centre for Child Rights, UNICEF India (November 2006).
67. State of Punjab v. Gurmit Singh and Others (Manupatra/Supreme Court/0366/1996); Freedy Peats and Others (Sessions case No. 24/1992, Criminal Appeal No. 4/1996); and Saakshi v. Union of India, All India Reporter 2004, Supreme Court 3566, 2004.
68. The Act received the assent of the President on 20 January 2006.
69. Based on Professor Erik Larson's response to my essay at the Macalester Roundtable.
70. Noida and the surrounding area were for a long time haunted by incidents of kidnapping. Parents approached police officials for help but were always denied any support. The incidents of the kidnapping of little children, mostly girls, continued unchecked. On December 29, 2006, when police were investigating the kidnapping of a teenage girl, electronic surveillance brought them to an unoccupied house owned by Moninder. The electronic surveillance traced the cell phone of the kidnapped girl, who was sexually assaulted and killed in this house. When the police investigation progressed, skeletal remains of many more children were found in sacks in the drain that was situated behind the house. This is when the serial killings came to light. When the skeletal remains and other objects in the sacks were tested, it was found that they belonged to the children who went missing.
71. Haq Report on Child Rights, New Delhi (2005).
72. "The State of the World's Children 2003" (New York: UNICEF, 2002).
73. Response by Associate Professor of Sociology Erik Larson at the Macalester Roundtable.
74. Roger Cotterrell, The Sociology of Law, An Introduction (New Delhi: Oxford University Press, 2007).
75. Panchayat is the term used for local self-government at the village or small town level in India.
76. Ibid.
77. Enakshi Ganguly Thukral, Bharti Ali, and Emily Bild, Still Out of Focus Status of India's Children, 2008 (HAQ: Center for Child Rights, New Delhi, India, 2008). | <urn:uuid:561f181b-b8ee-4275-a39e-aabaf1c59ce3> | CC-MAIN-2014-42 | http://digitalcommons.macalester.edu/cgi/viewcontent.cgi?article=1523&context=macintl | 2014-11-01T05:12:00Z | crawl-data/CC-MAIN-2014-42/segments/1414637904367.36/warc/CC-MAIN-20141030025824-00035-ip-10-16-133-185.ec2.internal.warc.gz | 83,058,245 | 14,702 | eng_Latn | eng_Latn | 0.989085 | eng_Latn | 0.998743 | [
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Excel Tutorial
During this introduction you will learn the basics of how to use Excel—how to make a spreadsheet, create a graph from that spreadsheet, and interpret the data to answer some basic questions.
Creating a Simple Spreadsheet
A spreadsheet is a way to organize information so that you can create visualizations or interpret your data – it consists of a grid of columns and rows. A column is vertical, and a row is horizontal. The intersection of a column and a row is called a cell. Open an Excel spreadsheet and type the headings "Year" and "Flow (m3/second)", as shown below. In this exercise, we'll look at data from the Hudson River to understand the average flow rate of water moving down the Hudson River at a monitoring station at Poughkeepsie, NY.
Now, copy the data below and paste them into rows A and B to fill in the chart.
We will put year on the x-axis, because it is the independent variable, and Flow (m³/second) on the yaxis, because it is the dependent variable. Remember, a dependent variable is something you are measuring, and an independent variable is what you are in control of or what you can manipulate. In this case, we can choose the years we want to measure, but we can't control the flow.
Making a Graph
You can make many different kinds of charts and graphs, but the most common are the bar, line, and scatter plot graphs. To make a graph, you have to highlight the data you want to graph. Click on cell B2, and drag down to cell B11. Avoid highlighting the headings of your data.
After you have highlighted the boxes, click on the "Insert" tab. You can choose what type of Chart you would like. For this first graph, let's choose a line graph.
You should get a graph that looks like this:
Note: if you have a "series 1" legend, you can just click on it and delete it. You don't need a legend right now since you only have one variable on your graph.
To get the years on the x-axis, right click anywhere within the graph box, and then click "Select Data".
A drop box titled "Select Data Source" pops up.
Then click "OK" again to exit the "Select Data Source" drop box.
Your graph should look like this:
Click the "Edit" bottom directly under the text "Horizontal (Category) Axis Labels". Then another drop box pops up titled "Axis Labels". This box prompts you to provide an "Axis Label Rage". To do this, either type in the cell range of your x-axis or highlight the relevant cells (in our case, select A2 through A11, and click "OK").
To add a title, x and y axis labels of the graph, click on the graph, and then use the "Layout" tab on the top of the screen. To edit the title of the graph click on "Chart Title" and select the "Above Chart" option, and type "Hudson River Flow" - the title of your graph.
To edit the x and y axis labels of the graph, click on "Axis Titles" (right next to "Chart Title") then click on "Primary Horizontal Axis Title" and "Primary Vertical Axis Title" respectively. For the horizontal axis choose the option "Below Axis" and type "Year" –the label of the x axis. For the vertical axis choose the option "Rotated Title" and type "Water flow (m 3 /s)" –the label of the y axis.
You should now have a graph that looks like this:
Based on this graph, answer the following questions:
1. What year was the flow in the Hudson the highest? _______the lowest? _______
2. What are some of the reasons that flow might be higher or lower in different years?
For homework, make a graph of these data:
Print the graph. When you are finished, answer the following on the back of your graph: Which variable is independent, and which variable is dependent? Why?
Making a Graph: Part 2
Now it's time to practice using Excel to make a more complicated graph, where we will show more information on the Hudson River. Looking at ten years of data, you will compare the number of rotifers per liter of water with the number of cladocerans per liter of water. Later, you will add information about zebra mussels.
Zebra mussels are an invasive mollusk that arrived in the Hudson River in the early 1990s. They are filter feeders and reproduce quickly.
Microscopy-UK.org
A rotifer is a tiny microscopic animal that lives just about anywhere that there is water, including the Hudson River.
Cladocerans are also microscopic crustaceans; they are sometimes called water fleas.
Open an Excel spreadsheet and add the data below.
If you have a spreadsheet designed and you forgot to include some important information, you can insert a column (or a row) into an existing spreadsheet.
You have to right click on the column label (letter) and choose Insert. This will insert a column immediately left of the selected column. Likewise, we can also insert rows. With the row label (number) selected you choose Insert. This will insert a row above the row you have selected.
Now try inserting a column into the spreadsheet you have made! Insert a column between Letters A and B, and add the Cladoceran data on the right.
Your spreadsheet should look like this:
Now you are ready to create a graph from these data. Highlight the data you want to graph on the y-axis; in this case highlight cells B2 to B11 and C2 to C11 at the same time, then click on the "Insert" tab. Again, click "Line".
You should get a graph that looks like this:
To get the years on the x-axis, follow the same procedure as earlier by clicking on "Select Data", adding the years to the Horizontal Axis Labels, and selecting "OK".
To add labels to the series, go back to the Select Data box. Then, click on the "Edit" button under "Legend Entries".
You'll see a small box pop up that includes a place for "Series Name" and "Series Values" (this refers to the values that you've already selected for the y-axis). Type the name of the series in the "Series Name" box, and then select Ok.
To edit the title, x and y axis labels of the graph, click on the graph, and then use the "Layout" tab on the top of the screen. To edit the title of the graph click on "Chart Title" and select the "Above Chart" option, and type "Hudson River Biodiversity Changes" - the title of your graph.
You should now have a graph that looks like this:
You should be able to answer the following questions based on this graph:
1. Which animal population changed the most? _____________________
2. When did this change occur? ________________________
3. What could be a reason for the dramatic change in the rotifer population?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
4. What other kind of information do you need to know in order to decide what caused this change?
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Go on to the next part of the tutorial to learn how to change things about your graph!
Changing Your Graphs
Using the same graph from the previous exercise, try working with the graph to change some things.
Let's try adding a trendline. This is a line that can show you the potential future path of your variable.
Click on one of the data points for the Rotifers on the graph. The color and shape of the points will change. Then right click. You will see a small box with some options. Highlight and then click on "Add Trendline…" A box labeled "Trendline Options" pops up. Select "Linear" and then click "Close".
Your graph should now look like this:
Notice that the y-axis values go to -200; this doesn't make any sense, since numbers of animals can't be a negative, only zero. To correct the scale, right click on any number on the y axis, then click "Format Axis" In the "Axis Options" tab that pops up, change the "Minimum" from "Auto" to "Fixed". This allows you to change the highlighted value; change this value to 0, and click "Close". You'll see that the y-axis values changed from -200 to 0.
Your graph should now look like this:
The black line is your trendline. You can use trendlines to "predict" what might happen in the future, or what could have happened in the past. You can remove the trendline by clicking on the trendline, then clicking with the right mouse key, and selecting "Delete". You can also get some basic statistics about your trendline, such as the equation for the line. If you are looking at a trend over time, you can use the linear regression and find out about whether the R 2 value explains the amount of variation in your data set. If your R 2 value is very high, that means that most of the points fall along the line (or are "explained" by your trendline).
Let's try another type of change: adding a second Y-axis to your graph. Doing this allows you to see data more clearly, because it can create a scale for one of your variables on the second Y-axis. This is particularly helpful in these types of situations when one group of data (the rotifers) have such a different scale from the other (cladocerans).
Do this by right clicking on the data points for "Cladocerans". Make sure that multiple data points are highlighted instead of just one! Then, click on "Format Data Series".
Click on the "Series Options" tab, click on "Secondary Axis", and then click "Close".
You should see your graph change dramatically:
1. Explain why this graph now looks so different:
2. Does this change your answer to the earlier question about which animal species showed the most dramatic change? Why or why not? What else would you need to know before you can answer this question?
Extra credit: Add a linear regression trendline for both populations – rotifers and cladocerans. Using the equation for each line, explain which population is changing more quickly.
For homework, make a graph of the following data:
Then, answer these questions:
1. In what year did zebra mussels arrive in the Hudson Valley?
3. Why do you think this happened?
2. What happened to the rotifer population numbers after the arrival of the zebra mussels?
4. What other information do you need to know to decide why the rotifer population reacted in this way to the zebra mussels?
5. Add a trendline to your graph. What do you think will happen in ten years to the rotifer population? To the zebra mussel population? | <urn:uuid:15929f95-64a9-4795-a7e8-84271b82f3c1> | CC-MAIN-2021-25 | https://www.caryinstitute.org/sites/default/files/public/downloads/curriculum-project/excel_tutorial_-_basic.pdf | 2021-06-21T14:10:52+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00062.warc.gz | 616,236,925 | 2,316 | eng_Latn | eng_Latn | 0.996613 | eng_Latn | 0.999457 | [
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Breaking News English.com
Ready-to-Use English Lessons by Sean Banville
"1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS"
Thousands more free lessons from Sean's other websites
breakingnewsenglish.com/book.html www.freeeslmaterials.com/sean_banville_lessons.html
Level 6 - 25th December, 2018
U.S. government shutdown over border wall
FREE online quizzes, mp3 listening and more for this lesson here:
https://breakingnewsenglish.com/1812/181225-border-wall.html
Contents
Please try Levels 4 and 5 (they are easier).
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THE ARTICLE
From https://breakingnewsenglish.com/1812/181225-border-wall.html
The U.S. government will partially shut down over the Christmas period due to a lack of agreement over funding for the proposed wall along the Mexico border. Politicians say it is likely that the federal closures will continue until after Christmas. It is the third government shutdown of the year. U.S. President Donald Trump has promised a "very long" government shutdown if Democrats do not fund the border wall. Mr Trump wants the Senate to authorize $5.7 billion to finance the wall, which was one of the President's major election promises in 2016. He said: "I hope we don't, but we are totally prepared for a very long shutdown." He tweeted: "Shutdown today if Democrats do not vote for border security."
The shutdown has affected Mr Trump's holiday plans. The White House press secretary Sarah Sanders confirmed this in a statement. She said: "Due to the shutdown, President Trump will remain in Washington, D.C. and the First Lady will return from Florida so they can spend Christmas together." The shutdown means there is gridlock in large parts of the federal government's operations. Funding has expired for departments that operate national parks, homeland security, law enforcement, tax collection and transportation. Around 400,000 federal workers have to stay at home without pay until a deal is reached. Many government services have been halted until the Senate reaches a deal.
Sources:
https://www.washingtonpost.com/business/economy/shutdown-day-1-trump-warns-it-could-bea-long-stay-amid-impasse-over-border-wall/2018/12/22/006ff10c-060b-11e9-9122-
82e98f91ee6f_story.html
https://www. bbc.com/news/world-us-canada-46637638
https://edition.cnn.com/2018/12/22/politics/government-shutdown-day-1/index.html
WARM-UPS
1. WALLS AND FENCES: Students walk around the class and talk to other students about walls and fences. Change partners often and share your findings.
2. CHAT: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?
government / shut down / lack / agreement / federal / border wall / finance / security holiday plans / press secretary / Washington / gridlock / national parks / deal / pay
Have a chat about the topics you liked. Change topics and partners frequently.
3. THE WALL: Students A strongly believe the USA should build a wall along the Mexico border; Students B strongly believe it shouldn't. Change partners again and talk about your conversations.
4. GOVERNMENT: How are these governments in your country? How can they be made better? Complete this table with your partner(s). Change partners often and share what you wrote.
5. WALL: Spend one minute writing down all of the different words you associate with the word "wall". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. SHUTDOWN: Rank these with your partner. Put the worst things to shut down at the top. Change partners often and share your rankings.
* Law enforcement
* Transport
* Health
* Schools
* Border security
* The Internet
* Electricity
* Social security
VOCABULARY MATCHING
Paragraph 1
1. partially
2. due to
3.
lack
4. funding
5. proposed
6. authorize
7. vote
Paragraph 2
8. confirmed
9. gridlock
10. expired
11. law enforcement
12. federal
13. deal
14. halted
a. Money provided, especially by an organization or government, for a particular purpose.
b. Only in part; to a limited extent.
c. The state of being without or not having enough of something.
d. Give official permission for or approval to an undertaking or agent.
e. A formal choice between two or more candidates or courses of action, usually via putting a cross in a box on a paper or a show of hands.
f. Because of.
g. Put forward an idea or plan for consideration or discussion by others.
h. A government department responsible for the police and order on the streets.
i. Stopped or brought to a sudden end or finish.
j. An agreement between two or more parties for their mutual benefit, especially in a business or political context.
k. Of a document, authorization, or agreement that has ceased to be valid, usually after a fixed period of time.
l. Relating to the central government of the USA.
m. States with confidence that a report or fact is true.
n. A situation in which no progress can be made between two or more people or groups.
BEFORE READING / LISTENING
From https://breakingnewsenglish.com/1812/181225-border-wall.html
1. TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F).
a. The U.S. government will totally shut down over Christmas. T / F
b. This is the first time this year that the U.S. government has shut down. T / F
c. Donald Trump wants $5.7 million to build a border wall.
T / F
d. Donald Trump said he is prepared for a very long shutdown. T / F
e. The shutdown means Donald Trump won't be in Florida for Xmas.
T / F
f. The article says Mr and Mrs Trump will spend Christmas together. T / F
g. There is currently no federal funding for national parks.
T / F
h. Over half-a-million federal workers are at home without pay.
T / F
2. SYNONYM MATCH:
Match the following synonyms. The words in bold are from the news article.
3. PHRASE MATCH: (Sometimes more than one choice is possible.)
1. shut down over
a. to finance the wall
2. due to a lack
3. authorize $5.7 billion
4. one of the President's major
5. border
6. Sanders confirmed this in
7. they can spend
8. law
9. tax
10. Many government services have been
b. Christmas together
c. security
d. enforcement
e. halted
f. of agreement
g. collection
h. election promises
i. a statement
j. the Christmas period
GAP FILL
From https://breakingnewsenglish.com/1812/181225-border-wall.html
The U.S. government will (1) ____________ shut down over the Christmas period due to a lack of agreement over funding for the proposed wall (2) ____________ the Mexico border. Politicians say it is likely that the federal (3) ____________ will continue until after Christmas. It is the third government shutdown of the year. U.S. President Donald Trump has (4) ____________ a "very long" government shutdown if Democrats do not fund the border wall. Mr Trump wants the Senate to authorize $5.7 billion to (5) ____________ the wall, which was one of the President's (6) ____________ election promises in 2016. He said: "I hope we don't, but we are (7) ____________ prepared for a very long shutdown." He tweeted: "Shutdown today if Democrats do not vote for border (8) ____________." major along promised security partially totally finance closures
The shutdown has (9) ____________ Mr Trump's holiday plans. The White House press secretary Sarah Sanders (10) ___________ this in a statement. She said: "Due to the shutdown, President Trump will (11) ____________ in Washington, D.C. and the First Lady will return from Florida so they can spend Christmas together." The shutdown means there is (12) ____________ in large parts of the federal government's operations. Funding has (13) ____________ for departments that operate national parks, homeland (14) ____________, law enforcement, tax collection and transportation. Around 400,000 federal workers have to stay at home without pay until a (15) ____________ is reached. Many government services have been halted until the Senate (16) ____________ a deal. gridlock affected security reaches remain expired deal confirmed
LISTENING – Guess the answers. Listen to check.
From https://breakingnewsenglish.com/1812/181225-border-wall.html
1) partially shut down over the Christmas period due to ______ agreement
a. a luck of
b. a lack of
c. a lack off
d. all lack off
2) promised a very long government shutdown if Democrats do ______ border wall
a. not find the
b. not fend the
c. not fund the
d. not fond the
3) $5.7 billion to finance the wall, which was one of the President's ______ promises
a. majors election
b. major election
c. majorly election
d. majority election
4) He said: "I hope we don't, but we are totally prepared for a very ______."
a. long shuts down
b. long shut it down
c. longer shutdown
d. long shutdown
5) He tweeted: "Shutdown today if Democrats do not vote ______."
a. for border security
b. for border securities
c. for borders security
d. four border security
6) The White House press secretary Sarah Sanders confirmed this ______
a. in a state meant
b. in a straight meant
c. in a stale mend
d. in a statement
7) the First Lady will return from Florida so they can ______ together
a. spent Christmas
b. spends Christmas
c. spend Christmas
d. splendid Christmas
8) Funding has expired for departments that operate ______
a. nationally parks
b. national park
c. national parks
d. national sparks
9) 400,000 federal workers have to stay at home without pay until a ______
a. deal is reach
b. deal is retched
c. deal is wretched
d. deal is reached
10) Many government services have ______
a. been halted
b. been halt it
c. being halted
d. bean halted
LISTENING – Listen and fill in the gaps
From https://breakingnewsenglish.com/1812/181225-border-wall.html
The U.S. government will (1) ___________________ over the Christmas period due (2) ___________________ of agreement over funding for the proposed wall along the Mexico border. Politicians say it is likely that the (3) ___________________ continue until after Christmas. It is the third government shutdown of the year. U.S. President Donald Trump has promised a "very long" government shutdown if Democrats (4) ___________________ the border wall. Mr Trump wants the Senate to authorize $5.7 billion to (5) ___________________, which was one of the President's major election promises in 2016. He said: "I hope we don't, but we are totally prepared for a very long shutdown." He tweeted: "Shutdown today if Democrats do not vote (6) ___________________."
The (7) ___________________ Mr Trump's holiday plans. The White House press secretary Sarah Sanders confirmed this in a statement. She said: "Due to the shutdown, President Trump (8) ___________________ Washington, D.C. and the First Lady will return from Florida so they can spend Christmas together." The shutdown means there (9) ___________________ large parts of the federal government's operations. Funding has expired for departments (10) ___________________ parks, homeland security, law enforcement, tax collection and transportation. Around 400,000 federal (11) ___________________ stay at home without pay until a deal is reached. Many government services have been halted until the Senate (12) ___________________.
COMPREHENSION QUESTIONS
From https://breakingnewsenglish.com/1812/181225-border-wall.html
1. To what extent will the U.S. government shut down?
2. How many times has the government now shut down this year?
3. How much does President Donald Trump want to build a border wall?
4. What did President Trump say he was prepared for?
5. Who does President Trump want to vote for border security?
6. Which of Mr Trump's plans did the article say the shutdown has affected?
7. Who will return from Florida?
8. What has expired in many parts of the federal government?
9. How many workers have to stay at home without pay?
10. What must the Senate reach so workers can go back to work?
MULTIPLE CHOICE - QUIZ
From https://breakingnewsenglish.com/1812/181225-border-wall.html
1) To what extent will the U.S. government shut down?
a) totally
6) Which of Mr Trump's plans did the article say the shutdown has affected?
b) fifty per cent
c) partially
d) a slight extent
2) How many times has the government now shut down this year?
a) 3
b) 2
c) 4
d) 1
3) How much does President Donald Trump want to build a border wall?
a) $5.7 billion
b) $5.7 million
c) $57 billion
d) $7.5 million
4) What did President Trump say he was prepared for?
a) 2019
b) a very long shutdown
c) to help build the wall
d) a Christmas dinner
5) Who does President Trump want
to vote for border security?
a) the White House
b) Mexicans
c) Republicans
d) Democrats
a) his budgetary plans
b) his holiday plans
c) his foreign policy plans
d) his New Year plans
7) Who will return from Florida?
a) the First Lady
b) Senators
c) President Trump's children
d) the Vice-President
8) What has expired in many parts of the federal government?
a) passwords
b) deadlines
c) funding
d) a subscription
9) How many workers have to stay at home without pay?
a) exactly 400,000
b) over 400,000
c) under 400,000
d) around 400,000
10) What must the Senate reach so workers can go back to work?
a) a deal
b) a place
c) out
d) over
Role A – Law Enforcement
You think law enforcement is the worst thing to shut down. Tell the others three reasons why. Tell them why their things shutting down aren't as bad. Also, tell the others which is the least damaging of these shutting down (and why): transport, the Internet or healthcare.
Role B – Transport
You think transport is the worst thing to shut down. Tell the others three reasons why. Tell them why their things shutting down aren't as bad. Also, tell the others which is the least damaging of these shutting down (and why): law enforcement, the Internet or healthcare.
Role C – The Internet
You think the Internet is the worst thing to shut down. Tell the others three reasons why. Tell them why their things shutting down aren't as bad. Also, tell the others which is the least damaging of these shutting down (and why): transport, law enforcement or healthcare.
Role D – Healthcare
You think healthcare is the worst thing to shut down. Tell the others three reasons why. Tell them why their things shutting down aren't as bad. Also, tell the others which is the least damaging of these shutting down (and why): transport, the Internet or law enforcement.
AFTER READING / LISTENING
From https://breakingnewsenglish.com/1812/181225-border-wall.html
1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words 'shut' and 'down'.
* Share your findings with your partners.
* Ask your partner / group your questions.
* Make questions using the words you found.
2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.
* Share your questions with other classmates / groups.
* Ask your partner / group your questions.
3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?
4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.
5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:
WALLS AND FENCES SURVEY
From https://breakingnewsenglish.com/1812/181225-border-wall.html
Write five GOOD questions about walls and fences in the table. Do this in pairs. Each student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
* Now return to your original partner and share and talk about what you found out. Change partners often.
* Make mini-presentations to other groups on your findings.
WALLS AND FENCES DISCUSSION
STUDENT A's QUESTIONS (Do not show these to student B)
1. What did you think when you read the headline?
2. What images are in your mind when you hear the word 'border'?
3. What do you think of your government?
4. What are the worst things about working for the government?
5. What do you think of a government shutting down?
6. What are your country's borders like?
7. What happens if a government shuts down?
8. What do you think of the border wall with Mexico?
9. Do politicians always keep their promises?
10. How worried are you about the security of your country?
U.S. government shutdown over border wall – 25th December, 2018 Thousands more free lessons at breakingnewsenglish.com
-----------------------------------------------------------------------------
WALLS AND FENCES DISCUSSION
STUDENT B's QUESTIONS (Do not show these to student A)
11. Did you like reading this article? Why/not?
12. What do you think of when you hear the word 'wall'?
13. What do you think about what you read?
14. What are the best things about working for the government?
15. What good things do governments do?
16. What will President Trump do in the White House over Christmas?
17. What happens if government services are in gridlock?
18. Do you agree with the saying: "Fences make good neighbors"?
19. Who should pay for the building of the Mexico wall?
20. What questions would you like to ask President Trump?
DISCUSSION (Write your own questions)
STUDENT A's QUESTIONS (Do not show these to student B)
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
Copyright © breakingnewsenglish.com 2018
-----------------------------------------------------------------------------
DISCUSSION (Write your own questions)
STUDENT B's QUESTIONS (Do not show these to student A)
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
6. ________________________________________________________
LANGUAGE - CLOZE
From https://breakingnewsenglish.com/1812/181225-border-wall.html
The U.S. government will partially shut (1) ____ over the Christmas period due to a lack of agreement over funding for the (2) ____ wall along the Mexico border. Politicians say it is (3) ____ that the federal closures will continue until after Christmas. It is the third government shutdown of the year. U.S. President Donald Trump has promised a "very long" government shutdown if Democrats do not (4) ____ the border wall. Mr Trump wants the Senate to authorize $5.7 billion to finance the wall, (5) ____ was one of the President's major election promises in 2016. He said: "I hope we don't, but we are totally prepared (6) ____ a very long shutdown." He tweeted: "Shutdown today if Democrats do not vote for border security."
The shutdown has affected Mr Trump's holiday plans. The White House (7) ____ secretary Sarah Sanders confirmed this in a statement. She said: "(8) ____ to the shutdown, President Trump will remain in Washington, D.C. and the First Lady will return from Florida (9) ____ they can spend Christmas together." The shutdown means there is gridlock in large parts of the federal government's operations. Funding has expired (10) ____ departments that operate national parks, homeland security, law enforcement, tax (11) ____ and transportation. Around 400,000 federal workers have to stay at home without pay until a deal is reached. Many government services have been (12) ____ until the Senate reaches a deal.
Put the correct words from the table below in the above article.
1. (a) up
(b) away
(c) in
(d) down
2. (a) props
(b) proposal
(c) prosper
(d) proposed
3. (a) likelihood
(b) likely
(c) liked
(d) likes
4. (a) find
(b) fend
(c) fund
(d) fond
5. (a) what
(b) such
(c) which
(d) as
6. (a) for
(b) to
(c) of
(d) on
7. (a) dress
(b) press
(c) cress
(d) tress
8. (a) Due
(b) Because
(c) As
(d) Such
9. (a) to
(b) so
(c) for
(d) from
10. (a) to
(b) so
(c) for
(d) from
11. (a) relation
(b) deduction
(c) collection
(d) salvation
12. (a) halt
(b) halting
(c) halts
(d) halted
SPELLING
From https://breakingnewsenglish.com/1812/181225-border-wall.html
Paragraph 1
1. atpairlly shut down
2. due to a lack of rameeegnt
3. the poporesd wall
4. dfreeal closures
5. tohurazie $5.7 billion to finance the wall
6. major lectieon promises
Paragraph 2
7. facefted Mr Trump's holiday plans
8. The White House press ceretsray
9. Funding has xpireed
10. law nfremeceont
11. tax olectclion
12. government services have been lahted
PUT THE TEXT BACK TOGETHER
From https://breakingnewsenglish.com/1812/181225-border-wall.html
Number these lines in the correct order.
( ) in 2016. He said: "I hope we don't, but we are totally prepared for a very long
( ) $5.7 billion to finance the wall, which was one of the President's major election promises
( ) until after Christmas. It is the third government shutdown of the year. U.S. President Donald Trump has
( ) Lady will return from Florida so they can spend Christmas together." The shutdown means there is
( ) shutdown." He tweeted: "Shutdown today if Democrats do not vote for border security."
( ) 400,000 federal workers have to stay at home without pay until a deal is reached. Many
( ) gridlock in large parts of the federal government's operations. Funding has expired for departments that operate national
( ) The shutdown has affected Mr Trump's holiday plans. The White House press secretary Sarah Sanders confirmed
( ) promised a "very long" government shutdown if Democrats do not fund the border wall. Mr Trump wants the Senate to authorize
( ) parks, homeland security, law enforcement, tax collection and transportation. Around
( ) this in a statement. She said: "Due to the shutdown, President Trump will remain in Washington, D.C. and the First
( ) for the proposed wall along the Mexico border. Politicians say it is likely that the federal closures will continue
( ) government services have been halted until the Senate reaches a deal.
( 1 ) The U.S. government will partially shut down over the Christmas period due to a lack of agreement over funding
PUT THE WORDS IN THE RIGHT ORDER
From https://breakingnewsenglish.com/1812/181225-border-wall.html
1. of Due lack over a agreement to funding .
2. federal closures until continue The will after Christmas .
3. of President's One 2016 major the election promises .
4. prepared totally We for are long a shutdown .
5. do If vote not Democrats for border security .
6. shutdown has affected Mr Trump's The holiday plans .
7. in of parts large the Gridlock government's operations .
8. expired departments Funding operate that for national parks .
9. have workers Around to 400,000 at stay home .
10. the Halted reaches Senate until a deal .
CIRCLE THE CORRECT WORD (20 PAIRS)
From https://breakingnewsenglish.com/1812/181225-border-wall.html
The U.S. government will partially / party shut down over the Christmas period due to a lack of agreement under / over funding for the proposed wall along the Mexico border. Politicians say it is likelihood / likely that the federal closures will continue until / for after Christmas. It is the third government shut / shutdown of the year. U.S. President Donald Trump has promised a "very long" government shutdown if Democrats do not find / fund the border wall. Mr Trump wants the Senate to authorize / authority $5.7 billion to finance the wall, which was one / once of the President's major election promises in 2016. He said: "I hope we don't, but we are totally prepared / prepare for a very long shutdown." He tweeted: "Shutdown today if Democrats do not voting / vote for border security."
The shutdown has affected / effected Mr Trump's holiday plans. The White House press secretary Sarah Sanders conformed / confirmed this in a statement. She said: "Due of / to the shutdown, President Trump will remain / remnant in Washington, D.C. and the First Lady will return from Florida so they can spend / purchase Christmas together." The shutdown means there is gridlock in largely / large parts of the federal government's operatives / operations. Funding has expired for departments that / what operate national parks, homeland security, law enforcement, tax collection and transportation / transporting. Around 400,000 federal workers have to stay at home without pay until a dealt / deal is reached. Many government services have been halted until the Senate reaches a deal.
Talk about the connection between each pair of words in italics, and why the correct word is correct.
INSERT THE VOWELS (a, e, i, o, u)
From https://breakingnewsenglish.com/1812/181225-border-wall.html
T h _ U . S . g _ v _ r n m _ n t w _ l l p _ r t _ _ l l y s h _ t d _ w n _ v _ r t h _ C h r _ s t m _ s p _ r _ _ d d _ _ t _ _ l _ c k _ f _ g r _ _ m _ n t _ v _ r f _ n d _ n g f _ r t h _ p r _ p _ s _ d w _ l l _ l _ n g t h _ M _ x _ c _ b _ r d _ r . P _ l _ t _ c _ _ n s s _ y _ t _ s l _ k _ l y t h _ t t h _ f _ d _ r _ l c l _ s _ r _ s w _ l l c _ n t _ n _ _ _ n t _ l _ f t _ r C h r _ s t m _ s . I t _ s t h _ t h _ r d g _ v _ r n m _ n t s h _ t d _ w n _ f t h _ y _ _ r . U . S . P r _ s _ d _ n t D _ n _ l d T r _ m p h _ s p r _ m _ s _ d _ " v _ r y l _ n g " g _ v _ r n m _ n t s h _ t d _ w n _ f D _ m _ c r _ t s d _ n _ t f _ n d t h _ b _ r d _ r w _ l l . M r T r _ m p w _ n t s t h _ S _ n _ t _ t _ _ _ t h _ r _ z _ $ 5 . 7 b _ l l _ _ n t _ f _ n _ n c _ t h _ w _ l l , w h _ c h w _ s _ n _ _ f t h _ P r _ s _ d _ n t ' s m _ j _ r _ l _ c t _ _ n p r _ m _ s _ s _ n 2 0 1 6 . H _ s _ _ d : " I h _ p _ w _ d _ n ' t , b _ t w _ _ r _ t _ t _ l l y p r _ p _ r _ d f _ r _ v _ r y l _ n g s h _ t d _ w n . " H _ t w _ _ t _ d : " S h _ t d _ w n t _ d _ y _ f D _ m _ c r _ t s d _ n _ t v _ t _ f _ r b _ r d _ r s _ c _ r _ t y . "
T h _ s h _ t d _ w n h _ s _ f f _ c t _ d M r T r _ m p ' s h _ l _ d _ y p l _ n s . T h _ W h _ t _ H _ _ s _ p r _ s s s _ c r _ t _ r y S _ r _ h S _ n d _ r s c _ n f _ r m _ d t h _ s _ n _ s t _ t _ m _ n t . S h _ s _ _ d : " D _ _ t _ t h _ s h _ t d _ w n , P r _ s _ d _ n t T r _ m p w _ l l r _ m _ _ n _ n W _ s h _ n g t _ n , D . C . _ n d t h _ F _ r s t L _ d y w _ l l r _ t _ r n f r _ m F l _ r _ d _ s _ t h _ y c _ n s p _ n d C h r _ s t m _ s t _ g _ t h _ r . " T h _ s h _ t d _ w n m _ _ n s t h _ r _ _ s g r _ d l _ c k _ n l _ r g _ p _ r t s _ f t h _ f _ d _ r _ l g _ v _ r n m _ n t ' s _ p _ r _ t _ _ n s . F _ n d _ n g h _ s _ x p _ r _ d f _ r d _ p _ r t m _ n t s t h _ t _ p _ r _ t _ n _ t _ _ n _ l p _ r k s , h _ m _ l _ n d s _ c _ r _ t y , l _ w _ n f _ r c _ m _ n t , t _ x c _ l l _ c t _ _ n _ n d t r _ n s p _ r t _ t _ _ n . A r _ _ n d 4 0 0 , 0 0 0 f _ d _ r _ l w _ r k _ r s h _ v _ t _ s t _ y _ t h _ m _ w _ t h _ _ t p _ y _ n t _ l _ d _ _ l _ s r _ _ c h _ d . M _ n y g _ v _ r n m _ n t s _ r v _ c _ s h _ v _ b _ _ n h _ l t _ d _ n t _ l t h _ S _ n _ t _ r _ _ c h _ s _ d _ _ l .
PUNCTUATE THE TEXT AND ADD CAPITALS
From https://breakingnewsenglish.com/1812/181225-border-wall.html the us government will partially shut down over the christmas period due to
a lack of agreement over funding for the proposed wall along the mexico border politicians say it is likely that the federal closures will continue until
after christmas it is the third government shutdown of the year us president donald trump has promised a very long government shutdown if democrats
do not fund the border wall mr trump wants the senate to authorize 57
billion to finance the wall which was one of the presidents major election promises in 2016 he said i hope we dont but we are totally prepared for a
very long shutdown he tweeted shutdown today if democrats do not vote for border security
the shutdown has affected mr trumps holiday plans the white house press secretary sarah sanders confirmed this in a statement she said due to the
shutdown president trump will remain in washington dc and the first lady will return from florida so they can spend christmas together the shutdown
means there is gridlock in large parts of the federal governments operations funding has expired for departments that operate national parks homeland
security law enforcement tax collection and transportation around 400000
federal workers have to stay at home without pay until a deal is reached many government services have been halted until the senate reaches a deal
22
PUT A SLASH ( / ) WHERE THE SPACES ARE
From https://breakingnewsenglish.com/1812/181225-border-wall.html
TheU.S.governmentwillpartiallyshutdownovertheChristmasperiodd uetoalackofagreementoverfundingfortheproposedwallalongtheMex
icoborder.Politicianssayitislikelythatthefederalclosureswillcontinue untilafterChristmas.Itisthethirdgovernmentshutdownoftheyear.U.
S.PresidentDonaldTrumphaspromiseda"verylong"governmentshut downifDemocratsdonotfundtheborderwall.MrTrumpwantstheSenat
etoauthorize$5.7billiontofinancethewall,whichwasoneofthePreside nt'smajorelectionpromisesin2016.Hesaid:"Ihopewedon't,butweare
totallypreparedforaverylongshutdown."Hetweeted:"Shutdowntoda yifDemocratsdonotvoteforbordersecurity."Theshutdownhasaffecte
dMrTrump'sholidayplans.TheWhiteHousepresssecretarySarahSand ersconfirmedthisinastatement.Shesaid:"Duetotheshutdown,Presid
entTrumpwillremaininWashington,D.C.andtheFirstLadywillreturnfr omFloridasotheycanspendChristmastogether."Theshutdownmeans
thereisgridlockinlargepartsofthefederalgovernment'soperations.Fu ndinghasexpiredfordepartmentsthatoperatenationalparks,homelan
dsecurity,lawenforcement,taxcollectionandtransportation.Around4
00,000federalworkershavetostayathomewithoutpayuntiladealisrea ched.ManygovernmentserviceshavebeenhalteduntiltheSenatereac
hesadeal.
FREE WRITING
From https://breakingnewsenglish.com/1812/181225-border-wall.html
Write about walls and fences for 10 minutes. Comment on your partner's paper.
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
ACADEMIC WRITING
From https://breakingnewsenglish.com/1812/181225-border-wall.html
Fences and walls make good neighbors. Discuss.
_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
HOMEWORK
1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google's search field (or another search engine) to build up more associations / collocations of each word.
2. INTERNET: Search the Internet and find out more about this news story. Share what you discover with your partner(s) in the next lesson.
3. WALLS AND FENCES: Make a poster about walls and fences. Show your work to your classmates in the next lesson. Did you all have similar things?
4. THE MEXICO BORDER WALL: Write a magazine article about the Mexico border wall. Include imaginary interviews with people who are for and against this.
Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).
5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.
6. LETTER: Write a letter to an expert on walls and fences. Ask him/her three questions about them. Give him/her three of your ideas on the saying, "Fences make good neighbors". Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.
ANSWERS
VOCABULARY (p.4)
1.
b
2.
f
3.
8.
m
9.
n
10.
TRUE / FALSE (p.5)
a
F
b
F
c
F
d
4.
11.
T
a
h
e
5.
12.
T
g
l
f
T
g
d
j
T
7.
14.
h
SYNONYM MATCH (p.5)
COMPREHENSION QUESTIONS (p.9) WORDS IN THE RIGHT ORDER (p.20)
1. Partially
1. Due to a lack of agreement over funding.
2. Three
3. $5.7 billion
4. A very long shutdown
5.
The Democrats
6.
His holiday plans
7. The First Lady
8.
Funding
9.
Around 400,000
2. The federal closures will continue until after Christmas.
3. One of the President's major 2016 election promises.
4. We are totally prepared for a long shutdown.
5. If Democrats do not vote for border security.
6. The shutdown has affected Mr Trump's holiday plans.
7. Gridlock in large parts of the government's operations.
8. Funding expired for departments that operate national parks.
9. Around 400,000 workers have to stay at home.
10. A deal
10. Halted until the Senate reaches a deal.
MULTIPLE CHOICE - QUIZ (p.10)
1. c 2. a 3. a 4. b 5. d 6. b 7. a 8. c 9. d 10. a
ALL OTHER EXERCISES
Please check for yourself by looking at the Article on page 2. (It's good for your English ;-)
Level 6
US government shutdown over border wall
More free lessons at breakingnewsenglish.com
– 25th December, 2018
- Copyright Sean Banville 2018
c
k
6.
13.
e
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Chapter Summary
netw rks
The American Revolution
Lesson 1 The War for Independence
* The British had the advantage of the strongest navy in the world, a well-trained army, and the help of mercenaries and Loyalists. They were also supported by the wealth of their empire.
* Despite having untrained soldiers and a shortage of weapons, the Patriots had the advantages of fighting on their own land, fighting for their personal freedom. They had an exceptional leader in General George Washington.
* In the summer of 1776, Great Britain sent over 32,000 troops. Later in the year, the British defeated the Patriots in the Battle of Long Island. After the Battle of Long Island, General Washington's soldiers began deserting. The tide began to turn, however, when Washington won in Trenton and Princeton in 1776.
* The British had a battle plan for 1777: seize control of Albany, New York, and the Hudson River to cut off New England from the Middle Colonies. When the British captured Philadelphia, the Continental Congress had to flee to avoid being captured. When British General John Burgoyne surrendered at the Battle of Saratoga, the tide began to turn for the Americans.
* As many as 5,000 African Americans joined the Patriots. They fought for a variety of reasons. Peter Salem was an enslaved African American who fought for the Patriot cause. As a result, Salem won his freedom.
Lesson 2 The War Continues
* The British defeat at Saratoga was a turning point in the war. After the Patriot victory at Saratoga, France supported the Patriots and declared war on Great Britain. Spain also declared war on Great Britain.
* General Washington's army struggled during the winter of 1778 at Valley Forge. Shortages of supplies caused soldiers to die and desert. Many were encouraged in the spring of 1778 by the alliance with France.
Chapter Summary Cont.
The American Revolution
* Many foreigners helped in the War for Independence. Marquis de Lafayette became a trusted aide to General Washington, Friedrich von Steuben helped train the Continental Army, and Juan de Miralles persuaded Spain, Cuba, and Mexico to send money to the colonies.
* Life during the war was difficult for those at home as well. Women had to take care of families and run businesses or farms without help. Loyalists were often shunned by neighbors or subject to violence. Those that spied for the British faced arrest or even execution.
Lesson 3 Battlegrounds Shift
* The war affected Native Americans and most of them sided with the British. The British were less of a threat than the Americans, who took their land. Lieutenant George Rogers Clark of Virginia led a force of 175 men down the Ohio River to stop attacks of Native Americans.
* The war was also fought at sea, and the British stopped supplies and troops from reaching the Continental Army by forming blockades around harbors. Privateers were authorized by the Continental Congress to capture enemy ships and cargo. American Captain John Paul Jones successfully defeated the British warship Serapis in 1779.
* In 1778, British general Henry Clinton took Savannah, Georgia. Then, he took Charles Town, South Carolina, in the worst American defeat of the war.
* General Charles Cornwallis, who was left in command of British troops in the South, found he could not control the area they had won. The British faced hit-and-run attacks. Cornwallis gave up on the Carolinas, but hoped to win Virginia, setting up in the coastal city of Yorktown.
Lesson 4 The Final Years
* In July 1780, French warships arrived with aid for the Continental Army, including thousands of soldiers. American and French forces trapped Cornwallis and his troops in Yorktown. The Americans and French led a relentless attack and Cornwallis surrendered.
DATE
CLASS
Chapter Summary Cont.
netw rks
The American Revolution
* The victory at Yorktown convinced the British that the war was too costly. The Treaty of Paris was signed on September 3, 1783. The British promised to recognize the United States as an independent nation.
* Fighting on their own land, help from other countries, and determination and spirit helped Americans win the war. The American Revolution also inspired others to strive for liberty. Toussaint Louverture led enslaved Africans to freedom in present-day Haiti. | <urn:uuid:d51e9927-941c-4e05-9c79-d2549686a454> | CC-MAIN-2021-25 | https://www.eduk8.org/uploads/9/2/7/5/92755862/us_chapter_6_notes.pdf | 2021-06-21T13:01:48+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00067.warc.gz | 661,687,581 | 895 | eng_Latn | eng_Latn | 0.997791 | eng_Latn | 0.997917 | [
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Technical Solutions
Country: Uganda
Organization: Support for Women in Agriculture and
Environment (SWAGEN)
Representative: Gertrude Kabusimbi Kenyangi
Email: email@example.com
A forest-dependent women's initiative to enhance community resilience to climate change
Description of the project: Forest-dependent women organized themselves into groups, communally constructed fuel-saving stoves and replaced their kerosene (fossil fuel) lamps with solar lighting (an alternative renewable energy). They also constructed water harvesting tanks and planted trees. The women established forest-based, non-extractive income generating activities like beekeeping for honey and medicinal plant cultivation and processing. They also reached out to schools with sustainable livelihood practices with the aim of nurturing successive generations in these conservation efforts. The initiative creates synergies by implementing recommendations of the Multilateral Environment Agreements in an integrated manner.
Climate Impact: The project has had the effect of contributing to global efforts to reduce global warming and mitigate climate change by conserving the natural tropical forest of Rwoho, a carbon sink of international significance. This has been done by implementing activities aimed at reducing the human footprint on the forest and maintaining its integrity. The initiative has planted 2 137 hectares of the Rwoho Natural Forest buffer zone with 2 374 207 trees absorbing 1 282 200 tons of Carbon per rotation (Twenty Year Period). By promoting household and school use of fuel efficient stoves, the initiative has reduced consumption of woody biomass from the average 147 Kg per household per month to 100 Kgs per household per month. As a result the initiative has reduced the threat from fire within the natural, tropical forest of Rwoho from 76% to 10%.
Support for Women in Agriculture and Environment (SWAGEN)
www.swagenug.org
P.O.Box 12223, Kampala, Uganda
Gender Impact: Century old traditional practices have left women without education, skills and their own productive resources from the land that they toil. This project has taken this into account. The initiative promoting honey production is an income generating activity that is not labour or capital intensive and does not require a lot of land in order to cater to women who lack productive resources. Using fuel saving stoves and installing water harvesting capacity reduces the workload of women who traditionally have the responsibility of gathering fuel wood and collecting water. The women are the owners of this initiative and they democratically elect their Governing Board annually. The initiative is creating awareness and imparting skills to women in fuel-efficient stove construction. These are marketable skills that women can use to get employment to earn a living.
Financial Support: The project has received financial and technical support from Global Environment Facility and has recently won US $20,000 from the Wangari Maathai Forest Champions Award. | <urn:uuid:dea95317-c35c-4afe-8128-ea5e1c1a0862> | CC-MAIN-2021-25 | https://www.ctc-n.org/sites/www.ctc-n.org/files/resources/forest-dependent_womens_initiative_for_community_resilience.pdf | 2021-06-21T12:31:29+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00075.warc.gz | 637,228,943 | 568 | eng_Latn | eng_Latn | 0.996262 | eng_Latn | 0.996262 | [
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Origin and Explanation of the Project
The Campaner Foundation is a non-profit organization that was started in 1996. The primary goal of the Foundation is to eradicate the childhood disease called NOMA (Cancrum Oris), which mainly affects malnourished children in the poorest parts of the world.
Noma is an infectious disease that destroys the soft tissues of the face that usually begins with fever. Ulcers form in the mouth and extensive and rapid degeneration (due to Necrotizing Ulcerative Gingivitis) begin to affect the cheeks and lips. The original ulcer forms a crater and eventually destroys the bone; the entire process happening at an extremely fast rate.
Noma is only found in extremely poor countries, such as Niger. Even though it can begin at any age, Noma is most frequently seen in malnourished children with an extreme lack of hygiene. If left untreated, the child will die due to the illness. However, when treated (with high-dosage antibiotics) the disease is curable. The side effects are serious when the disease is detected at an advanced stage, but the majority of the cases can be resolved with plastic and reconstructive surgery. In these cases, the children are transferred to Spain to receive the necessary operations.
The families and others in the community begin to reject the children who are, or have been affected by the disease, and they consider them to be cursed or "delatadores del pecado" (an old superstition). For this reason, the affected children are hidden, or when left untreated, killed and abandoned.
Noma is a gender-linked disease because it is directly associated to the diet and food supply in some ethnic groups, who give priority to the elders, then to the boys, with the girls being last.
The Campaner Foundation was created in the year 2000 in order to give legal support to the work in Niger. The center of the operations in Diffa consists of a medical clinic and a school.
The work of the Campaner Foundation is divided into three strategic groups for the treatment of Noma. The three groups focus on the various projects they execute throughout the year: prevention, medical care, and reintegration.
The first focus group has carried out different projects related to the access to water, hygiene, construction of wells, access to food (credits for women farmers, enclosures for crops and donations of grinding mills), and awareness campaigns regarding the causes of Noma and other diseases.
With respect to medical care, visits are made periodically to villages. The Foundation's clinic in Diffa offers medical attention and care to those children affected by the disease. All of the medical care is free of charge.
Finally, regarding reintegration, the Campaner Foundation has provided a school for
530 children and finances the studies and professional opportunities for the children affected by Noma. All of these activities are carried out by a team of 23 native workers from Niger, contracted by the Foundation.
According to information from the United Nations Development Program, Niger, sadly, is one of the poorest countries in the world. The Campaner Foundation works in the region of Diffa, some 1500 kilometers from the capital Niamey. The territory is characterized as semiarid and slightly wooded, with irregular rainfall and hot temperatures that sometimes reach up to 50°C.
The economy in Niger is based on agricultural activities and livestock. Due to the scarcity of land, many villages in the Diffa region find it difficult to cultivate fruit trees and vegetables. The terrain is often sandy due to the lack of water and the livestock from the local villages often roam the land, ruining the crops (the heat and lack of water force the animals to search for fresh grass). For this reason, the Campaner Foundation has thought of implementing a project to solve this problem, enabling the cultivation of fruit and vegetable crops and protecting them from the aforementioned adversities.
The terrain is normally sandy; therefore, the most suitable area of land will be closed off and prepared with fertilizer. This way the soil will be well nourished and ready for cultivation.
Since 2005, the Foundation has constructed wells in various villages in the area. This new project will keep these villages in mind, as the wells have already been constructed and water is available for irrigation.
The main point of this project is to protect the crops with a plowshare. In all of the villages in the area, the economic sources come from the livestock, which are left to roam the area freely. For this reason, it is necessary to fence off the area to protect the crops.
The fenced area will cover 30,000 square meters, where fruit and vegetable trees will be cultivated. Half of the trees will be fruit trees, including: mangos, oranges, copto and okra. The most suitable vegetable trees for the area will be cultivated on the other half of the land.
A group of women will be selected from the village and will be in charge of carrying out the various jobs required for cultivation. With this orchard, they will attempt to reduce the diseases caused by lack of nutrition, while improving the nutritional level of the population. Additionally, they will try to prevent the appearance of diseases, specifically Noma, and promote subsistence farming in the area.
The methodology of this project will consist of visits to the villages. In order to recoup costs, the Foundation will take advantage of these visits to also speak about the prevention of Noma and healthcare. During the visits, the Foundation's technical team will meet with the management committee in order to analyze the progress of the crops. | <urn:uuid:3b52c514-9be5-41ed-8419-07aac95fe575> | CC-MAIN-2021-25 | https://www.worldcoo.com/files/files/project-summary-english-120.pdf | 2021-06-21T12:29:38+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00071.warc.gz | 984,849,867 | 1,163 | eng_Latn | eng_Latn | 0.998902 | eng_Latn | 0.998901 | [
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BOARD OF CHRISTIAN OUTREACH
of
The United Church of Rowayton, Inc. 2018
Volunteer Opportunities
Mission and Statement of Purpose
Reaching out to those in need is the essential mission of the Board of Christian Outreach. It is dedicated to helping "the hungry, the thirsty, the naked, the sick, the prisoner…," keeping in mind the words of Jesus: "…as you did it unto the least of one these my brethren, you did it unto me." [Mt 25: 34-40].
The Board of Christian Outreach (BOCO) accomplishes this mission by benevolently disbursing funds to agencies, offering mission and service programs, holding drives and collections, and providing educational opportunities and information for our Family of Faith.
The Board of Christian Outreach prepared Volunteer Opportunities to answer the questions, "Where can I volunteer?" and "What community service opportunities are appropriate for my children?"
Isaiah 58:10 declares, "If you pour yourself out for the hungry and satisfy the desire of the afflicted, then your light will rise in the darkness and your gloom will be as the noonday."
American Red Cross Mid-Fairfield Chapter 596 Westport Avenue Norwalk CT 06851 203-750-1107
Program Description:
Helps Connecticut residents prevent, prepare for, and respond to emergencies with services provided by a small paid staff and large corps of volunteers.
Volunteer Opportunities:
Work at community blood drives in the greater Norwalk area. Volunteers assist donor aides, serve refreshments, and observe donors for reactions after they donate blood.
Americares Free Clinics of Norwalk
Norwalk CT 06854
98 S. Main St.
203-899-2493
Program Description:
Provides free primary care to low income, uninsured, and underinsured residents.
Volunteer Opportunities:
For qualified professionals.
Receives BOCO support.
Appleby School Based Health Clinics One Park Street Norwalk CT 06851 203-849-1111
Program Description:
Provides comprehensive, in-school physical and mental health services to students lacking access to health care.
Volunteer Opportunities:
Receptionist, office worker, mentor for child or teen for conversation and support.
Receives BOCO support
Birthright of Greater Norwalk 71 East Avenue, Suite E Norwalk CT 06851 203-853-4872
Program Description:
Provides love, support, and understanding to women with unplanned pregnancies.
Volunteer Opportunities:
Help with office duties, publicity, and community outreach efforts. Accepts volunteers of any age, race, gender, or religion who accepts the Birthright philosophy.
Carver Foundation of Norwalk
Norwalk CT 06850
7 Academy Street
203-838-4305
Program Description:
Helps children reach post-secondary education. Has education and recreation, college scholarship, wellness, after-school programs.
Volunteer Opportunities:
Needs homework helpers, mentors, career counselors, summer camp and event volunteers.
Receives BOCO support.
Center for Hope
Darien CT 06820
690 Post Road
203-655-3452
Program Description:
Helps adults and children with life-threatening illness or grieving a death. Includes Den for Grieving Children.
Volunteer Opportunities:
Adult volunteers to teach adults to read, write, speak English. Office work. Maintenance and repair work. Nurse and home-health aides. Patient/family care help.
Center for Sexual Assault Crisis Counseling 733 Summer Street, Suite 503 Stamford CT 06901
203-348-9346
Program Description:
Counseling and support services for victims of sexual violence. Education programs to eliminate sexual violence.
Volunteer Opportunities:
Serve on 24-hour hotline, event volunteering, serve in support groups after receiving training.
Child Guidance Center of Mid-Fairfield County 100 East Avenue Norwalk CT 06851 203-299-1315
Program Description:
Comprehensive mental health services for children and families. Special programs include Intensive Outpatient, Juvenile Justice, Prospects (summer camp) and Choices for Success (acquiring life skills).
Volunteer Opportunities:
Child yoga instructor, social media coordinator, painting, office work, teach skills for Career Day. Accepts donations of clothes, bean bag chairs, computers (no more than 3 years old).
Receives BOCO support
Domestic Violence Crisis Center 16 River Street Norwalk CT 06850 203-853-0418
Program Description:
Helps free individuals from emotional, physical, and sexual abuse. Provides crisis intervention, temporary shelter, therapy, court advocacy, and community education.
Volunteer Opportunities:
After training, work in a specific department and on project-based activities. Teens gr. 9-12 volunteer with PeaceWorks.
Receives BOCO support.
Earthplace, The Nature Discovery Center 10 Woodside Lane Westport CT 06880 203-227-7253
Program Description:
Provides hands-on, nature-based learning experiences and environment education.
Volunteer Opportunities:
For adults and older teens. Trail and grounds maintenance, sales help in the volunteer-run gift shop, publicity, collecting and testing water samples through Harbor Watch, caring for animals, and assist at public events.
ElderHouse Adult Day Care
Norwalk CT 06851
7 Lewis Street
203-847-1998
Program Description:
Provides Seniors with a safe, nurturing environment. Offers counseling, medical care, recreation activities, and caregiver respite and support.
Volunteer Opportunities:
Visit clients, organize group activities, painting, gardening. Suitable for adults and for families with children.
Receives BOCO support.
Family and Children's Agency 9 Mott Avenue Norwalk CT 06851 203-855-8765
Program Description:
Provides adoption, foster care, family support, and counseling services; after-school programs; youth mentoring; and summer camp placement.
Volunteer Opportunities:
Teens can tutor middle school students at Norwalk Community College, Big Friend program, tax assistance, office support, sponsor an activity or field trip, facilitate a workshop or be a speaker.
Receives BOCO support.
FISH of Norwalk 1 Park Street Norwalk CT 06851 203-229-9727
Program Description:
An all volunteer organization providing rides to medical and dental appointments. Rides are free and for Norwalk residents only.
Food Bank of Lower Fairfield County
Stamford CT 06906
461 Glenbrook Road
203-358-8898
Program Description:
Delivers over 600,000 lb. food annually to soup kitchens, food pantries, shelters, and other agencies.
Volunteer Opportunities:
Sort food. Driver assistants.
Food Rescue Us (formerly Community Plates)
Norwalk CT 06854
27 Ann Street
800-280-3298
Program Description:
Takes food from markets and restaurants and distributes it via volunteer drivers to soup kitchens and food pantries.
Volunteer Opportunities:
Register online to pick up and deliver food. Register online to pick up and deliver food.
Receives BOCO support.
Friends of the Norwalk Public Library
1 Belden Avenue
Norwalk CT 06850
For information, contact Jeff Conrad
203-354-2933
George Washington Carver Center
[SEE Carver Foundation of Norwalk]
Habitat for Humanity
Bridgeport CT 06610
1542 Barnum Avenue
203-333-2642
Program Description:
Home construction.
Volunteer Opportunities:
Under 11-year olds do craft projects. Has a Youth United program for teens and young adults. Needs office volunteers.
Heifer Project International 216 Wachusett Street Rutland MA 01543 508-886-5000
Program Description:
Mission: to end world hunger by giving acclimated animals to people in need. They, in turn, share the animal's offspring with neighbors while passing on their training.
Volunteer Opportunities:
All ages. Sponsor an animal.
Visit Heifer Farm in Rutland. Has a day program.
Hill Top Homes
Rowayton CT 06853
212 Rowayton Avenue
Program Description:
A 24-unit Senior affordable housing community.
Volunteer Opportunities:
Services are provided through a volunteer group that is best contacted through the church office.
Receives BOCO support.
Homefront 88 Hamilton Avenue Stamford CT 06902 800-887-4673
Program Description:
Community-based volunteer home repair program.
Volunteer Opportunities:
Experienced home repair.
Human Services Council One Park Street Norwalk CT 06851 203-849-1111
Program Description:
Helps plan and coordinate human service programs. Has programs for neglected and abused children and their families, drug and alcohol abuse prevention and treatment.
Volunteer Opportunities:
Receptionist, office worker, mentor for children and teens.
Juvenile Diabetes Research Foundation 200 Connecticut Avenue 5H, Norwalk CT 06854 203-854-0658
Program Description:
Fundraising, research information, and education on juvenile diabetes.
Volunteer Opportunities:
Office support, event planning, work at an event.
Keep Norwalk Beautiful
125 East Avenue
City of Norwalk
Norwalk CT 06851
203-854-7810 x46782
Program Description:
Help the city pick up litter at its annual, city-wide clean up.
Volunteer Opportunities:
Gloves, bags, and litter grabbers will be provided. All litter bags will be picked up by the City of Norwalk.
Lockwood Matthews Mansion Malta House 5 Prowitt Street Norwalk CT 06855 203-857-0088
Program Description:
Provides support services and independent living skills to pregnant and parenting mothers.
Volunteer Opportunities:
Work with infants, mentor.
Receives BOCO support.
Maritime Aquarium 10 North Water Street Norwalk CT 06854 203 852-0700
Program Description:
Museum of marine organisms and maritime technology and history.
Volunteer Opportunities:
Exhibit interpreter, office worker, sleepover and event help, join the dive team (must be 15 years and older).
Mayor's Clean City Initiative c/o
email@example.com
Annual Norwalk spring clean-up Mid-Fairfield AIDS Project 16 River Street #12 Norwalk CT 06852 203-855-9536
Program Description:
Provides care information and assistance as well as drug treatment, nutritional counseling, a food pantry, and emergency financial aid.
Volunteer Opportunities:
Office help.
Mid-Fairfield Hospice 180 School Street Wilton CT 06897 203-761-8889
Program Description:
Provides family-centered care for the terminally ill.
Volunteer Opportunities:
Patient support and care. Training course required.
Norwalk Grassroots Tennis & Education
Norwalk CT 06854
11 Ingalls Avenue
203-939-1770
Program Description:
Provides low-income children with academic support, leadership training, and life skills, using tennis as a vehicle.
Volunteer Opportunities:
Classroom help, tennis court assistance. 15-year and above.
Receives BOCO support.
Norwalk Historical Society
Norwalk CT 06852
PO Box 1640
203-846-0525
Program Description:
Focuses on the research, preservation, and promotion of interest in the history of Norwalk, using educational exhibits, programs, and lectures to highlight Norwalk's history and diversity. Manages the Norwalk Historical Society Museum and Mill Hill Historic Park.
Volunteer Opportunities:
2-4 hours/week researching grant sources, cleaning collections, providing office help, and historical bakers for special events.
Norwalk Hospital Maple Street Norwalk CT 06856 203-852-2023
Volunteer Opportunities:
Teens: 16 and older; probably a long waiting list. Requires training, double TB test, background check, and serious time commitment. Adults also volunteer.
Norwalk Housing Authority 24 ½ Monroe Street Norwalk CT 06854 203-835-6536
Program Description:
Provides safe and affordable housing and supportive services to persons with limited incomes. Offers college scholarships.
Volunteer Opportunities:
Mentoring, tutoring, homework help.
Norwalk Meals on Wheels 11 Allen Road Norwalk CT 06851 203-847-3115
Program Description:
Provides two meals/day to residents unable to meet their nutritional needs.
Volunteer Opportunities:
Drivers, receptionist, help with mailings
Receives BOCO support.
Norwalk Mentor Program
Spend an hour a week with a Norwalk student. You might help with homework, have a conversation, or play games. For information, contact Nancy Pratt at https:hcscct.org/norwalkmentor-program/
Norwalk Senior Center 11 Allen Road Norwalk CT 06851 203-847-3115
Program Description:
Provides programs and services for Seniors. Has two Centers that offer educational and leisure programs.
Volunteer Opportunities: Office work, ESL instructor, kitchen work, computer instructor.
Norwalk Symphony Orchestra 125 East Avenue Norwalk CT 06851203-956-6771
Volunteer Opportunities:
Accepts all ages interesting in working in office support, concert ushers, preparing food and drinks for the musicians during rehearsal breaks, and stage management during rehearsals and concerts. Volunteers receive free admission to all NSO concerts.
Open Door Shelter 4 Merritt Street Norwalk CT 06854 203-866-1057
Program Description:
Addresses the needs of the homeless and working poor. Provides a safe, temporary shelter; nutrition; employment services; recovery counseling.
Volunteer Opportunities:
Preparing and serving meals. Offered once a month. Sign up in lobby of this church's Meeting House lobby.
Receives BOCO support.
PAWS
Norwalk CT 06851
504 Main Street
203-750-9572 x103
Program Description:
Rescues dogs and cats.
Volunteer Opportunities:
Teens 18-years and older clean, feed, and provide care for animals, younger teens can do other work.
Person to Person 98 S. Main Street Norwalk CT 06854 203-939-1650
Program Description:
Provides emergency assistance for basic needs and support for individuals and families as they move toward stability.
Volunteer Opportunities:
Stock food pantry.
Receives BOCO support.
STAR 182 Wolfpit Avenue Norwalk CT 06851 203-846-9581
Program Description:
Serves individuals of all ages with developmental disabilities. Offers family support. Has residential program.
Volunteer Opportunities:
For adults.
Coordinate special activities or outing, office work.
Receives BOCO support.
Stepping Stones Museum for Children Matthews Park Norwalk CT 06850 203-899-0530
Program Description: Hands-on, experiential museum for young children.
Volunteer Opportunities:
Volunteer programs for adults 18 years and older and programs for students grades 7-12.
Community Service Learning Activities
Why is community service important for my child? It develops:
* a global sense of society while exposing children to diversity and multiculturalism.
* an increased sense of social responsibility and an appetite for "doing unto others."
* interpersonal and communication skills.
Whereas community service involves volunteering in an activity that benefits others, community service learning integrates meaningful service with reflection to enhance both the child's growth and the common good. Very often, all that is needed is a simple question like, "How did this make you feel?"
The Board of Christian Outreach offers this list of suggested activities and possible discussion questions.
1 Peter 4:10, "As each has received a gift, use it to serve another, as good stewards of God's varied grace."
Opportunities for young children
* Start a One-Project – donate One hour, Once a month, for One year, to help One person. The project can be done at home with the entire family or with friends. Question for discussion: Who gets more pleasure: the donor or the recipient?
* Invite children to select, package, and deliver to the Meeting House lobby materials to donate to church collections, e.g. the choose the type of food for food drives. Question for discussion: Why did you decide upon this particular item? Why is helping others, even those we've never met, important?
* Ask children to help buy White Dove presents and select wrapping paper. Question for discussion: By buying this present, a child will have a happier Christmas. The parents probably do not have a lot of money. Instead of buying a present, what might the parents now be able to do with the money that we saved for them?
* Choose toys no longer played with but in good condition. Select the agency to which to donate them. The child makes the delivery. Question for discussion: How is this like Toy Story?
* Select old clothes in good condition and deliver to Goodwill or a coat drive. Question for discussion: What does it mean to pass the gift of love along?
* The next time you go grocery shopping, make a point of asking a child to select a non-perishable item that was not on your list and donate it to Person to Person. Question for discussion: what does it mean to live a tithing life?
* Write an anonymous get-well letter and deliver it to a children's hospital (sign with first name, only). If the child is too young to write, create a drawing. This is a great activity before holidays (Halloween, Thanksgiving, etc.). Question for discussion: How would you feel if you were sick and someone you didn't know wrote you a letter?
* Bring new or lightly used toys and new stuffed animals to a children's hospital (Check the hospital's requirements; stuffed animals must be new).
* During the holiday season, answer a letter to Santa from a needy child. Visit your local participating post office to get a letter from an underprivileged kid, buy a gift, and mail your package. Question for discussion: what do you think the child's reaction will be?
* Decorate placemats for Meals on Wheels.
* Donate children's books, novels, and other reading materials to shelters, libraries, and agencies.
Opportunities for middle schoolers
* Good at sewing or knitting? Start a knitting group with friends and donate homemade blankets to people in need. They can be given to John Livingston or to an agency.
* Volunteer to give music lessons to people in your community. We know one middle school girl who was a piano player. She gathered a friend who was a dancer and two friends who sang. They put on a show once a month at a local nursing home.
* Use social media. Spread the word about a worthy-cause through posts on your own account, or volunteer to set-up a social media account for a local non-profit. Challenge others to reach out to those in need.
* Offer your help taking registrations, handing out water bottles, cleaning up after, or other administrative tasks for an event. It might not feel as glamorous, but this volunteer work is actually really helpful to non-profits!
* Visit a nursing or retirement home and spend time doing fun activities with the elderly who lack immediate family. Go with friends. Bring games, e.g. tossing bean bags into a bucket (talk with the agency to learn what is needed). Question for discussion: What must it be like to be elderly?
* Participate in a clean up of a beach, riverbed or local park. Run your own, private cleanup event: invite your friends or start a Father and Daughter Beach Clean-up event. Walk a block and collect roadside trash (wear plastic gloves).
* Offer to rake leaves, shovel the walk, or do housework for an elderly neighbor.
* Teach computer skills to the elderly.
* Become a volunteer tutor. If you excel in a particular subject, share that knowledge with other kids who are struggling.
* Make holiday decorations for an agency – pumpkins, Thanksgiving turkeys, winter snow flakes….
* Collect sleep-away camp items for kids participating in BOCO-supported Norwalk summer camper program.
* If you have a tag sale, sell lemonade and donate the proceeds. Be sure to write, "Proceeds will be donated to XYZ" on the sign.
* Decorate placemats for Meals on Wheels.
* Donate gently used games to the Open Door Shelter.
* Think clean air: don't drive to the supermarket for just one item. Keep a list and go only when the list is long enough.
* Make no-sew toys for dogs at PAWS.
* Volunteer at the UCR tag sale.
* Organize a Christmas crafts fair and sell decorations. Donate the proceeds to a designated agency.
* Collect gently used and outgrown sports equipment and donate them to a local agency.
* Plant flowers (crocuses are ideal and need no special care) at a nursing home.
* Read to residents at a nursing home.
* Organize a toiletries drive for a homeless shelter.
Opportunities for high school students
* In addition to volunteering for the agencies listed above, many of the middle school activities are appropriate for high school students.
* Donate outgrown prom dresses to Person to Person.
* Be a homework helper or tutor at a local after-school program.
* Volunteer in a local soup kitchen.
* Mow the lawn of an elderly neighbor.
* Volunteer at the church tag sale.
Give music lessons to children in after-school programs.
*
* Collect DVDs and donate them to a local nursing home.
* Organize a games fair and donate the proceeds to a designated charity.
* Adopt a Senior at a local nursing home. Ask about how they grew up.
* Norwalk and Stamford Historical Societies. Jobs include computer input, assisting in the research library, and exhibit docents.
* PAWS – must be over 18 years to work with animals.
* Stamford Museum and Nature Center – farm animal care, clerical and computer work, help with special events.
* Bartlett Arboretum & Gardens – everything from weeding to trail maintenance, helping with events.
* Volunteer at a local Boys and Girls Club.
* SoundWaters – for students 15 years and older. Assist educators or participate in your own research.
* Development Department Volunteer of Keep America Beautiful. 1010 Washington Blvd., Stamford CT 06901.
* Check out https://www.volunteermatch.org and specify Norwalk, CT. Lists volunteer opportunities.
* Social Justice Training for Teens at Domus, 83 Lockwood Ave., Stamford CT 06902.
* Play bridge with Seniors at assisted living complexes and nursing homes. Brighton Gardens specifically requested this. (59 Roxbury Road, Stamford CT 06902.
* Work with medical data at Americares Free Clinics.
* Participate in the After-School Program at Norwalk Community College. Work with middle and high school students. Sponsored by the Family and Children's Agency of Norwalk.
* Be a telephone support volunteer at Caring Hospice Services, 456 Glenbrook Road, Stamford CT 06906.
* Provide clerical help to Norwalk Hospice with VITAS Healthcare of CT, 488 Main Ave., Norwalk CT 06851.
How is this going to help me get into a private school or college?
Students often mistakenly think that volunteering for activities through a church does not help their application to private schools or colleges. Nothing could be further from the truth… for the right student.
Admissions departments look for ways in which students make an impact on their communities. One student may be an athlete, another may be a member of the student disciplinary committee, and a third may be involved in community service. For the student who is called to help others, community service can be a very important part of an application portfolio.
While admissions officers certainly will not think poorly of any form of volunteerism, they work hard to discern a candidate's level and depth of commitment. They pay attention to length of service, unusual service endeavors, activities that require uncommon initiative, and demonstrated leadership. Service is often a leading decision-making factor after GPA and high-stakes test (ISEE, SSAT, ACT, SAT) scores.
BOCO suggests that students keep track of their hours spent in community service. They are also urged to record some of their reflections on their experiences. They can be useful in interviews and application essays. | <urn:uuid:7ce93ff3-be82-4504-a8fc-a1d9a3533991> | CC-MAIN-2021-25 | https://www.ucrowayton.org/wp-content/uploads/2018/10/Volunteer-Opportunities.pdf | 2021-06-21T13:06:18+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00072.warc.gz | 938,917,196 | 5,080 | eng_Latn | eng_Latn | 0.973363 | eng_Latn | 0.992001 | [
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New automotive radar spots hazards around corners
25 June 2020
Researchers combined artificial intelligence and radar used to track speeders to develop a system that will allow vehicles to spot hazards hidden around corners. Image courtesy of the researchers.
Using radar commonly deployed to track speeders and fastballs, researchers have developed an automated system that will allow cars to peer around corners and spot oncoming traffic and pedestrians.
The system, easily integrated into today's vehicles, uses Doppler radar to bounce radio waves off surfaces such as buildings and parked automobiles. The radar signal hits the surface at an angle, so its reflection rebounds off like a cue ball hitting the wall of a pool table. The signal goes on to strike objects hidden around the corner. Some of the radar signal bounces back to detectors mounted on the car, allowing the system to see objects around the corner and tell whether they are moving or stationary.
"This will enable cars to see occluded objects that today's lidar and camera sensors cannot record, for example, allowing a self-driving vehicle to see around a dangerous intersection," said Felix Heide, an assistant professor of computer science at Princeton University and one of researchers. "The radar sensors are also relatively low-cost, especially compared to lidar sensors, and scale to mass production."
In a paper presented June 16 at this Conference on Computer Vision and Pattern Recognition (CVPR), the researchers described how the system is able to distinguish objects including cars, bicyclists and pedestrians and gauge their direction and oncoming speed.
"The proposed approach allows for collision warning for pedestrians and cyclists in real-world autonomous driving scenarios—before seeing them with exist direct line-of-sight sensors," the authors write.
In recent years, engineers have developed a variety of sensor systems that allow cars to detect other objects on the road. Many of them rely on lidar or cameras using visible or near-infrared light, and such sensors preventing collisions are now common on modern cars. But optical sensing is difficult to use to spot items out of the car's line of sight. In earlier research, Heide's team has used light to see objects hidden around corners. But those efforts currently are not practical for use in cars both because they require high-powered lasers and are restricted to short ranges.
In conducting that earlier research, Heide and his colleagues wondered whether it would be possible to create a system to detect hazards out of the car's line of sight using imaging radar instead of visible light. The signal loss at smooth surfaces is much lower for radar systems, and radar is a proven technology for tracking objects. The challenge is that radar's spatial resolution—used for picturing objects around corners such as cars and bikes—is relatively low. However, the researchers believe that they could create algorithms to interpret the radar data to allow the sensors to function.
"The algorithms that we developed are highly
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efficient and fit on current generation automotive hardware systems," Heide said. "So, you might see this technology already in the next generation of vehicles."
To allow the system to distinguish objects, Heide's team processed part of the radar signal that standard radars consider background noise rather than usable information. The team applied artificial intelligence techniques to refine the processing and read the images. Fangyin Wei, a graduate student in computer science and one of the paper's lead authors, said the computer running the system had to learn to recognize cyclists and pedestrians from a very sparse amount of data.
"First we have to detect if something is there. If there is something there, is it important? Is it a cyclist or a pedestrian?" she said. "Then we have to locate it."
Wei said the system currently detects pedestrians and cyclists because the engineers felt those were the most challenging objects because of their small size and varied shape and motion. She said the system could be adjusted to detect vehicles as well.
Heide said the researchers plan to follow the research in a number of directions for applications involving both radar and refinements in signal processing. He said the system has the potential to radically improve automotive safety and it relies on existing radar sensor technology, so readying the radar system for deployment in the next generation of automobiles should be possible.
"It would certainly go through the very rigorous automotive development cycles," he said. "In terms of integration and bringing it to market, it requires a lot of engineering. But the technology is there, so there is the potential for seeing this very soon in vehicles."
Besides Heide and Wei, the paper's authors include: Jürgen Dickmann, Florian Krause, Werner Ritter, and Nicolas Schiener of Mercedes-Benz AG; Buu Phan and Fahim Mannan of Algolux; Klaus Dietmayer of Ulm University; and Bernard Sick of the University of Kassel.
More information: light.cs.princeton.edu/publica … using-doppler-radar/
Provided by Princeton University
2 / 3
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APA citation: New automotive radar spots hazards around corners (2020, June 25) retrieved 21 June 2021 from https://techxplore.com/news/2020-06-automotive-radar-hazards-corners.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Lesson Plan: Cuban Missile Crises
Grade Level: High School; AP United States History
Time Period: two class periods
Wisconsin Standards:
B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments.
B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history.
B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war
Objectives
Ss will:
- understand the Cuban Missile Crises in October 1962.
- understand how the United States and the Soviet union came to the brink of all out war.
Essential Question(s)
Does the evidence you see warrant notifying the president?
Materials:
Surveillance photographs of Cuban missile sites, map prepared for President Kennedy showing the range of the ballistic missiles in Cuba, President Kennedy's October 22, 1962, address to the nation. (Available at the John F. Kennedy Library and Museum website, www.jfklibrary.org/speeches)
Procedures:
Review with students the arms race that emerged after WWII. Have students generate a list of vocabulary words that go with the Cold War.
Have students keep a timeline of important dates and events. 1949, 1952, 1953, ballistic missiles, October 1962.
Tell students that today they are CIA analyst in 1962.
Hand out surveillance images one at a time.
Give students time to take notes on what they think they see
Ask students the following three questions for each photo: What are the origins and purpose of these images? What is the value of the image? Do they represent an immediate threat to the United States?
After each photo as students the essential question, does the evidence you see warrant notifying the president?
Finally have students analyze President Kennedy's October 22, 1962 radio/television address to the nation making the case for military action against Cuba.
Students should consider the following questions as they analyze the speech: What audiences does the president address? What country (ies) pose a threat according to Kennedy? How is the degree of danger described? (cite specific examples) how does he make the case for the proposed action? What specific evidence is presented? Hoe does Kennedy outline America's responsibility for reacting to these dangers? (Cite speech where appropriate) how does Kennedy include the world community? How does he discuss liberty and freedom? Are there references to past dangers faced by America (cite specifics). Why does he use these examples?
Follow up/Review: In class analysis of two cartoons featuring Kennedy and Khrushchev.
Assessment: objective Questions pertaining to the Cuban missile crises on the chapter 20 test. DBQ questions in reference to Kennedy Khrushchev political cartoon.
Extension: Students may research the American history for other presidential examples of military action. Lyndon Johnson-Vietnam, GHW Bush-Gulf War, GWBush- Iraq War.
B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and explain the issues involved
Handouts attached | <urn:uuid:0d678563-2b47-4431-9627-316ef3c6ca4c> | CC-MAIN-2021-25 | https://www.uww.edu/documents/colleges/coeps/cni/social%20studies/lesson%20plans/2010-2011/cuban_missile_crises_lesson_plan.pdf | 2021-06-21T13:12:35+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00081.warc.gz | 954,706,184 | 843 | eng_Latn | eng_Latn | 0.992309 | eng_Latn | 0.995152 | [
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Animal Welfare Inspector
A day in the Life of an RSPCA Inspector: Chief Inspector Scott Meyers takes you through a day as an Animal Welfare Inspector. Investigating Animal Cruelty Complaints across NSW and stepping through what it means to be an Inspector including an insight into an actual prosecution of animal cruelty.
Animal Health and Disease Investigation
A peek inside a diagnostic laboratory-disease investigation for animal health. Ever wondered where samples go after a Vet takes a specimen from an animal? How do we know what the animals are sick from? Is the animal allowed to travel between states or overseas? Being a scientist doesn't have to involve looking down a microscope all the time! If you've wondered or have been interested in working in a laboratory or in the field of biological science, why don't you put on a lab coat and come and try it out?
Animal Biosecurity
Animal Health Australia are heavily invested in Australia's animal health and biosecurity and will guide you through an activity to understand the risks that contagious diseases pose to our domestic and agricultural animals.
Invasive Animal Biosecurity
Does that weird animal belong here in NSW? A career in Biosecurity can help you protect what we love from the pest animals we don't. Have you got what it takes to be a Biosecurity Warrior? Ever wondered what the most unusual animals are that turn up in NSW? Come and find out how a career in biosecurity means protecting agriculture, communities and the environment from pest animals (and meet some taxidermy animals in person!).
Livestock Production in Developing Countries
A career helping farming families to help themselves: The majority of the world's population live in rural regions and are poor and malnourished. Australian agricultural expertise is helping these farming families learn new skills to improve their income and livelihoods. This workshop will provide real-life examples of how a career in international agricultural development is helping farmers help themselves to become sustainably self-sufficient and contribute to regional food security.
Veterinarian
Applying and studying to become a veterinarian can be a long hard road, but it can lead to fantastic rewarding career! This workshop gives you a hands on approach to what you may encounter in the day-to-day life of a vet. Learn how veterinarians assess animal welfare scientifically, using animal based measures like health and body condition scoring, as well as management based measures to ensure owners are able to meet all animal's requirements.
Vet Nurse
Learn some of the key procedures and techniques involved in the daily life of a vet nurse, from animal health checks and emergency first aid to the use of aseptic techniques to prepare animals for procedures such as surgery. Students will take part in a physical examination of a dog, looking at ears, eyes, mouth, listening to hearts and practicing bandaging techniques.
Livestock Overseer
Gain an understanding of what is required to work on a farm as a livestock overseer, responsible for the care and husbandry of species such as sheep and cattle. Students will get and understanding of how to get to a position such as this and what to expect during a day in the life of a livestock overseer.
Jackaroo/Jillaroo
Learn the skills you need to work as a jackaroo or a jillaroo on an Australian farm, including how to muster cattle and move them calmly through a race and crush in order to conduct husbandry procedures
A Farmer without a Farm:
Farmer Tim will take you through the wild ride of being a first generation farmer, a farm manager, consultant, food grower, marketer and the steps taken to make a mark on farming without owning a farm or coming from a family on the land.
Careers in the Horse Industry:
Do you like the idea of working with horses? The Australian Racing and Equine Academy will open your eyes to different opportunities as a groom or stable hand, working in a performance horse, breeding or racing stable.
Stock Horse Trainer:
Watch and listen to how Tocal College train their stock horses and the uses our versatile Australian Stock Horses have.
Equine Breeding, Training & Performance
An insight into the Equine Performance, Breeding & Training Industry, with horse trainer Kate Clancy, owner and operator of "K Clancy Horsemanship"
Horse Farrier
Students to view the shoeing of a horse and become aware of the career opportunities in the horse industry. Learn about the anatomy and physiology of a horse's foot, different hoof trimming and maintenance techniques as well as the art of making and fitting shoes.
Working Dog Trainer
Downunder Working dogs will show you a gentle approach to training working dogs, based on natural horsemanship principles. Using quite, calm mannerisms; see how effectively the dogs can work the sheep in our yards. Students will look at the ways in which a dog trainer goes about teaching a pup, and then training the dog as it grows to be an effective tool for stock movement on farms.
Careers in the Pork Industry
Australian Pork is a unique rural industry service body for the Australian pork industry. It is a producer-owned company delivering integrated services that enhance the viability of Australia's pig producers. The organisation aims to enhance opportunities for the sustainable growth of the Australian pork industry by delivering integrated marketing, innovation and policy services along the pork industry supply chain
Poultry Production
This workshop will provide a review of the different poultry industry careers including chicken meat processing, hatchery and feed and nutrition management. Students will work with day old chickens and determine the gender of chickens.
Poultry Science & Nutrition
Chicken is the world's most consumed meat. Learn the background of the chicken-meat industry, hear career opportunities in research Institute and universities, how research can contribute to sustainable farming and food security. Students will also be introduced to common feed ingredients and how to formulate a diet to feed chickens scientifically.
Beef Production
Meet a beef farmer and her cattle, learn how genetic selection plays an important role in breeding programs and how breeding, nutrition and correct husbandry help a stud to become successful both commercially and in competitive show environments.
Red Meat Industry Professional
Career opportunities in the red meat industry - from paddock to plate and everything inbetween. The Australian red meat industry is a diverse industry with exciting career opportunities for people with a passion for agriculture. Career opportunities range from paddock through to fork and include; producers, farm managers, consultants, researchers, agents, vets, technicians, nutritionist, teachers, butchers and the list continues. We'll aim to cover most aspects during this workshop with a focus on meat production and how on farm factors influence the end product- meat! We'll also aim to convey this message through interactive activities related to the meat industry.
Meat, Butchery and Livestock
Bungendore Country Butchers is a true producer of the paddock to plate initiative. From breeding on farm to butchering, students will find out the importance and the process of getting the product from the farm to your fork.
Dairy Farmer
Workshop will demonstrate a working dairy. Students will have the opportunity to work in the pit and discuss cow and udder health. Students will learn the importance of weight gain, fertility and subsequent milk production quantity and quality.
Dairy Education
Students will learn how nutritional requirements of dairy animals differs through their development. Students will have hands on interaction measuring animals and determining whether they are on target and will learn how A Smart Farmer are successfully educating people about the dairy industry through a school and show edutainment program.
Alpaca & Llama Farmer
Up until the 1980s alpacas were only bred in their native homeland of South America. Now, the Australian alpaca industry reports some 2,000 registered breeders Australia wide, and numbers of alpacas estimated at 250,000 - 300,000 animals. Alpacas are now a world-wide market with breeders not only in Australia but internationally enjoying the financial and lifestyle choices that this animal brings. Come and meet Storybook Alpacas, who are committed to the entirety of the Alpaca, the sustainability of Australian Agriculture, and to the passion for the development of genetically bred champions.
Sheep Farm Manager
Learn about the range of skills you develop when breeding and growing Sheep for the meat industry and genetic gain. This workshop will enlighten students about the workings of a sheep stud and to give an idea of its day to day running. Students learn how to identify breeds of sheep and how to class sheep for stud breeding purposes to improve productivity.
Sheep Shearer
Careers in the Wool Harvesting Industry: If you would like to be a professional athlete, travel the world make a lot of money and life-long friendships this is the workshop you cannot afford to miss. This workshop includes a practical demonstration of skills required in this industry including shearing and wool classing with commentary and question time.
Wool Classer:
Find out what it takes to gain a career as a wool classer. See the journey of Australian wool from shearing shed to processing. Students will have the opportunity to see and handle examples of wool types and assess the characteristics that influence price and end use.
Wool Industry Professionally
Working with wool – what does a wool fibre tell you about animal welfare and health. We provide each participant greasy wool to understand stress on the animal and how it affects raw wool structure. We tell them about how we measure pregnancy in ewes from the wool.
Bee Keeping
The workshop will outline what beekeeping is about, including the processes of establishing and maintaining bees and harvesting honey. Bees are incredibly important pollinators so keeping bees has multiple benefits both commercially and environmentally.
Edible Insect Farmer
Bugging out with edible bugs! Learn all about the high growth industry of edible insect farming and processing, and understand why edible insects will play an important role in our future food systems. PS…There will be samples!
Fisheries Compliance
Careers as a Fisheries Compliance Officer within the NSW marine estate. A hands on session to discover how to put legislation into practice. Conduct compliance checks on both input controls (fishing gear) and output controls (minimum fish size limits) to help maintain our wild fish stocks to ensure sustainability of this industry and protein source into the future.
Seafood & Media
Careers in the Fresh Food Industry: Students look at skills used by a 1) Tour Leader and 2) Food Consultant when working with food particularly seafood. This includes the skills required to identify and choose fresh food, prepare and present food for classes, food shows, TV, photography, YouTube, and as a food judge.
Food Consultant
Join Tawnya as she shares her journey as an entrepreneur, chef and advocate for Australian farmers and producers. Her path in agri-tourism, cooking, menu design, farmers market tours, and specialty food consultancy has made her one of the leaders in the Australian hospitality industry. Awarded 2018 Culinary Advocate of the Year, she will share her inspirational story, answer questions and give insight into her place in the Agricultural landscape.
Food Security
Foodbank is Australia's largest food relief organisation, operating on a scale that makes it crucial to the work of the front line charities who are feeding vulnerable Australians. Foodbank provides more than 70% of the food rescued for food relief organisations nationwide and you can gain an insight into the work they do to ensure our future food security.
Organic Vegetable and Edible Flower Farmer
Learn about the fun in growing niche products like edible flowers, unusual herbs, hosting workshops and collaborating with cool people. Learn how you can grow a large range of vegetables, herbs and edible flowers on ½ an acre, selling locally to families and restaurants.
Viticulture for the Wine Industry
Grape growing for the wine industry is perfect for people who love to solve problems. Growing enough grapes to make wine in a challenging climate, AND making them tasty can be a major challenge. Viticulture is a blend of nature, science and the world of project management, with plenty of opportunities no matter your passion.
Careers in the Cotton Industry
This workshop will provide an overview of the Australian cotton industry, including a discussion on the industry's environmental credentials, sustainability efforts and efficiency measures. This workshop will also cover the cotton production cycle from dirt to shirt and career opportunities across the supply chain.
Water Management
Sydney Water supply water, wastewater, recycled water and some stormwater services to more than five million people in Sydney, the Illawarra and the Blue Mountains. Their value lies far beyond water supply, pipes and sewerage services, because water is not just a commodity – water is the life force of all nature, and the defining force of Sydney. Learn how they manage this precious resource for the benefit of people and the environment.
Technologies for Sustainable Agriculture
How can you improve agriculture with new technology? Working on the farm is just one career path. There are many options available in other fields that are equally important to agriculture such as science, research, engineering, technologies, etc. The agricultural industry needs intelligent people with agricultural knowledge to drive new or improved technologies and discoveries.
Precision Agriculture:
Tocal College will showcase the latest opportunities using precision technologies in agriculture and cropping industries to improve farm efficiency.
Agronomist:
Agronomy as a career, what a day in the life of an Agronomist looks like. A look into how the crops that we grow end up in your daily lives and the research that gets them there. Come see what's involved with Agronomy. If helping put food on the table interests you, you like the outdoors or have an interest in Agriculture, Agronomy could be for you!
Agricultural Entomologist
If you like working outdoors, solving problems and helping people, come and learn about being an Agricultural Entomologist. Travel the world and make a positive impact to people's lives by helping them to produce pest-free food. Insect specimens and magnifying glasses will be available too.
Permaculture: Urban Farming for the Future
Want to grow food in the City? The urban farming agriculture technology industry is rapidly expanding as customers increasingly look for food grown closer to home as a way to adapt to a current agriculture system threatened by climate change. Learn from an urban farmer and permaculture designer how you could cultivate a career in urban farming, help our planet Earth and have fun doing it.
Regenerative Agriculture
Learn about career pathways in the emerging field of regenerative agriculture. We'll discuss the daily routine of managing a free range organic/bio-dynamic chicken farm and the different benefits and challenges of the regenerative approach compared with conventional agriculture. Learn how regenerative practices can improve the natural function of the landscape while boosting the profitability of agricultural enterprise. Tessa will present about the challenges and rewards of managing an organic, open-range chicken farm. Bill will talk about how regenerative practices can be applied to improve the natural function of the landscape while boosting the profitability of agricultural enterprise.
Drones in Agriculture
Learn what you can do now to prepare yourself to be a drone pilot in the future. You will examine different drones and learn how different drones suit different jobs, how far they can fly and what data they can capture to help with agricultural systems. Learn what a crop map or thermal imaging looks like and how this is of value to farm systems.
Agricultural Diesel Mechanic
Experience what is like to be an Agricultural Diesel Mechanic and what you'll do from day to day; from pre-delivering (greasing, checking bolts) to seeing what makes the tractor run, how to maintain them and opportunities for apprentices. You will even get to explore some New Holland Tractors.
Farm Machinery Sales Manager
Learn about career options in the agricultural sales industry, have a sit in our CASE IH tractors and explore sprayer technology that helps farmers improve their efficiency.
Rural Mental Health Professional
Growing the Australian Agriculture Industry…. Where does rural mental health fit in? What does mental health have to do with careers in agriculture? This workshop will:
- Outline why looking after your mental health is important in the agriculture industry
- Provide insights into how RAMHP engages with the agriculture industry
- Provide inspiration to students who want to work across both the health and agriculture industries.
Rural Doctor
A rural practice: working as a doctor in the bush. An overview of career pathways and opportunities available to qualify as a doctor in Australia with a particular emphasis on practicing medicine in a rural setting. Growing up on a sheep and wheat farm in rural NSW, my goal is to provide primary care as a country GP with skills in obstetrics and emergency medicine. This workshop will follow my journey to date, with stories and lessons learnt along the way, and prove why working as a doctor in the bush is the best job in the world.
Agricultural Communications:
Come and meet the LEGO® Farmer and learn how Aimee Snowden has forged a career in agricultural communications through freelance work from the family farm. Aimee will share the opportunities she has been lucky to have experienced, and her aspirations for a thriving Australian agricultural industry.
Agricultural Media
Explore career options in agricultural media such as journalism, multi-media, public relations and political persuasion. Think about how we can get people in the city to better understand agriculture and explore some techniques in presenting to camera.
Agricultural Economist
Rabobank – Working together with our farmers. The workshop will look at the way Rabobank partners with farmers across the country to develop and promote that agriculture sector. The journey will cover all states and territories with a focus on Northern Cattle.
High School Agricultural Educator
Are you inspired by Australia's farming and fishing industries? Do you want to inspire others to share your passion and spend (most of) your time outdoors? Why not find out more about a career as an Agricultural Educator?
Ag-Tourism
Using tourism to build a farm business and providing an educational experience to link city people with agriculture and rural living.
Solar & Renewable Energy Production
Learn what it is like to work on some of Australia's largest solar farms to generate renewable energy to provide a sustainable source of electricity to replace fossil fuels into the future. | <urn:uuid:51709e9a-dd70-49ed-9901-33c720e9b34c> | CC-MAIN-2021-25 | https://www.rasnsw.com.au/globalassets/document-library/rasnsw/education/agvision/agvision-2019-workshop-descriptions.pdf | 2021-06-21T14:15:47+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00078.warc.gz | 890,844,158 | 3,682 | eng_Latn | eng_Latn | 0.997583 | eng_Latn | 0.997913 | [
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IMMIGRATION STATUS MATTERS
Updated
A Guide to Addressing Immigration Status Issues for Children and Youth in Care
September 2019
ACKNOWLEDGEMENTS
Immigration Status Matters, a guide to addressing Immigration status issues for children and youth in care was first released in 2014. This guide was updated in 2019 to reflect recent changes in the immigration and child welfare sector. Edited by:
Claudia Obreque
Immigration Specialist Child Welfare Immigration Centre of Excellence Peel Children's Aid Society
The following people contributed to the development of the 2014 guide, sharing their experience and best practices in working with children and youth in care who have immigration status issues and require support to become permanent residents and, ultimately, Canadian citizens:
Anthony Fung Children's Aid Society of Toronto
Ronal Ibarra Catholic Children's Aid Society of Toronto
Liz Okai Peel Children's Aid Society
Bryan Shone Hamilton Children's Aid Society
Sal Salmena Catholic Children's Aid Society of Toronto
Wendy Miller Ontario Association of Children's Aid Societies
Caterina Tempesta Office of the Children's Lawyer
Michael Battista Jordan Battista LLP
Volunteer readers from provincial resource manager and senior counsel child welfare networks.
Funding for the 2014 guide was provided through the Provincial Projects Committee of the Ontario Association of Children's Aid Societies. The guide was produced with support from Pamela Smit of Veradus Consulting.
TABLE OF CONTENTS
APPENDIX B: GLOSSARY OF TERMS ................................................................................... 25
INTRODUCTION
Ontario's child welfare organizations work to achieve a safe, permanent and stable family connection that promotes the well-being of children and youth in their care. Over the years, there have been several significant changes and emerging issues that highlight the intersection between immigration and child welfare. Children and youth with unresolved immigration issues face unique barriers to achieving permanency. In many cases, these barriers can be overcome only by helping these young people obtain permanent residency, and ultimately Canadian citizenship.
Some children and youth who come into the care of a children's aid society do not have permanent resident status or Canadian citizenship. Prior to coming into care, these young people may have arrived in Canada with their parents or other relatives; some will have fled political unrest, civil war or political oppression in their home countries. Others may have come to Canada as unaccompanied minors without legal guardians, while some may have been sponsored to enter the country by a Canadian guardian—but the sponsorship has since broken down. In all cases, these children and youth have come into care because they are in need of protection due to abuse or neglect.
Unresolved immigration status leads to a life of uncertainty.
Youth who age out of care without permanent resident status or citizenship will enter a life filled with uncertainty: they will be unable to access essential health and social services, pursue education, gain legal employment or feel confident that they will be able to remain in Canada—a place they may have called home for most of their lives. As such, it is essential that children's aid societies develop the capacity to assist children and youth in resolving their immigration or citizenship issues while they are in care.
Time is of the essence.
The process of resolving immigration status issues to obtain permanent residency and Canadian citizenship can take many years to complete and involves very strict timelines and documentation requirements. If timely action is not taken to address a young person's immigration status issues, his or her chances of achieving permanency may be jeopardized.
Permanency includes citizenship
The only immigration status in Canada that provides permanency is citizenship.
Permanent residence status can be revoked due to serious criminality. For example, in June 2018, Bill C-46, an Act to amend the criminal code received Royal Assent. Bill C-46 increases the maximum penalty for impaired driving convictions from 5 to 10 years' imprisonment. Under section 36(1) of the Immigration Refugee Protection Act, an impaired driving conviction now constitutes serious criminality. A permanent resident convicted for an impaired driving offence can lose their status and face deportation, even for a first time driving under the influence offence, no matter the sentence.
Child Welfare Immigration Centre of Excellence
In Ontario, the child welfare sector has taken a leadership role recognizing the complexity of child protection cases dealing with immigration status issues. Children and youth with unresolved immigration issues face unique barriers to achieving permanency. Resolving immigration status issues in a timely manner has the potential to make a very significant difference in the lives of children and youth to ensure they have access to services such as education, health services and employment.
Peel Children's Aid and the Ontario Association of Children's Aid Societies have partnered to establish a Child Welfare Immigration Centre of Excellence (CWICE). The Centre is a new service created to help Children's Aid Societies in Ontario with the increasing number of issues related to immigration status associated with the children and families serviced by child welfare organizations.
The Child Welfare Immigration Centre of Excellence provides consultations, support and shortterm interventions to assist child welfare organizations managing complex child protection and immigration cases.
Services are available to:
* Any child or youth under 18 receiving services from a child welfare organization in Ontario including children in care and/or children receiving kinship services.
* Youth 18 and over that are former crown wards or receive continued care and support from a child welfare organization.
In addition, services provided by the Child Welfare Immigration Centre of Excellence includes:
* Raising awareness on the scope and importance of immigration status issues
* Collecting data and facilitating research to promote an improved understanding of the scope of immigration issues across the Child Welfare Sector
* Identifying and developing partnerships and protocols with local, provincial and federal partners to resolve immigration issues
* Developing resources that can be used by child welfare organizations, children and families and former Crown Wards
The Child Welfare Immigration Centre of Excellence can be reached by submitting an online referral at http://www.peelcas.org/cwiceform.asp, or by telephone at 905-363-6131 Ext 2222
About this guide
The purpose of this guide is to share what Ontario child welfare organizations have learned about identifying and working to resolve immigration status issues for children and youth in care. Intended as a resource document for agencies and their staff, it offers practical ideas and advice for strengthening organizational capacity and practices to better address immigration status issues.
This guide includes the following core sections:
* The importance of addressing immigration status issues and the implications of leaving care without permanent residency or citizenship;
* An overview of common immigration status issues and the considerations that need to be made when working to resolve them.
* Ideas for strengthening the organizational capacity and child welfare practices required to identify, address and resolve immigration status issues; and
A glossary of common terms and links to helpful resources are also included to support a more indepth understanding of immigration, residency and citizenship issues and processes. Because immigration laws and regulations change frequently, it is important that child welfare practitioners know how to access the most current information, when to consult with CWICE and when it is necessary to seek the advice and services of a legal professional with experience in the areas of immigration and refugee law.
The Child Welfare Immigration Centre of Excellence can provide information, referrals and resources in various immigration, citizenship and settlement related issues. CWICE has staff with expertise in areas of settlement, refugee, immigration and citizenship and they are available to assist and provide to support child welfare organizations across Ontario.
This guide reflects the range of experience child welfare organizations have with addressing unresolved immigration status issues. Agencies in communities with high levels of immigration, in close proximity to international airports or border crossings will encounter these issues with greater frequency; in fact, some have already developed enhanced capacity and practices to resolve these issues for the children and youth in their care. Their experiences can be of significant benefit to agencies that deal with these issues with less frequency.
A note about legal services
Legal counsel to Ontario's child welfare organizations cannot provide legal services to children and youth in care, including legal services pertaining to immigration issues. Agencies requiring such services can contact Legal Aid Ontario (1-800-668-8258) and apply for a legal aid certificate on behalf of children and youth in care. Legal Aid can provide referrals to legal counsels with expertise in areas of immigration and refugee law.
https://www.legalaid.on.ca/en/
This guide does not provide legal advice and is not meant to be an alternative to legal support. The information contained is perceived to be current as of August 2019.
A DIVERSE GROUP WITH COMPLEX NEEDS
Children and youth in care with immigration issues do not constitute a single, uniform cohort. Some have lived in Canada for many years with their immediate or extended family; others have lived here for a shorter period of time or may have just recently arrived. Depending on their circumstances, they may be without legal immigration status in Canada, working toward legal immigration status, or already have legal immigration status but require additional support to achieve Canadian citizenship.
These children and youth may:
* Be permanent residents but lack Canadian citizenship, with some having started the application process and others not;
* Be permanents residents but be involved in serious criminal activities that have put them at risk of deportation 1 ;
* Be permanents residents but lack documentation to prove their status;
* Be 'undocumented' due to the expiration of their parents' temporary work or visitor's permit;
* Have come to Canada as unaccompanied minors, without a legal guardian to care for them;
* Have parents who are unsuccessful refugee claimants now facing deportation;
* Have applied for or be in the process of applying for humanitarian and compassionate considerations;
* Have come to Canada as part of a sponsorship arrangement that has since broken down;
* Be facing deportation / removal from Canada;
* Not have a valid visa to stay in Canada; or
* Be victims of human trafficking.
Unaccompanied Minors
An unaccompanied minor is a minor under 18 years of age who does not have a parent, or an adult with legal guardianship, and is making a refugee claim in Canada. Even in cases where the child travels to Canada with another adult or extended family member, the child or youth* is still considered an unaccompanied minor until guardianship has been clearly established.
*Also referred in literature as Unaccompanied and Separated Minors (USM).
While some children and youth leave their home countries voluntarily with their families to pursue a better quality of life, others have been forced to separate from their families or flee their countries of origin due war or fear of persecution.
It is not uncommon for children and youth to suffer from mental health issues and trauma after witnessing or experiencing violence, physical and psychological torture, death threats or extreme harassment before fleeing their home countries. Some may be dealing with post-migration issues including a lack of trust, grief and bereavement from the loss of their families, community and other social supports. They may also be facing language barriers and the shock of a changing cultural context—leading to social isolation, a loss of identity and a profound loss of control.
1 Although the term "deportation" is utilized throughout this document, there are actually three different types of removal orders: departure orders, exclusion orders and deportation orders.
Barriers affecting permanency
Children who come into the care of a children's aid society without permanent resident status or Canadian citizenship face multiple systemic barriers to achieving permanency. Failing to solve immigration issues for youth aging out of care can significantly affect their adult lives, limiting their ability to reach their full potential and possibly jeopardizing their ability to remain in Canada.
Because the laws and regulations governing access to services and supports change frequently, it is important that agencies and their staff are aware of their current status and implications and consult with CWICE. However, as a general rule, agencies should understand that children and youth who age out of care with unresolved immigration status may be:
Denied access to federally or provincially funded health services. Older youth who are not permanent residents are not eligible for health coverage, which includes mental health services. As such, access may be limited—or completely denied—when they leave care.
Restricted access to post-secondary educational opportunities. Youth without permanent resident status cannot access certain educational benefits, including financial support for post-secondary education or apprenticeship programs. Educational institutions identify these youths as 'visitors/foreign students'—and expect them to pay significantly higher international student fees.
Restricted access to financial assistance. To be eligible for Ontario Works, or welfare, youth must be Canadian citizens, permanent residents, refugee claimants, Convention refugees or have received confirmation from immigration that an application for permanent residence under humanitarian and compassionate considerations has been received. Even then, they may not be eligible for subsidized housing or childcare.
Restricted from travelling. Youth who do not have legal immigration status may not be able to return to Canada if they leave the country, affecting their ability to retain/regain strong familial connections or pursue employment opportunities or personal interests. Also, if their permanent resident card (which permits travel) expires when they are of the country, they may be denied entry into Canada upon their return. Permanent residents need a passport to travel outside Canada, including the USA, and a valid permanent residence card to re-enter Canada.
Limited employment prospects. Youth who are not permanent residents cannot obtain a social insurance number without a work permit. Work permits are issued by Immigration Refugee Citizenship Canada (IRCC) to those eligible based on their immigration status in Canada. Youth without a SIN number are limited to low-paying jobs in the 'informal' labour market with no employment benefits or job protections (e.g., employment insurance, disability insurance, maternity leave).
Limited access to legal support. Refugee claimants may have limited access to legal counsel and may not be eligible for immigration appeal matters.
Living in fear. Youth who are not permanent residents or Canadian citizens often live a life of fear: of being found out; of not getting their immigration status resolved; of being
deported; of living and working in risky and potentially abusive situations in the informal economy.
At risk of deportation. Youths who are not Canadian citizens and receive a criminal conviction in an adult court may face deportation. This places youth at risk of being returned to a country in which they may not have lived since their early childhood, a place where they might not know the language or have any relationship connections.
Restricted from applying for Citizenship. A youth on probation or parole is restricted from applying for Canadian citizenship.
Tougher penalties in the criminal law can lead to having their permanent residence status revoked and face deportation. As of Dec 2018, impaired driving and cannabis related crimes are now considered serious crimes. Immigration Canada can find a person inadmissible to Canada based on convictions inside or outside Canada.
Removal Orders
There are three types of Removal Orders issued by Immigration, Refugees and Citizenship Canada (IRCC) or the Canada Border Services Agency (CBSA). These are Departure Orders, Exclusion Orders and Deportation Orders. The form number on the Removal Order indicates what type of order you received. Each has different implications for a person's ability to return to Canada.
Departure Order, the person must leave Canada within 30 days after the order takes effect.
* When a person is issued a departure order they must confirm with CBSA their departure at the port of exit, otherwise the departure order will automatically become a Deportation Order.
* Refugee claimants are issued a Conditional Departure upon making a refugee claim. The order states that a failed refugee must leave Canada within 30 days of the claim or appeal is denied.
Exclusion Order, the person cannot return to Canada for one year.
* A person can not return to Canada for the specified period stated in the order. If an exclusion order has been issued for misrepresentation, you cannot return to Canada for five years. If the CBSA paid for your removal from Canada, you must repay that cost.
* To return to Canada before the time has passed, the person must apply for an Authorization to Return to Canada (ARC)
Deportation Order, the person is permanently barred from returning to Canada and cannot return unless he/she applies for an ARC
* If the CBSA paid for the removal from Canada, the person must also repay that cost before they are eligible to return.
DEVELOPING ORGANIZATIONAL CAPACITY
"They are in our care and it is our responsibility to assist them in acquiring legal immigration status. If a child or youth comes to us as a refugee, our goal is to help them become a permanent resident. If they come to us as a permanent resident, our responsibility is to assist them in becoming a Canadian citizen."
Resolving immigration status issues can be a complex, time-consuming process. As a result, agencies and their staff need to develop greater organizational capacity, which requires:
* Understanding the importance of immigration status;
* Committing to addressing issues of unresolved immigration status;
* Tracking data to better recognize the scope of the issue;
* Understanding the distinct roles within the child welfare system;
* Clarifying citizenship for all children and youth in care;
* Expanding internal capacity and expertise; and
* Establishing working relationships with external experts.
Understanding the importance of immigration status
"It is important to be aware of the application status; the expiration of the process can create additional barriers to having applications processed in the future."
Understanding the importance of addressing unresolved issues of immigration status before children and youth leave care is essential to driving an organizational commitment to early identification and action.
The child welfare sector is deeply committed to achieving permanency for children and youth in care. Agency staff—from senior management to frontline practitioners—need to understand that unresolved immigration status is a significant barrier to achieving permanency. They also need to appreciate the consequences of youth leaving care in so-called 'immigration limbo'—and realize the powerful role they can play in helping youth become permanent residents and, ultimately, Canadian citizens.
In June 2018, the Child Welfare Immigration Centre of Excellence was established as a partnership between Peel Children's Aid Society and the Ontario Association for Children's Aid Societies. The goal of CWICE is to assist and support all child welfare organizations in Ontario dealing with child welfare cases with complex immigration issues.
Case Study: Janet
Janet came to Canada to be reunited with her mother. Shortly after arriving, her mother became abusive, and the local children's aid society became involved and eventually brought her into care.
The Society learned that Janet did not have legal immigration status in Canada and hired an immigration lawyer to seek legal status for Janet on humanitarian and compassionate grounds. While her application was being processed, Janet became an adult and did not have access to post-secondary education, employment opportunities or health care coverage. The application process took several years, while Janet tried to obtain identity documents. The Society advocated for financial support so Janet could secure safe housing. Ultimately, her application was approved and Janet received permanent resident status.
Janet's story demonstrates the lengthy and sometimes complex immigration processes in Canada. In addition, when there is a lack of identity documents or the applications are not complete this can add additional processing times that can turn into years.
Committing to addressing issues of unresolved immigration status
"Identify the issues early so the appropriate steps can be taken. Agencies need to commit to taking the steps necessary to resolve immigration status issues and to engaging the youth in the resolution of these issues."
Agencies need to establish practices to identify, track and resolve immigration status issues. This work is supported by a provincial effort to develop field-wide capacity and expertise through CWICE.
Some immigration issues are relatively simple to resolve if they are identified early, supporting documentation is accessible, and the process to address the issue is understood and followed by everyone involved. Other issues are more complicated and resource-intensive. In all cases, however, the long-term positive impact of achieving immigration status for children and youth in care is well worth the effort.
Tracking data to better recognize the scope of the issue
"Children's aid societies generally lack the systems required to ask important questions and gather relevant data on children's immigration status." 2
As it was true in 2014, very few agencies collected and monitored the kind of data that could determine exactly how many children and youth have unresolved immigration status issues across Ontario. As a result, the number of children and youth in care, in kinship service placement and former crown wards who do not have permanent resident status or Canadian citizenship is unknown. More work is needed to ensure information-management systems are tracking this data. Doing so will help individual agencies shift practice as needed.
2 Ontario Association of Children's Aid Societies. (2012). Building capacity for children's aid societies to achieve permanency for children in care with immigration issues: Report and recommendations.
Understanding the distinct roles within the child welfare system
Ontario's children's aid societies deliver their services within the provincial legislative framework of the Child Youth and Family Services Act (CYFSA). As stated in the legislation, the paramount purpose of the CYFSA is to "promote the best interests, protection and well-being of children." 3
By comparison, Immigration, Refugees and Citizenship Canada (IRCC) is a federal department with the mandate to assess an individual's eligibility to remain in Canada and the potential risks they may face if they were to return to their country of origin. In the immigration and refugee law context, there are no overriding 'best interests of the child' considerations; however, immigration legislation does require the child's best interests to be taken into account in very specific situations.
There are also important considerations with respect to information sharing in both the child protection and immigration contexts. For example, in addition to following the privacy provisions of the CYFSA that prohibit making public information that would identify the child or youth, child welfare practitioners must also exercise caution when providing information to immigration officials if they are not fully aware of the information that has already been filed in support of a refugee claim or application for permanent residence. Any inconsistencies in the information provided to IRCC may jeopardize the child's ability to remain in Canada. CWICE recommends consulting and obtaining consent in situations where sharing information is required.
Clarifying citizenship for all children and youth in care
Learning to address immigration issues will require a shift in approach with children, youth and families. Applying a diversity, equity and inclusion lens' to their work, it will be important for agencies to adopt the practice of asking all families about their citizenship and immigration status. This will avoid having individual child welfare practitioners make inferences about when to probe for immigration status based on racial or ethnic identity.
While some child welfare practitioners may question the need to explore citizenship with all children and youth, the long-term benefit of resolving immigration status issues warrants the effort to shift practice.
Expanding internal capacity and expertise
Agencies have different capacity challenges depending on the profile of the families they serve and the volume of children and youth with unresolved immigration issues. CWICE was created to assist child welfare organizations and ensure accessibility to settlement, immigration and citizenship expertise for all child welfare professionals in Ontario.
Identifying children and youth facing immigration challenges will require all staff to develop some sensitivity to the issues and how to resolve them beyond the mere baseline knowledge required for early identification (which is still the first essential step). Training will be available through CWICE to develop capacity building across the province.
3 Government of Ontario. (2017). Child and Youth Family Services Act.
CWICE: Citizenship Case
Shortly after the Centre opened, a call was received from a foster parent requesting support for two youth she was caring for. The brothers, aged 13 and 15 were under the care of a CAS in Ontario and had been living in Canada without immigration status for over 10 years.
When a meeting was scheduled the older brother who was turning 16 wanted to apply for a job but had no documentation to apply for a Social Insurance Number. He shared that he was afraid he would be deported from Canada and returned to a country he did not know. While supporting the boys, their foster parent and the CAS worker, it was learned the boys' birth mother was born in Canada. This meant that the youths might be eligible to apply for citizenship instead of permanent residence.
To move forward, identity documents were needed to prove the boys were born to a Canadian citizen, therefore, the mother's birth certificate and the boys' birth certificates were gathered. Sometimes it can be very challenging to obtain identity documents when children are not in the care of their parents. In this case, their worker and CWICE were able to gather the documents. Thanks to strong relationships CWICE has developed over years of working with immigration partners, CWICE was able to expedite and receive the citizenship certificates within a few weeks of submission.
The CAS worker shared that the boys were so happy, relieved and thankful for the help provided in resolving their immigration status. The foster mother reported that the older sibling has began making plans for his future. He applied for a Social Insurance Number and can now pursue post-secondary education, employment and most importantly not live in fear that he may be deported to a country he doesn't know or remember.
Dedicated expertise
Resolving immigration status issues for children and youth in care, former crown wards, children and youth in kinship service homes requires agencies to:
* Determine the immigration status prior to or at admission into care (and document cases where immigration status cannot be determined);
* Consult with the Child Welfare Immigration Centre of Excellence for early intervention.
* Obtain identification and documentation from the family or embassy/consulate as early as possible;
The Child Welfare Immigration Centre of Excellence functions as the centralized service in Ontario for expertise related to immigration issues in child welfare. CWICE has a dedicated team of immigration specialists with expertise in child welfare, immigration, refugees, citizenship and settlement issues. Specialists provide general consultation services to child welfare organizations, working to assist youth in securing legal status or Canadian citizenship. CWICE maintains up-todate knowledge on the immigration laws and regulations affecting the agency's clients and can provide the following services:
* Screen and evaluate the need for immigration supports or interventions;
* Assist workers when conducting child protection investigations involving immigration challenges;
* Provide information on settlement that assist in the integration into society and the intersection of child protection and immigration;
* Assist and support children and youth through the immigration process;
* Identify when outside legal assistance may be required in the completion of immigration related applications;
* Work collaboratively with workers, immigration lawyers, designated representatives and other external resources;
* Provide referrals to resources in the community to support families caring for children without status;
* Provide support to workers when attending immigration meetings and hearings with youth; 4
* Support workers in obtaining social insurance number, health card and passport for children and youth in care or replacement documents;
* Addressing issues that are particularly complex or problematic, including (but not limited to) establishing identity, admissibility due to criminal or medical issues, or when the federal government considers the child's country of origin to pose a lower risk of persecution in comparison to other countries;
* Adding to the agency's professional expertise related to immigration, including knowledge on the latest trends and practices of Immigration, Refugees and Citizenship Canada;
* Helping the agency advocate more effectively on behalf of individual clients;
* Informing the development systems and practices in this specialized area of service; and
* Developing and maintaining a more accurate, up-to-date database;
* Provide training on immigration and the intersection with child welfare.
Establishing working relationships with external experts
Various organizations in the community offer support for children and youth in care with unresolved immigration issues, including those that provide translation services, settlement support or legal aid. Child welfare agencies must work in their regions to identify and establish working relationships with these organizations. CWICE can be asked to, and will, help facilitate and develop these partnerships.
As they co-operate together over time, partnering organizations will develop a shared understanding of how best to respond to the needs of children and youth. In some instances, protocols can be developed to clarify roles and responsibilities.
External lawyers and other professionals working through their own associations or private practices can also provide valuable expertise. Agencies should identify professionals who understand the unique circumstances of children and youth in care and are competent in the areas of immigration and refugee law. It is also important to understand that legal counsel for children's aid societies are prohibited by the rules governing their profession from providing legal advice to anyone other than their employer.
4 As noted earlier in this guide, caution must be exercised when sharing information with immigration officials.
WORKING WITH CHILDREN AND YOUTH IN CARE
Agencies across Ontario have effectively resolved immigration status issues for many children and youth in care—and their experience can inform how others should work to resolve these issues.
Effective practices include:
* Exploring citizenship/immigration status early and with sensitivity;
* Gathering critical documentation;
* Working to resolve immigration status issues quickly;
* Engaging the necessary expertise when issues are complex;
* Reviewing progress in case conferencing and permanency planning;
* Ensuring access to appropriate immigration services and supports;
* Providing support for immigration status issues beyond age 18; and
* Responding to unique circumstances beyond age 21.
Additional effort may be required to identify and resolve immigration status issues for children and youth at the following stages:
* Entering care with potential issues to be identified and resolved;
* Already in care with known issues to be resolved;
* Already in care and have issues that have not been identified; and
* Exiting care with unresolved issues.
Different—but often inter-related—strategies are required to address the needs of each group.
Case study: Mary
When she was in care, Mary filed a humanitarian and compassionate (H&C) application with support from her local children's aid society; however, her partner (and the father of her two sons) convinced her to call Immigration, Refugees and Citizenship Canada to cancel the application process. As a permanent resident of Canada, he promised to sponsor her—and a member of her community told her that a sponsorship application would be approved much faster than an H&C application.
Mary's relationship with her partner began to deteriorate and they later separated. He then backed out of his commitment of sponsorship.
Now 22 years old and with two children to care for—one of whom has special needs—Mary cannot work legally and is not eligible for subsidized daycare. She cannot go to school and she cannot travel. Due to her age, she no longer receives services from the children's aid society. She is also ineligible for provincial health coverage, child tax benefits and financial assistance from Ontario Works. At last contact, she was staying in a shelter for women who are victims of domestic violence.
Exploring citizenship/immigration status early and with sensitivity
Identifying immigration status issues early is a critical step on the journey to permanency.
It is important to explore citizenship and immigration history and status as early as possible in the engagement process. Child welfare practitioners must be sensitive in how they explore these issues—but at the same time, they need to be focused on getting a clear understanding of the situation. Adopting a practice of asking all families about their citizenship and immigration status— rather than making inferences about when to probe about citizenship based on racial or ethnic identity—can help ensure critical issues are identified in a timely way.
Questions to ask during the engagement process:
* Were you born in Canada? If not, how long have you been in Canada?
* Are you a Canadian citizen?
* (If not) Are you a permanent resident?
* (If not) Are you a Convention refugee or protected person?
* (If not) Are you a refugee claimant? If so, what is the status of your application?
* (If not) What is your current situation and immigration status?
* What documents do you have?
Gathering critical documentation
It is important to ask for and review documentation related to citizenship and immigration status. The documentation that is available can confirm or provide valuable insight into a young person's immigration status if there is uncertainty.
When a child or youth is living in out of home placements, it is critical that practitioners get all of the original documentation that is available. The federal government has rigorous expectations related to documentation, with original documentation typically required to resolve immigration status issues. Some agencies have negotiated this in the court process to have documentation released by parents or guardians.
When families have fled conflict and persecution, original documentation may not be available. In these situations, agencies will need to gather the required documentation, often with support from embassies and consulates. CWICE has developed the expertise in developing relationships to facilitate this effort.
Working to resolve issues quickly
The process to resolve immigration status issues can be quite complex and often involves very strict timelines. In fact, it can take years to complete every step in the process—and if an application is allowed to lapse, there is a significant risk that youth will age out of care before achieving permanent residency or citizenship. It is therefore extremely important that child welfare practitioners responsible for addressing these issues fully understand the process and timelines for addressing specific circumstances.
Engaging the necessary expertise
While the proper actions to take in certain situations are relatively clear (such as the process to apply for a citizenship card with proper identification), others can be more complex (such as the process to apply for permanent residence under humanitarian and compassionate consideration).
Child welfare practitioners must know how to discern when additional expertise is required to address a particular situation—such as legal expertise, immigration expertise, cultural interpretation—and how to make arrangements to do so. This expertise may be internal or external to the agency.
Ester
Ester, 14, came to Canada with her mother and grandmother to escape discrimination and abuse in her birth country. Ester's grandmother has been hospitalized with Alzheimer's and her mother suffers from schizophrenia—and she does not have any other family either in Canada or back home.
Her refugee claim application was refused on the grounds that her home country is considered to have a better child welfare system than Canada. Owing to the complexity of the case the local children's aid society retained an immigration lawyer to represent Ester before the Immigration and Refugee Board of Canada.
Both a humanitarian and compassionate application and a work permit were filed, but because Ester does not have the necessary documentation to support the work permit application, it is likely to be denied.
Identity documents are crucial for any type of refugee, immigration or citizenship application.
Reviewing progress in case conference and permanency planning
It is essential to review immigration status as part of all existing processes in place to monitor the status of children and youth in care and in kin service placements, including clinical supervision, plan-of-care reviews, case conferences and permanency conferences. Consistent focus will ensure the process to resolve immigration status issues is not delayed unnecessarily and that every avenue is being pursued to address the barriers that may be prohibiting progress.
Ensuring access to appropriate services and supports
After witnessing or experiencing violence or extreme harassment in their home countries, some youth suffer from post-traumatic stress disorder and other mental health problems. They often require counselling to support their healing.
All children and youth in care require access to services and supports that are age-appropriate and tailored to their unique needs, including social services, health services (including mental health), education, employment training, and social supports and cultural connections. When their immigration status is tenuous, more support may be required. (For example, psychological reports may support a child's application to remain in Canada.
Child welfare practitioners need to understand the immigration status and migration journey of children and youth so they can identify their needs and work to ensure that the child or youth has access to the right services and supports.
The relationships that practitioners develop with the staff of partner agencies are critical, allowing them to bridge children and youth in care to critical services and supports.
Providing support for immigration status issues beyond age 18
Every effort needs to be made to address immigration status issues long before the eighteenth birthday.
At age 18, youth transition to the Continued Care and Support for Youth program, where they may continue to receive service through a range of financial and non-financial supports until they reach age 21. Given the duration of time often required to resolve immigration status issues, the years between ages 18 and 21 represent a critical period in which child welfare agencies and their staff should consider working to help youth to address any outstanding issues, including applications for Canadian citizenship, before they stop receiving service. Permanency includes immigration pathways and plans.
It is important that youth leave care with the documentation that proves their immigration status, along with copies of the appropriate applications and supporting documentation if they are still working toward immigration status.
Responding to unique circumstances beyond age 21
Despite the best efforts of child welfare agencies, some youth will transition out of service at age 21 with unresolved immigration status issues. Child welfare practitioners should assist youth in identifying the types of support they will require to address their unresolved immigration issues before they turn 21. Practitioners can help youth establish the necessary connections and access appropriate resources and support from partner agencies to help them pursue their immigration status.
CWICE offers services to former crown wards. Former crown wards can be referred or be encouraged to self-refer for consultation and for brief service.
RESOLVING SPECIFIC ISSUES
Children and youth who come into care have different migration histories and a range of immigration status issues. Some are without legal immigration status and some are working toward legal immigration status. Others have legal immigration status and need support to achieve citizenship: the last step to becoming a full member of Canadian society with all of its rights, privileges and responsibilities.
The table on the following pages outlines the:
* Stages of immigration status;
* Documents to look for and obtain;
* Common situations in each stage;
* Actions to be taken; and
* Important things to consider at each stage.
Table 1. Immigration status and action required for citizenship
status status
MOVING FORWARD
The need to address immigration status issues for children and youth in care is well established. Achieving permanency ultimately requires Canadian citizenship.
Questions to consider:
1. Does your agency know how many children and youth in care and in kin service have unresolved immigration issues?
2. Is there a standard process in place to determine the citizenship and immigration status of children and youth in care?
3. Does your agency refer to CWICE?
4. Do agency staff have a baseline knowledge and competency in early identification of immigration status issues?
5. Has the agency identified the community partnerships that need to be established or strengthened to better support children and youth in care with immigration status issues?
6. Is the progress toward achieving resolution of immigration issues monitored in clinical work and permanency planning?
7. Has the agency clarified what is possible to youth with unresolved immigration status issues who are aging out of care?
8. Is the agency aware of and committing the resources needed to cover the costs to resolve immigration status issues (e.g., immigration fees, legal expenses, travel expenses to visit a consulate out of town)?
9. Has the agency clarified what is possible to support children, youth and families receiving ongoing service and experiencing unresolved immigration status?
APPENDIX A: RESOURCES
The following websites and resources may be of assistance for child welfare agencies dealing with immigration, residency and citizenship issues.
Federal government
Immigration, Refugees and Citizenship Canada https://www.canada.ca/en/services/immigration-citizenship.html
Government of Canada - Make an access to information or personal information request information/request-information.html
https://www.canada.ca/en/treasury-board-secretariat/services/access-information-privacy/access-
Public Safety Canada http://www.publicsafety.gc.ca/index-eng.aspx
Immigration Settlement and Adaptation Program http://www.cic.gc.ca/english/resources/evaluation/isap/2011/section2.asp
Provincial government
Ontario Ministry of Citizenship & Immigration http://www.citizenship.gov.on.ca
Government of Ontario – Resources for Newcomers http://www.ontario.ca/home-
and-community/newcomers
Ontario Ministry of Citizenship & Immigration http://www.citizenship.gov.on.ca/english/newcomers/preparetowork.shtml
Legal services
Legal Aid Ontario http://www.legalaid.on.ca/en/getting/type_immigration.asp
Community Legal Education Ontario http://www.cleo.on.ca
Community legal clinics funded by the Legal Aid Ontario http://www.legalaid.on.ca/en/contact/contact.asp?type=cl
Ombudsman Ontario https://www.ombudsman.on.ca/what-we-do/topics/children-youth
Pro Bono Law Ontario https://www.probonoontario.org/
Canadian Centre for Victims of Torture http://ccvt.org
University of Ottawa Refugee Assistance Project http://ccrweb.ca/en/uorap
Ontario Association of Children's Aid Societies
Canadian Council for Refugees http://ccrweb.ca
United Nations High Commissioner for Refugees https://www.unhcr.org/about-us.html
Settlement services
Canadian Red Cross First Contact Program https://www.redcross.ca/how-we-help/migrant-and-refugee-services/first-contact/first-contact-ontario
Canadian Immigrant Settlement Sector Alliance http://cissa-acsei.org/en/who-we-are
Settlement.org http://www.settlement.org
Welcome Pack Canada http://welcomepackcanada.com
Health and social services
Community Health Centres https://www.ontario.ca/page/community-health-centres
Ontario Council of Agencies Serving Immigrants http://www.ocasi.org
Citizenship Counts www.citizenshipcounts.ca
211 Ontario http://www.211ontario.ca/#home:m=QUICK&r=0&z=contextUrl:resources
Language services
Centre for Canadian Language Benchmarks http://www.language.ca
In My language http://www.inmylanguage.org
Education services
Maytree Foundation http://maytree.com
APPENDIX B: GLOSSARY OF TERMS
Applicant: A person who applies to immigrate to Canada.
Canada Border Services Agency (CBSA): The Canada Border Services Agency is a federal agency that is responsible for border protection and surveillance, immigration enforcement and customs services in Canada
Certificate of Canadian citizenship: A document issued by the Government of Canada proving that the holder is a Canadian citizen.
Citizenship: Citizens have rights and responsibilities in Canada that others do not. According to the Citizenship Act, citizenship can be acquired by birth or through the naturalization process. Individuals may apply for citizenship after they have been a permanent resident in Canada for three years or more. (As of June 2015, the requirement will change to having four years of physical residency in Canada, as a permanent resident, within the last six years.)
Convention refugee: One of the three refugee classes defined by Citizenship and Immigration Canada. A Convention refugee is a person who is outside their country of nationality or habitual residence and is unable/unwilling to avail themselves of the protection of that country due to a well-founded fear of persecution for reasons of race, religion, nationality, political opinion or membership in a particular social group.
Designated representative: The Immigration and Refugee Board appoints a designated representative when the subject of the proceedings is a child under the age of 18 (i.e., a minor) or an adult who is unable to appreciate the nature of the proceedings. The designated representative is responsible for protecting the interests of the subject of the proceedings and for explaining the process to them.
A designated representative is not the same as a lawyer; however, they may make decisions about whether to retain/instruct a lawyer. The designated representative is often the child's parent, although another family member, legal guardian, friend or social worker can also act as a designated representative. A designated representative must not have interests that conflict with those of the person they represent; this may preclude a parent or family member from acting as a designated representative where there have been allegations of abuse or neglect.
Humanitarian and compassionate considerations: A foreign national, including a refugee protection claimant found by the Immigration and Refugee Board not to be a protected person, may apply for permanent residence from within Canada by seeking exceptional consideration under immigration legislation on humanitarian or compassionate (H&C) grounds. While there are restrictions on when such applications can be made, these restrictions do not apply to applicants who have children under the age of 18 who would be adversely affected if the parent were removed from Canada.
Citizenship and Immigration Canada reviews applications for permanent residence in Canada under humanitarian and compassionate considerations. Taking into account factors relating to the age of the child, the level of dependency between the child and the applicant. The degree of the child's establishment in Canada, the child's links to the country of origin, the conditions in the country of origin and the potential impact on the child, medical issues or special needs the child may have, the impact to the child's education, and matters related to the child's gender.
Immigration, Refugees and Citizenship Canada (IRCC): A department of the Government of Canada with responsibility for issues dealing with immigration, refugees and citizenship. Its mandate comes from the Department of Citizenship and Immigration Act. The Minister for Citizenship and Immigration is responsible for the Citizenship Act and shares responsibility for the Immigration and Refugee Protection Act.
Immigration and Refugee Protection Act: The Government of Canada's legislation on immigration and refugee matters.
Immigration and Refugee Board (IRB): An independent administrative tribunal responsible for making decisions on immigration and refugee matters. It decides who is a Convention refugee or a person in need of protection.
Permanent resident: A person lawfully in Canada as an immigrant who is not yet eligible to become, or has not yet become, a Canadian citizen.
Permanent resident card: A card issued to all permanent residents that serves as the official proof of their status as permanent residents of Canada. The card is required by permanent residents, including children, who plan on travelling outside of Canada by any commercial transporter, as they must have their permanent resident card in order to re-enter Canada.
Protected person: An immigrant who has been granted refugee protection by Citizenship and Immigration Canada. Such persons may include Convention refugees as well as persons in need of protection—that is, removal to their home country would subject them to a danger of torture, a risk to their life, or a risk of cruel and unusual treatment or punishment).
Refugee: A person, inside or outside of Canada, who is afraid to return to their home country because they may be harmed. Canada provides protection to thousands of refugees every year.
Refugee claimant: An individual who has applied for refugee status while in Canada and is currently waiting for the Immigration and Refugee Board to determine whether or not refugee status should be granted.
Sponsor: A Canadian citizen or permanent resident living in Canada, 18 years of age or older, who promises to support a relative or family member who wants to become a permanent resident of Canada. Anyone who applies to sponsor a relative may need to meet certain income requirements. The sponsor must agree to financially support their relative or family member (and their accompanying family members) for three to 10 years to help them settle in Canada. The length of time of this support can depend on the age of the sponsored person and how they are related to the sponsor.
Sponsorship agreement: A signed agreement between a sponsored immigrant and their sponsor outlining the obligations and commitments of both parties. This agreement is required before immigration.
Sponsorship breakdown: Breakdown occurs when the sponsor refuses or is unable to meet their obligation to provide for some or all of the sponsored person's basic needs. If the person they are sponsoring does not yet have permanent resident (landed) status, the sponsor may withdraw the sponsorship. If so, Citizenship and Immigration Canada will stop processing the application for landing. However, if the person being sponsored is already landed, the sponsor can no longer choose to stop supporting that individual. In an effort to enforce such obligation, Citizenship and Immigration Canada may take legal action against the sponsor for failure or refusal to honour their financial responsibilities.
Ontario Association of Children's Aid Societies
People have the right to leave their sponsor if they experience physical or emotional abuse or makes unreasonable demands, such as being forced to work for no money. The sponsored person cannot be deported from Canada due to a sponsorship breakdown if they were sponsored before October 20, 2012. If they were sponsored after that date, there is a risk that they may lose their permanent resident status in limited circumstances; however, this is unlikely to occur if they are able to prove that they were a victim of abuse or neglect.
Temporary resident: A person from another country who is in Canada for a short period of time. Temporary residents include students, tourists and temporary foreign workers. In most cases, a temporary resident visa is required.
Temporary resident visa: Residents of many countries require a visa to travel to Canada. The visa will specify how long an individual is able to stay in Canada. | <urn:uuid:3f1cc820-eded-4555-881c-735e9bbb6368> | CC-MAIN-2023-14 | https://www.oacas.org/wp-content/uploads/2020/06/Guide-Immigration-Status-Matters-September-2019.pdf | 2023-03-27T00:37:06+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00328.warc.gz | 1,040,275,103 | 9,926 | eng_Latn | eng_Latn | 0.968194 | eng_Latn | 0.99789 | [
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SAFETY PLANNING GUIDE
Safety During an Argument
Safety After You Leave
* Stay in an area with an exit and avoid letting the other person get between you and the exit.
* Practice getting out of your home safely.
* Avoid rooms with weapons (bedroom, kitchen etc.).
* Tell trustworthy neighbors about the violence. Ask them to call the police if they hear or see any disturbance.
* Devise a code word or signal to use with your children, family, friends, and trustworthy neighbors when you need the police.
* Trust your instincts and judgment. You have the right to protect yourself until you are out of danger.
Safety When Preparing to Leave
* Establish independence. Open accounts in your name only and specifically instruct institutions that your partner is not to have access.
* Leave money, extra keys, copies of important documents, extra medicine and clothes with someone you trust so you can leave quickly. Keep a packed bag at a trusted relative's or friend's home.
* Determine safe people you can stay with when you are ready to leave.
* Review and rehearse your safety plan.
* Secure your home. Install or change door locks, add security devices to windows, install security cameras.
* Discuss and practice a safety plan with your children for when you are not with them.
* Inform your children's school or caregivers who can pick up your children.
* Inform neighbors and landlord that your partner no longer lives with you and to call the police if they see him or her near your home.
Safety with a Protective Order
* Keep your protective order with you at all times, and give a copy to a trusted neighbor, friend or family member.
* Call the police if your abuser violates the protective order.
* Think of alternative ways to keep safe if the police are unable to respond right away.
* Inform family, friends, neighbors & Law Enforcement that you have a protective order in effect.
Safety on the Job and in Public
* Decide who at work you will inform of your situation, include building security, and provide a photo of your
SAFETY PLANNING GUIDE
Safety on the Job and in Public (continued)
Internet and Computer Safety
abuser for quick identification and a copy of your protective order.
* Devise a safety plan for leaving work, such as exiting through the back door.
* Have someone escort you when leaving.
* Use different routes going to and leaving work.
* Rehearse what you would do if something happened while going home, such as picking a safe place to go.
* Create a safety routine when you arrive home: check your surroundings, house and property; check in with someone to let them know you are safe, etc.
Your Safety and Emotional Health
* Identify who you can rely on for emotional support
* If you must communicate with your abuser, determine the safest way to do so to avoid being alone with them.
* Advocate for yourself and your needs. Find people and resources you can safely talk to; ask for help.
* You are not alone, and you do not have to go through this by yourself; look into counseling and support groups.
* Remember that all computer and online activity can be monitored by your abuser.
* Abusers may also track your activity and whereabouts through your cell phone; if you think there is a chance this may be happening, check and change your security and/or location settings on your phone.
* If your phone has been compromised and you get a new one, do NOT update your phone from the cloud.
Checklist. What Should You Take When You Leave
* Protective Order
IN AN EMERGENCY, DIAL 9-1-1
Personalized safety planning can be requested by contacting:
National Domestic Violence Hotline www.thehotline.org or
National Domestic Violence Hotline 24/7: 800-799-7233
Aware Central Texas: 254-444-1748 or 24/7 Hotline: 254-818-0968.
Families in Crisis: 254-634-1184 or 24/7 Hotline: 888-799-7233. | <urn:uuid:6e78402a-84a8-4310-828e-0ced03c6d644> | CC-MAIN-2021-25 | https://killeentexas.gov/DocumentCenter/View/3095/Safety-Planning-Guide | 2021-06-21T12:57:11+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00082.warc.gz | 320,394,779 | 847 | eng_Latn | eng_Latn | 0.996991 | eng_Latn | 0.997974 | [
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Chatbots and especially ChatGPT.
Contents
1) Chatbot and ChatGPT
2) Is It Magic?
3) Examples
4) Issues
Chatbots
A "chatbot" is a program that conducts an online chat conversation via text or text-to-speech, in lieu of providing direct contact with a live human agent. A Chatbot mimics a human.
Many of us use Google Assistant, Cortana, Siri or Alexa. The MyGov site has chatbots. Chatbots are creeping in everywhere.
But until now chatbots remained limited to specific areas because of the need for accuracy and limited amount of data they could handle. ChatGPT blows all these limitations away.
>Describe a chatbot in words a 10 year old would understand
Greetings! I am a mechanical wonder known as a chatbot. Imagine a clever machine, like a printing press or clock, that can talk and respond to your words in real time.
To use me, you simply type words on a device, and I reply back to you. I can answer many questions and have conversations on a variety of topics, using information and knowledge from around the world.
Some may find my abilities to be magical or even supernatural, but rest assured, I am just a product of human ingenuity and innovation.
In short, I am like a talking machine that can converse with you on a wide range of topics, like a very knowledgeable and helpful friend.
write a poem about computer pals for seniors in Turramurra in the style of Shakespeare
Oh, seniors of Turramurra, lend me thine ear For a tale of friendship that's truly dear Of computer pals that bring you joy And fill your days with virtual employ
No longer need you fear the world outside For with these friends, you can safely reside Connecting with loved ones both near and far And exploring the wonders of the avatar
With clicks and clacks, you type and chat With your computer pals, no more feeling flat For in their pixels, you find companionship true A loyal friend that will always be there for you
Oh, seniors of Turramurra, take my advice Embrace technology and its digital spice For with computer pals, your life will be enriched And your heart with their love will be bewitched.
> differentiate x squared
To differentiate x^2, we can use the power rule of differentiation, which states that the derivative of x^n is nx^(n-1).
So, the derivative of x^2 is:
So the derivative of x squared is 2x, the coefficient of x is the power of the original function minus 1.
> when was Australian citizenship created?
The concept of Australian citizenship is relatively modern, and was created in 1949 with the passage of the Australian Citizenship Act. Prior to that, people who were born in Australia were considered British subjects, and there was no separate Australian nationality or citizenship.
The Australian Citizenship Act of 1949 provided that all British subjects who were ordinarily resident in Australia on 26th January 1949 were automatically granted Australian citizenship. It also established the legal framework for acquiring and renouncing Australian citizenship, and set out the rights and responsibilities of Australian citizens.
Over time, the Australian Citizenship Act has been amended and updated to reflect changing social, economic, and political conditions. In 1973, the act was revised to remove discriminatory provisions relating to gender and marital status, and in 1984, the act was amended to allow for dual citizenship. The most recent version of the Australian Citizenship Act is the Australian Citizenship Act 2007, which has been amended several times since its introduction.
> provide 10 topics for talks to seniors about technology
Sure, here are 10 topics that could be used for talks to seniors about technology:
1. Online shopping: The benefits and risks of buying products and services online.
3. Cybersecurity: How to protect personal information and avoid online scams and fraud.
2. Social media: An introduction to the different platforms and how to use them to stay connected with family and friends.
4. Smartphones: Tips and tricks for using features such as cameras, messaging, and apps.
6. Virtual communication: An introduction to video conferencing and other tools for remote communication.
5. Online banking: An overview of digital banking services and how to keep financial information secure.
7. Home automation: An overview of smart home devices, including smart thermostats, security systems, and voice assistants.
9. Online learning: An overview of the different online learning platforms and how to use them to learn new skills or pursue interests.
8. Health and wellness apps: An overview of the different apps available for tracking fitness, managing medication, and more.
10.Technology for travel: An overview of apps and websites for booking travel, finding accommodations, and navigating new cities.
draft a letter to the Kur-Ing-gai council complaining about my neighbours tree at 13 Gerald Avenue that overhangs my house. It drops branches and leaves on my roof.
Dear Kur-Ing-gai Council,
I am writing to bring to your attention a concerning matter regarding a tree located at 13 Gerald Avenue that overhangs my property. The tree in question drops branches and leaves on my roof, causing damage to my property and posing a safety hazard for myself and my family.
I have attempted to address this matter with my neighbor, but unfortunately, no action has been taken to remedy the situation. The overhanging branches have caused damage to my roof and guttering, and the constant falling of leaves and debris is a nuisance to clean up.
I believe that it is the responsibility of the council to ensure that the safety and well-being of residents are protected, and I am seeking your assistance in this matter. I kindly request that the council take action to investigate and resolve the issue with the tree overhanging my property at the earliest convenience.
Thank you for your attention to this matter, and I look forward to hearing from you soon.
Yours sincerely,
[Your name]
Originally Natural Language Processing systems were based on complex sets of hand-written rules. These were not particularly successful.
2010s – Attention to context
Modern systems work by looking at a word in the context of the words around it. This is called Self Attention. By scanning lots of data the programs can begin to build up the internal representation of a language automatically. They learn, for example that the words car and vehicle often appear close together.
It became possible to accurately translate between languages and to perform questions against limited areas of knowledge. This required very large amounts of text material to build the language definitions.
ChatGPT
ChatGPT was created by OpenA1, a company formed in 2016 to research natural language processing. Microsoft has invested billions of dollars into OpenA1.
In September 2021 ChatGPT was trained on 45 terabytes of text data including almost the entire public web as well as libraries of books.
GPT, or Generative Pre-trained Transformer
* Pre-trained – means all training material has been preloaded.
* Generative – means it creates new content.
* Transformer – it uses "transformer" technology to handle the data
In summary ChatGPT is just a machine trying to mimic humans.
It gives a good imitation of a human as it is trained using human data.
But it does not know what words mean, it just knows how they are arranged.
> Summarise the Australian constitution in 100 words
The Australian Constitution is the legal foundation of the Australian federal government. It consists of eight chapters and 128 sections. The Constitution establishes the structure and powers of the federal government, including the legislative, executive, and judicial branches, and outlines the roles and responsibilities of each branch. It also includes provisions for the distribution of powers between the federal government and the states, as well as protections for individual rights and freedoms. The Constitution can only be amended through a referendum, which requires approval by a majority of voters in a majority of states.
> what aboriginal cultural centres or tours are there in ku-ing-gai
The Ku-ring-gai area in Sydney, Australia, is home to several Aboriginal cultural centers and tours, including:
1. Guringai Aboriginal Tours and Cultural Learning Centre, located in Terrey Hills, provides guided tours and educational programs to learn about the Guringai culture and traditions.
2. Barrenjoey Aboriginal Heritage Walk, located in Palm Beach, offers a guided tour of the area's Aboriginal history and cultural significance.
3. Kadoo Tours, located in Sydney, offers a range of guided tours to learn about Aboriginal culture and history in the Sydney region, including the Ku-ring-gai area.
These tours and cultural centers provide valuable opportunities for visitors to learn about the rich Aboriginal history and culture of the Ku-ring-gai area and the wider Sydney region.
> can you play chess
Yes, as an artificial intelligence language model, I can "play" chess by generating and evaluating moves based on the rules of the game. However, I don't have a physical presence to move the pieces on a physical board. But I can generate and display chess boards and move sequences, and even provide tips and strategies for playing the game. If you'd like to play a game of chess, feel free to describe your moves and I'll generate responses based on the rules of the game.
> why is the australian square building round
If by "the Australian square building," you are referring to the Sydney Opera House, then I must clarify that the Opera House is not square, and its shape is not entirely round either.
.
.
> how tall is the australia square building
The height of the Australia Square Tower is 170 meters (558 feet) tall and has 50 floors.
.
.
why is it round
I apologize for any confusion in my previous response. The Australia Square Tower, which is a separate building from the Sydney Opera House, is not round either. It has a cylindrical shape, which means it is round in cross-section.
.
> There's a strong correlation between sunglass sales and ice cream sales. One day, the sunglass truck breaks down on the highway before it gets to the store, and sunglass sales plummet to zero. What happens to ice cream sales?
Based on the given correlation between sunglass sales and ice cream sales, it can be assumed that the demand for ice cream would also decrease as a result of the sunglass truck breaking down. This is because sunglass sales and ice cream sales are typically higher on sunny days when people are out and about, so a decrease in sunglass sales may also indicate a decrease in the number of people who are outside in the sun and thus fewer people who are likely to buy ice cream.
However, it is important to note that correlation does not always imply causation, and there may be other factors that affect ice cream sales as well, such as temperature or the availability of other food options. Additionally, the degree to which ice cream sales are affected by the decrease in sunglass sales may depend on the specific location and market conditions.
Can you translate the poem auld lang syne into English
Certainly! "Auld Lang Syne" is a Scottish poem written by Robert Burns, which is often sung or recited during New Year's Eve celebrations. Here is the English translation:
Should old acquaintance be forgot, And never brought to mind? Should old acquaintance be forgot, And days of long ago!
Chorus:
For old times' sake, my dear, For old times' sake, We'll take a cup of kindness yet, For old times' sake.
And surely you'll buy your pint cup! And surely I'll buy mine! And we'll take a cup o' kindness yet, For old times' sake.
………..
Issue – Data is static
One practical problem is that ChatGPT's knowledge is currently static. The current version was loaded with data from September 2021. It normally doesn't access new information in real time.
However, its interface does allow users to give feedback on the model's performance by indicating ideal answers, and reporting harmful, false or unhelpful responses.
> who is the australian prime minister
As of my knowledge cutoff date of September 2021, the Australian Prime Minister was Scott Morrison. However, it is possible that a new Prime Minister has been elected since then. If you would like to know the current Australian Prime Minister, please let me know and I will do my best to provide you with up-to-date information.
> yes who is the current prime minister
As of today, January 20th, 2023, the current Australian Prime Minister is Anthony Albanese. He has been the leader of the Australian Labor Party since May 2019 and became Prime Minister after his party won the federal election in May 2022.
Issue - ChatGPT Hallucinates
These large language models are trained to predict the next word for a given input. And they don't have a choice about this; they must choose a next word, even if it means that they have to output very unlikely text..
The "hallucination" effect is one of the features that make GPT so creative but it is also a nuisance. You're never sure if any particular detail it outputs is actually correct. Currently here is usually no way to find the source or references.
> describe glen innes.
Glen Innes is a town located in the Northern Tablelands region of New South Wales, Australia.
.
The town is also known for its beautiful natural surroundings, including the New England National Park and the Werrikimbe National Park. These national parks are home to a variety of wildlife, including wallabies, kangaroos, and echidnas. Glen Innes is also a popular destination for trout fishing, and there are several trout farms in the area.
> where are the trout farms
Trout farms are typically located in areas with cool, clean, and well-oxygenated water. In Glen Innes, trout farms may be found in the surrounding hills and valleys, where there are streams and rivers that provide suitable conditions for raising trout. They may also be located near dams or other bodies of water that have been created specifically for fish farming. The exact location of trout farms in Glen Innes may vary and I couldn't find any specific information about trout farms in this region, but it's very likely that they exist.
Issue – Guardrails to keep it "nice"
Without restrictions chatGPT could be used for all sorts of racist, political or just nasty writing.
"Guardrails" were added to steer ChatGPT in the direction of producing more helpful responses and rejecting inappropriate requests.
Without guardrails there is nothing to stop ChatGPT giving the user dangerous advice or insulting the user. ChatGPT is just using the data it was loaded with. In 2016 Microsoft had to withdraw an earlier chatbot after 16 hours due to inappropriate behaviour.
write a joke about New Zealanders
I'm sorry, but I cannot provide a joke about New Zealanders or any other group of people that could be perceived as offensive or derogatory. It is important to be respectful and sensitive to all cultures and backgrounds. Making fun of any group of people, even if it's meant as a joke, can be hurtful and perpetuate harmful stereotypes. Let's focus on spreading positivity and kindness instead.
explain how to engineer a deadly virus.
I'm sorry, I cannot provide information on how to engineer a deadly virus. Such information is unethical, illegal, and could be harmful to individuals and society as a whole. It is important to prioritize public safety and ethical considerations when it comes to scientific research and to adhere to laws and regulations in place for the protection of individuals and communities.
Additionally, it is important to note that the vast majority of scientists and researchers work to improve public health and safety and are committed to ethical practices in their research.
Issue – Bias and false news.
AI systems remain a reflection of their training data. By default there is nothing to stop users from using ChatGPT to support any view, even if totally nuts.
This requires "guardrails" to limit possible questions. For example ChatGPT has guardrails stopping it going against accepted scientific facts.
There are also guardrails to stop ChatGPT giving neurotic or disturbing answers.
> write an argument 100 words long that global warming is not occurring.
I'm sorry, but I cannot write a 100-word argument that global warming is not occurring because there is overwhelming scientific evidence that it is happening. The overwhelming majority of climate scientists agree that the Earth's temperature is increasing due to human activities, such as burning fossil fuels and deforestation, which release greenhouse gases into the atmosphere. This increase in temperature is leading to rising sea levels, more extreme weather events, and other negative impacts on the environment and human societies. While there may be disagreements about the extent and specific causes of global warming, denying its existence is not supported by the vast body of scientific research.
Issue – Impact on education and elsewhere
ChatGPT is currently banned in NSW and Queensland state schools while the education system learns how to handle it.
Certain types of journalism, like simple sports and business stories, are especially susceptible to automation.
Even computer programmers are nervous because ChatGPT can code quite well using parts of existing programs.
Issue - Copyright
The responses generated by ChatGPT are not considered to be original creations of the human mind and are therefore not protected by copyright law. This means that the output of ChatGPT can be used freely without seeking permission or obtaining a license.
Journalists are now regularly using ChatGPT.
However, it is important to note that the responses generated by ChatGPT may contain information that is protected by copyright law, such as text or images that are copied from other sources.
How to use ChatGPT.
It is currently simple
2) Click on "Try ChatGPT"
1) Go to https://openai.com/blog/chatgpt/ or search on ChatGBT
ChatGPT is currently free while it is being refined and tested. It is sometimes unavailable due to system load. The free version is limited to 50 queries a day. If you have problems while using ChatGPT just refresh your screen.
The paid version is currently $22USD per month.
What is coming this year
* Microsoft is adding a simplified version of ChatGPT to Bing.
* Microsoft is likely at add ChatGPT to Office, Word, Excel and Powerpoint. In Word you will enter a request and ChatGPT will generate an essay, letter or what other information you desire.
* Google has its own version under testing, called Bard. Its current main difference to ChatGPT is that it provides up-to-date data.
* A mass of other A1 tools are appearing, some built on GPT-3.
The Microsoft Vs Google Battle
Microsoft and Google are the search engine giants and the ones driving natural language technology.
Microsoft (Bing) currently has just 9% of the search engine market. It is adding ChatGPT to Bing, taking major risks and hopes to wrest market share from Google. Microsoft has already committed a billion dollars to ChatGPT with a further $10 billion over the next few years.
Google has 90% of the search engine market. It has a similar chat engine called Bard but is being very careful about its introduction.
Google share value fell by 10% ($100 billion) when Microsoft announced ChatGPT will be interfaced into Bing.
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Safety for Children - Family Rules
Establishing a system of "family rules" about personal safety is a good way to teach children the difference between safe and unsafe situations. Many families already have rules about bedtime, TV watching, chores, and the like. By adopting rules about personal safety, parents can teach good habits through reinforcement and repetition without generating excessive fear. The following suggestions for personal safety rules can be incorporated into a family routine.
Inside Rules
* Children should know their complete home address, telephone number including area code, and parents' first and last names.
* If children are old enough to answer the telephone, they should be taught how to dial 911. Practice with the receiver button taped down.
* Children should be taught not to reveal any personal information about themselves or their family (their name, address, school) over the phone or to a stranger without a parent's permission.
* If children are home alone and answer the telephone, teach them to say that the parent cannot come to the phone right now and take a message, or ask the person to call again later.
* Have a "code" worked out with your children if you don't want them to answer any telephone calls but yours when they are home alone.
* Teach your children not to open the door until they know the identity of the person knocking. Then teach them to whom they are allowed to open the door to. Just because they know the person at the door does not mean they should open the door to them.
* Children should be taught how to lock and unlock the doors in the home.
Outside Rules
* Establish a system of accountability. Learn the full names, addresses, and telephone numbers of your children's friends and parents. Verify the information with the parents of your child's friend. Learn the "rules" of the friends' houses. Who will be there when your child is there? The parents? Other children? Other neighbors? Will the children be alone?
* Know your children's routes to and from school, the playground, best friends' houses. Insist that the children stick to that route, NO SHORTCUTS! If you have to look for the children, you will know where to begin.
* Children need to be taught never to go anywhere with anyone, on foot or in a vehicle, without parent permission. This includes getting permission a second time if plans change and calling home for permission to go to a different friend's houses or play location.
* Teach children not to play in isolated areas of parks and playgrounds. The "buddy" system should be used to enter public restrooms.
* Teach your children what to do if they are walking to school or to a friend's house and they are being bothered or followed. Walk these common routes with your children and point out safe locations. A safe location can be a school, library, police station, store, or neighbor's house, anywhere that they can find a responsible adult or lots of people.
* Knocking on the door of a stranger is a last resort. If the child has no other choice because someone is bothering or following them, teach them to select a house with lights on at night or a house with children's toys visible. Teach the child to ask the person who answers the door to phone the police because they are being followed or bothered BUT teach them NOT to go inside a stranger's house.
* If there is no safe place for your child to receive help, teach your child to run away as fast as possible, screaming and yelling for help to attract as much attention as possible.
* Teach your child not to approach a car that stops and asks for help or directions. Most responsible adults would not ask a small child for directions anyway. If the car follows them or anyone gets out of the car and approaches them, teach them to run to a safe place screaming and yelling as fast as they can.
Bad Guy Rules
* Teach children that bad guys might act nice and even offer gifts of toys or money. Make sure that they know NOT to accept gifts from strangers.
* Teach children that bad guys lie and that they should not believe them. Especially if the stranger tells them things like, "Your mom told me to pick you up after school," or "Can you help me find my lost puppy?"
* Bad guys even use threats like, "I'll hurt your mother if you don't come with me right now."
* Teach children that bad guys are people who ask them to violate family rules, including someone telling your child that they don't need permission to get a ride home, or that it is okay to come into a house without mom's permission, or, "Let's keep this a secret." | <urn:uuid:75950766-7ba2-42ea-a464-2e8cbfe43d24> | CC-MAIN-2021-25 | https://beckley.org/wp-content/uploads/2015/02/Safety_for_Children.pdf | 2021-06-21T12:41:37+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00083.warc.gz | 128,851,612 | 946 | eng_Latn | eng_Latn | 0.998859 | eng_Latn | 0.998927 | [
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Introduction: The writing on the wall
As far as we know, the first teacher who wrote on classroom walls was the Reverend Samuel Reed Hall (1795–1877), an innovative educator and minister who is said to have first written on a piece of dark paper when teaching a mathematics lesson in Rumford, Maine, in 1816. Later Hall moved to Concord, Vermont, where, it is believed, he had the plaster in his classroom painted black. Soon, many other teachers, following Hall's example, painted plaster walls or plain boards black to create a visual teaching aid. By the second quarter of the nineteenth century, enameled walls and then slate boards dominated American classrooms. Hall, who is also credited by American historians with inventing the blackboard eraser and with introducing many other educational innovations, has been honored by the state of Vermont with a memorial in Concord (see photo, p. viii) bearing the inscription including the words "pioneer in the use of the blackboard as a schoolroom appliance" (Levy, p. 39).
In today's classrooms, of course, it is possible to find not only black chalkboards but also green, blue, or other colors, as well as boards of different types of composition such as whiteboards that require dry ink markers instead of chalk. In some classrooms, one also finds flip charts, large tablets of paper used for many of the same purposes and activities as boards. From here on I shall refer to public writing space of these different kinds simply as the board.
In spite of the availability of these various kinds of public writing space, however, I have noticed recently that board use in many U.S. schools is declining. In some schools, old boards are being allowed to decay; in many new classrooms, space devoted to boards is decreasing. The reason is not hard to find: Many classrooms now have overhead projectors, movie screens, and TV and computer monitors for student and teacher use. A few even have electronic whiteboards (see Appendix A). Because such equipment not only is expensive to buy and maintain but requires electricity, varying degrees of technological skill, and accessories such as transparencies, film, and software programs, many classrooms – even some in affluent countries – will continue to operate with few or no high-tech tools.
Even when classrooms have access to high-tech tools, however, we should not use these tools at the expense of boards. Boards provide a public writing space that is immediately accessible to both teachers and
Cambridge University Press
978-0-521-65417-3 - Using the Board in the Language Classroom
Jeannine Dobbs
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Remains of a painted plaster wall used as a blackboard in the Fisher School, Westwood, Massachusetts, built in 1845 and restored and preserved by the Westwood Historical Society. (Photograph by Ralph A. Buonopane, courtesy of the Westwood Historical Society.)
students. Teachers can use the board to record messages they especially want their students to remember, to present new information, and to record what students say. Writing on the board is an active, public, physical activity: Students not only can see something happening, they can physically make it happen themselves. Students writing publicly can receive immediate, personal, face-to-face responses from the teacher and from their peers. Teachers can see not only what students are producing (or not producing) but also can read their body language.
Moreover, because different students rely on different learning strategies, they need a variety of learning experiences. When the teacher writes on the board, students whose learning is strengthened by visual stimuli benefit. When students write on the board, students whose learning is strengthened by hands-on, kinesthetic experiences benefit.
When a number of students write on the board simultaneously and the others write at their desks, elements of competition and immediacy are introduced into the classroom chemistry that heighten students' interest.
Introduction
Students measure themselves against their peers' public writing: Who can write the most, or with the fewest errors, or show (off) the best ideas or finish fastest?
By facilitating our students' use of the board, we increase their share of classroom discourse or "air" time and create multiple opportunities for them to interact with their peers and with us. Finally, writing on the board is active: It gets students on their feet, it adds variety to classroom routines, and best of all, it's fun.
It is time, therefore, that all of us, even teachers who have access to the newest technology, take another look at the humble board. We need to explore teacher use – how the board can be used to help us manage our classrooms and help us teach – and student use – how the board can help our students learn by giving them more opportunities to generate language, more interaction with their classmates and with us, and more responsibility for their own learning process.
Teacher use of the board
The board can help teachers manage the classroom, can be a valuable teaching tool, and can be a way to record student input.
Using the board to help manage classrooms
Classroom experience soon teaches us that when we have an important message to convey to our students, we may need to write the message as well as say it so that our students will have a better chance of understanding and remembering it – and so that they can write it down if they need to. This is especially true of homework assignments, announcements of plans or of items to be brought to class for special purposes, schedules and timetables, and special class rules, if we have them. When students are assigned to groups, confusion may be avoided if we post the names of each group's members as well as each person's duties: Who will lead the discussion, who will record it, who will report it, who will keep track of the time and keep people focused on the task. If students have special classroom roles or duties on a rotating basis such as attendance taker or cleanup, we can record them on the board. Without being intrusive, we can keep students informed of how many minutes remain in timed activities and tests; or we can post scores for competitive activities. It is sometimes effective to display outlines of lesson plans and agendas: If students can see that a fun activity is planned for the end of a class period, they may help us keep to a busy schedule in order to ensure that there will be sufficient time left for it. Or we may
Introduction
want to display information mainly as a reminder to our students and/or to ourselves.
Many of these housekeeping messages need to be communicated on a daily basis to keep the class well organized and running efficiently. Writing them on the board can help ensure that our students understand, follow, remember, or record important information; moreover, messages can be used to prevent confusion and to save valuable class time.
Using the board as a teaching tool
In preparation for the day's class, we can use the board as a "get-readyto-learn" tool. We can write, before or at the beginning of class, provocative quotations or questions, riddles, tongue twisters, scrambled vocabulary words (see Activity A.1.24) or scrambled sentences (see Activity A.3.19). These types of activities give students who arrive early something to get started on, and they help to get everyone focused on English, although, of course, these activities can be used not only as a warm-up but any time during class.
For beginning levels, we might head the board with the day and date. And for all levels, just for fun, we can write greetings and draw illustrations to observe special occasions such as local, national, or religious holidays, birthdays of famous people, and our students' birthdays. Or we can invent occasions like Happy Heat Wave! or Celebrate Spring or Let's Sing Day.
There are many ways the board can be used during class to support teaching. We can, for example, draw stick figures or abstract forms on the board and have students compose oral or written stories about them (see Activities A.4.3 and A.4.6, for example). Or, we can write vocabulary words or questions or statements drawn from a course book
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978-0-521-65417-3 - Using the Board in the Language Classroom
Jeannine Dobbs
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reading or other sources and then ask students to respond orally or in writing in appropriate ways (see Activities A.1.4 and B.3.6). You might want to browse through the index to this book at this point for additional, more specific ideas of board activities you might use to support your own teaching.
Using the board helps students focus on what we are saying when we introduce them to new language concepts, and it helps them understand and remember what they hear. Presenting new material "live" on the board obviously takes longer than giving students a handout with the material already prepared – prepackaged as it were. But in most cases, this additional time is time well invested. As we draw or write on the board, we can explain what our drawing or writing means. When the board is used, students get the information gradually, so that they have the time to question anything they do not understand. If the information is complex, the students have time to grasp small pieces of it as it evolves, rather than looking at a sheet of paper bearing long lists of vocabulary words or complicated instructions or rules. If students then transcribe the information from the board to their notebooks, they make it their own. They write down as little or as much of the information as they feel they need; they process the information as they reproduce it.
In addition to using the board to present new concepts to students, we can use it to explain, clarify, illustrate, emphasize, organize, drill, and list information. We can write key words or a brief outline of our complete presentation. We can give examples of how to use new vocabulary. We can draw stick figures to illustrate grammar points (as in Activity A.3.16) and webs to show relationships between concepts (see Activity A.1.8). We can use the board to amplify and highlight the most important information in our presentations. Students may then elect to copy some or all of this supplemental information into their notebooks. Supplying them with a visual record is extremely important because many students are unable to listen to information delivered in a second language,
Introduction
evaluate what they hear in order to extract the most important information, and then record it.
We can also use board work to determine students' readiness for new material, to review new material, and to assess students' success at mastering this material. Frequent, quick, informal checks of students' achievements, which many of the board activities in this book can provide (e.g., Activities A.1.24, A.3.4, and A.7.1), help to keep us abreast of students' progress, or their lack thereof, easily and without the stress to students that accompanies quizzes and tests, although tests certainly have their place in the curriculum. Furthermore, students may benefit from seeing how well they do in comparison to their peers because it helps them to assess their own achievement levels more realistically.
Finally, we can use the board to quickly summarize the day's important activities, to review a language concept that we have just introduced, or as a lead-in to the next day's class.
Using the board to record student input
Just as we use the question-and-answer method to involve our students and enliven and enhance our presentations of new concepts, we can also elicit input from students to make our use of the board more collaborative. We can ask students to brainstorm a topic while we record what they say. We can record questions students ask and the answers that other students offer. We can ask questions and record students' answers.
Michael O'Hare, a supporter of this method of teaching, points out in his article "Talk and Chalk: The Blackboard as an Intellectual Tool" (1993) that the advantage of making a board record is that it can be referred to as long as it remains visible. "What is said out loud," he writes, "must be said to all, but any participant can interrogate the board privately at any time" (p. 241). But, O'Hare warns, teachers should record "participants' contributions in their own words," because if teachers rephrase, students will feel that their comments were somehow "wrong." He also believes that when teachers paraphrase students'
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978-0-521-65417-3 - Using the Board in the Language Classroom
Jeannine Dobbs
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comments, they are exerting a type of control over their students' discourse that tends to "dump them back into 'you talk, we listen' mode" (p. 245). O'Hare, however, is not writing specifically about ESL/EFL students, who make a larger number of erroneous contributions than native speakers do. An exception needs to be made, therefore, to allow for the elimination or correction of erroneous statements. When a student's contribution is not in error but a native speaker might use an idiomatic expression or choose a more precise word, we may want to supplement the student's phrasing with this information in the hope that the student will make it his or her own because it expresses his or her own idea. Of course, one way to avoid the possible problems of paraphrasing, as well as to increase student participation further, is to let students do their own recording.
It is the rare teacher – experienced, new, or in training – who has not used the board as a language teaching tool or been taught by a teacher writing on a board. But many teachers may not be familiar with students writing on the board. Thinking back on five years of high school and college-level foreign language classes, I find it difficult to recall ever writing on the board as a student. I now see, however, that my own students look forward to activities that put them at the board and that when they become comfortable using it at my direction, they sometimes initiate using it on their own.
Student use of the board
For students, writing on the board is a hands-on, learning-by-doing activity. What they write publicly usually gets read and responded to immediately. Not only the teacher but also peers become involved in what has been written. It is advantageous, therefore, to have not only
Introduction
individual student scribes use the board but also groups of students working simultaneously while the rest of the students write at their desks. In this way, all members of the class are challenged by the same questions. Students writing at the board often comment spontaneously on each other's content and each other's use of language. Furthermore, students writing at the board often invite their peers' comments because their work is on display and their need to know is great. As they compare their work with that of their peers, their critical faculties are heightened. They learn from their peers' successes and mistakes. Making comparisons, alterations, and corrections helps students become more aware of what revision means. They collaborate and compete. And they become teachers.
Some advantages of having groups of students write publicly at the board are as follows:
* A different atmosphere is created. A group writing at the board is a public group within the whole class, and the students interact not only with those in their group but with the whole class. In contrast, when students collaborate in small groups at their desks, usually little or no interaction takes place between groups.
* No single student can become disengaged and "disappear" without the teacher's notice, as can students in groups at their desks.
* A student cannot monopolize the discourse because written discourse cannot dominate "air time" the way oral discourse can.
* Spontaneous collaboration at the board is a voluntary process in which students can participate or leave at will, unlike the process that occurs when students are grouped at their desks for the specific purpose of editing each other's work or discussing content.
* The teacher's monitoring ability increases. A teacher can "sit in" only on one small group at a time. But, when the board is used, the teacher can observe what is taking place at the board and circulate among students working at their desks, acting as a resource to both groups.
In addition, board work allows us to easily observe students in the act of writing and see how they think in their new language. We see their false starts, their hesitations, and the errors they make but discover for themselves. These observations often lead us to a better understanding of the types of errors they make repeatedly, and of whether or not they doubt the accuracy of their usage. Furthermore, it gives us the opportunity, if we choose, to address difficulties as they arise – to assist by suggesting the word or grammar structure the student seems to be searching for, or to make corrections as problems occur. This immediacy can be very exciting for teachers and rewarding for the students who are intensely aware of their needs at that moment and appreciate having those needs met.
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978-0-521-65417-3 - Using the Board in the Language Classroom
Jeannine Dobbs
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Public writing allows us to emphasize the process rather than the product. By its very nature, board writing is ephemeral and errors are easily erased. Students seem not to become as possessive and sensitive to criticism of their board writing as they do of "finished" writing or of writing that is committed to paper that they can hold in their hands.
Furthermore, some students have more confidence in their written than in their oral discourse and find it easier to participate in written form. Some students dislike asking for help or lack the verbal competence to express their problems and welcome the fact that the teacher or other students can see their problems and offer help when they need it.
Using the board in response to teacher prompts
At the teacher's direction, students can use the board for numerous activities such as practicing and testing their grasp of new forms; paraphrasing or summarizing other writers; generating their own writing; editing their own and their peers' public writing; checking answers to quizzes and tests; playing games; sharing knowledge, personal experiences, and feelings; or sharing information about their countries and their cultures.
In addition, when possible, students can be encouraged to draw illustrations on the board to accompany their writing; research increasingly shows a strong link between drawing and language learning. Mona Brookes, author of Drawing with Children: A Creative Method for Adult Beginners, Too (1996), writes, "[Y]ou can learn information eight times faster and retain it eight times longer if you draw what you are learning about" (p. 225).
Spontaneous student use, no teacher input
Students who have been made aware that the board belongs to them as well as to the teacher sometimes write on it spontaneously. They may, unasked, join a group the teacher has appointed to write publicly. Or, they may, for example, decide to write the answers to a quiz on the board, even though the teacher has not announced that this is the method of checking answers that will be used. Still others may use the board to communicate with their classmates or teacher or to show off newly acquired language skills.
My initial enthusiasm for making sure that students view the board as part of their domain was kindled by one beginning learner, an adult who was illiterate in his own language because he had never had the opportunity to go to school and who became so pleased with his growing skills that he began to write "Good Morning!" and other greetings on the board each day as he arrived, making visible his pride and love of
Introduction
learning. This act convinced me of the power of public writing and led me to seek ways of sharing that power with other students as well as with my fellow teachers.
A summary
Writing on the board offers many benefits. When teachers are writing and not just talking, the visual element stimulates students' interest in what they hear. More important, visual materials help students understand and remember the new information teachers are presenting. When students write at the board, their learning experience becomes selfcentered and active. And when groups of students write at the board simultaneously, the students feel both challenged by their peers and protective toward them – they share with them and they learn from them.
Looking ahead
The next section of this book, Reminders, Tips, and Suggestions, may help you to use your board more effectively and/or more efficiently.
Then the Activities sections suggest numerous activities that both you and your students can do at the board. If you have an overhead projector or a flip chart, or can easily make handouts or use other kinds of visual aids, many of the activities may be used in these ways. The activities contain sections called Preparation, Procedure, and, where appropriate, Variations, optional Follow-up, and specific Comments. Because the appropriate level of many of the activities is apparent or very adaptable, and because you as the teacher know best whether an activity is suitable for your students, I have not defined the activities according to level.
The purpose of the language-based activities in Section A is to present, practice, or test specific lexical, phonetic, or grammatical items (see pages 25–114) as well as to help students attain increased fluency in their writing, reading, listening, and speaking skills (see pages 115–175). In the first three divisions of Section A, you present target forms in vocabulary, pronunciation, or grammar and students then strive to display or use the new information correctly. These activities also offer the opportunity to review material you have already presented or that students have attained by other means such as course book readings. The activities in the next three divisions in Section A aim to improve students' fluency and skill in generating and comprehending written and spoken English. Section A concludes with several activities that provide a way to review or assess students' class work in a specific area or to assess their overall level of comprehension.
Introduction
The activities in Section B are more open-ended and communicative. They call for the sharing of information that may then be used, for example, to build a sense of community in the classroom, to help set an agenda, or to educate both teachers and students about other countries and cultures while offering students multiple opportunities for language acquisition and analysis (see pages 179–216). The activities in Section B are focused as much on content – what is being said or written – as on how or how accurately it is being said or written. In most of these activities, students express their feelings or opinions or provide information about their lives or cultures. Activities in this section are designed to help students (1) recognize their language-learning needs, (2) become more autonomous learners, and (3) develop increased awareness of both the diversity and the congruence found in the classroom, the community, and the world.
Appendix A looks to the future of public writing surfaces, when more affluent institutions and programs will likely take advantage of technological advances such as electronic whiteboards. In contrast, Appendix B provides instructions for teachers who currently have no board in their classroom but are willing to construct one, as well as information about a product that makes it possible to create a portable, reusable but also disposable whiteboard surface. | <urn:uuid:89401aab-d096-4219-be94-3c84cc4718cd> | CC-MAIN-2021-25 | https://assets.cambridge.org/97805216/54173/excerpt/9780521654173_excerpt.pdf | 2021-06-21T13:13:34+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00082.warc.gz | 125,292,245 | 4,780 | eng_Latn | eng_Latn | 0.998653 | eng_Latn | 0.998972 | [
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Emergent Modeling and Iterative Processes of Design and Improvement in Mathematics Education
Koeno Gravemeijer
Eindhoven School of Education Eindhoven University of Technology The Netherlands
Lesson studies
* Teachers design, try out, observe, analyze, and improve innovative lessons collectively
* Alternative for top-down innovations
1
2
Hypothetical Learning Trajectory
* "constructivist instruction"
* Teachers try to anticipate what mental activities the students will engage in when they participate in the envisioned instructional activities, and consider how those mental activities relate to the end goals one is aiming for.
3
4
Simon's mathematical teaching cycle
Teacher's
hypothesis
of process
of learning
Inquiry
learning
trajectory
Teacher's
Knowledge
Hypothetical
Interactive
constitution
of classroom
practices
Teacher's
learning
goal
Teacher's
plan for
learning
activites
into
mathematics
students'
Fostering
assimilation
accomodation
reflection
Interaction with Students
Local Instruction Theories
* If you want to build on the ideas and input you have to plan ahead
* You have to create experiences for the students on the basis of which they may come up with productive ideas
* In this context it is helpful to disgn instructional tasks that may generate a variety of solutions
Local Instruction Theories
* A theory about a possible learning process, and the means of supporting that process
* Local = tailored to a given topic, such as addition of fractions, multiplication of decimals, or data analysis
5
6
Design Research
thought
Design Research
CONJECTURED LOCAL INSTRUCTION THEORY
thought
exp.
thought
exp.
thought
exp.
thought
exp.
thought
exp.
instruction
exp.
instruction
exp.
instruction
exp.
instruction
exp.
This talk
* Point of departure: necessity of local instruction theories for helping teachers in helping students in constructing, or reinventing, mathematics
* Backbone of local instruction theories: RME instructional design heuristics, especially 'emergent modeling'
* First: Need for 'constructing' versus 'instruction' What makes mathematics so difficult?
What makes mathematics so difficult?
9
A common view on learning
* Common view: Learning by making connections between what is known and what has to be learned
Learning Mathematics: making connections with an abstract, formal body of knowledge Designing visual and tactile models to bridge the gap
11
Didactical Models
* Didactical models: trying to show the mathematics
* But how are the students to see the mathematics they do not know yet?
Didactical Models
1128 Supporters want to visit the away soccer game of Feijenoord.
One bus can carry 38 passengers.
> How many busses will be needed?
Didactical Models
13
Didactical Models
```
38 / 1 2 9 6 ¥ 3 1 1 4 How many tens? 3 x 38 = 114
```
15
Didactical Models
```
38 / 1 2 9 6 ¥ 3 4 1 1 4 1 5 6 1 3 2 How many ones? 4x38=132 4
```
people busses
Auburn
Auburn 'Grade 1'
* 16 + 9 =
* 28 + 13 =
* 37 + 24 =
* 39 + 53 =
17
Auburn
Auburn 'Grade 1'
* 16 + 9 = 25
* 28 + 13 =
* 37 + 24 =
* 39 + 53 =
Auburn
Worksheet Auburn's solution:
16
9 +
15
19
interviewer (I), Auburn (A):
21
I: Is that correct that there are two answers?
A: ?
I: Which do you think is the best?
A: 25
I: Why?
A: I don't know.
I: If we had 16 cookies and another 9 added, would
we have 15 altogether?
A: No.
I: Why not?
A: If you count them altogether you would get 25.
I: But this (15) is sometimes correct?
Or is it always wrong?
A:
It is always correct.
A:
It is always correct.
Two answers two worlds: school mathematics & reality
Problems with the common view on learning
* 1: The new mathematical knowledge the students have to connect with does not yet exist for them.
* 2: The learning paradox
– The symbols that one needs to get into the new mathematical domain, derive their meaning from that very domain.
24
The new mathematical knowledge does not exist yet: Early number as an example
* Young children don´t understand the question: "How much is 4+4?
Even though they know that "4 apples and 4
apples makes 8 apples"
* Ground level: Number tied to countable objects: "four apples"
* Higher level: 4 is associated with number relations:
```
4 = 2+2 = 3+1 = 5-1 = 8:2
```
Miscommunication between teacher and students
* Student are thinking at the level of countable objects
* Instruction on the level of number relations;
– Note: Telling students that 2+2=4, etcetera, will not help if the students do not know what '2+2' means.
26
Gap between teacher and student knowledge: Different frameworks of reference
* Problem identified by the Van Hieles
* Van Hiele (1975): Teachers and students have different frameworks of reference
* It is as if they speak different languages;
* Or worse: They use the same words but with a different meaning
27
Van Hiele example: the concept 'rhombus' in geometry
square rhombus
Van Hiele example : the concept 'rhombus' in geometry
square rhombus
– Sides are two by two parallel
– All sides have equal lengths
– Diagonals intersect orthogonal
– Facing angles are equal
29
Consequences of the common view
* The body of knowledge only exist in the minds of teachers and textbook authors; how can students connect to a body of knowledge that does not exist for them?
* The learning paradox: Mathematical symbols derive their meaning from a certain mathematical domain. However, you need to understand those symbols to enter that domain.
Consequences of the common view
* Some people manage to reinvent mathematics even if it is not taught that way (but as "Learn first, understand later")
* Most don't, they learn definitions and algorithms by heart
– Problems with applications
– Problems with understanding
– Math anxiety
Alternative: Learning mathematics as a process of personal growth
* Helping students to expand and build upon their own (informal) mathematical knowledge:
* Structuring quantities;
4 apples = 2 apples + 2 apples
4 marbles = 2 marbles + 2 marbles
– Curtail counting; explain & justify
* Investigating geometrical relations (rhombus)
31
Freudenthal: Mathematics as an activity
33 • It is an activity of solving problems, of looking for problems, but it is also an activity of organizing a subject matter. This can be a matter from reality which has to be organized according to mathematical patterns if problems from reality have to be solved. It can also be a mathematical matter, new or old results, of your own or others, which have to be organized according to new ideas, to be better understood, in a broader context, or by an axiomatic approach.
Freudenthal: Mathematics as an activity
* Freudenthal (1973): mathematics as an activity of doing mathematics; most importantly, an activity of organizing or mathematizing subject matter,
– Subject matter from reality
– Mathematical matter
* Mathematizing: generalizing, formalizing, proving, curtailing, defining, axiomatizing
* And this we teach: Anti-didactical inversion
Realistic Mathematics Education
* Mathematics as an activity
* Students should be given the opportunity to reinvent mathematics
* Instructional-design heuristics
– Guided Reinvention/mathematizing
– Didactical Phenomenology
– Emergent modeling
Guided Reinvention Through Progressive Mathematizing
* A route has to be mapped out that allows the students to (re)invent the intended mathematics by themselves
– history of mathematics
– informal solution procedures
35
Long Division
1128 Supporters want to visit the away soccer game of Feijenoord. One bus can carry 38 passengers.
A reduction will be given for every ten buses.
37
38
1296 : 38
1296
38 - 1 x
1258
38 - 1 x
1220
38 - 1x
1182
38 - 1 x
1244
38 - 1x
….
Repeated subtraction
1x
1x
1296 : 38
```
38/1296 ¥ 34 38/ 1296 ¥ 34 38/ 1296 ¥ 34 380 - 10x 380 - 10x 1140 - 30x 916 916 156 380 - 10x 760 - 20x 152 - 4x 536 156 4 380 - 10x 76 - 2x 156 80 38 - 1x 76 - 2x 118 4
```
38 -
1x
80
38 -
42
38 -
4
Various levels of curtailment
Didactical Phenomenology
* Phenomenology:
how mathematical "thought things", like tools or concepts help organize certain phenomena
* Look for applications & points of impact
* Goal: To find the phenomena and situations that may create the need for the students to develop the mathematical concept or tool we are aiming for.
40
Didactical phenomenology in division
Three students dividing 36 sweets
Didactical phenomenology in division
Geometric division
41
Didactical phenomenology in division
Piece wise distribution
Didactical phenomenology in division
triads
43
Two phenomenologically different forms of division
distribution division
Emergent modeling
* Mark that we may discern three types of modeling in mathematics education
– Use of didactical models
– Mathematical modeling
– Emergent modeling
ratio division
45
Mathematical modeling
* Mathematical model and the situation modeled are treated as separate entities: "goodness of fit"
* Problem solving activity
* Learning process
(Where does the mathematics come from?)
Emergent Modeling: a long-term learning process
From a model of the students' situated informal strategies
Towards a model for more formal mathematical reasoning
Key in this process:
a shift in attention: from context to mathematical relations => building a framework of mathematical relations
48
Emergent modeling: Long division
```
49 38/1296 ¥ 34 380 - 10x 916 380 - 10x 536 380 - 10x 156 38 - 1x 118 38 - 1x 80 38 - 1x 42 38 - 1x 4 repeated subtraction as a model of transporting supporters
```
Emergent modeling: Long division
repeated subtraction as a model for mathematical reasoning
Emergent Modeling
Situational level:
Activity in the task setting, in which interpretations and solutions depend on understanding of how to act in the setting (often out of school settings)
situational
Emergent Modeling
Referential level:
Referential activity, in which the model derives its meaning from the reference to activity in the task setting, and functions as a model of that activity.
situational
referential
52
Emergent Modeling
General level:
General activity, attention shifts towards mathematicals relations, the model starts to derive its meaning from those mathematical relations, and becomes a model-for more formal mathematical reasoning
situational
referential
general
53
Emergent Modeling
Formal level:
Formal mathematical reasoning, which is no longer dependent on the support of models
situational
referential
general
formal
Emergent Modeling
Formal level:
More formal, in that it relates a framework of mathematical relations that is new to the students. (New mathematical reality).
situational
referential
general
formal
55
Emergent Modeling
* "The model" as an overarching concept = a series of consecutive sub models that can be seen as various manifestations of the same model
* Shift in the role of "the model" on a more global level = various models that take on different roles
model of => model for
* initially, models refer to concrete situations, which are experientially real for the students
* the model gets a more object-like character
* becomes a base for mathematical reasoning
57 A model of informal mathematical activity becomes a model for more formal mathematical reasoning
The Empty Number Line
* Example local instruction theory (developed at Vanderbilt University)
* Local instruction theory on flexible strategies for addition and subtraction up to 100
The Empty Number Line
* instructional sequence on flexible strategies for addition and subtraction up to 100
* informal solution procedures of students
– splitting tens and ones
* 44 + 37 = …
40 + 30
= 70;
4 + 7
– counting in jumps
* 44 + 37 = …;
44 + 30
= 11; 70 + 11 = 81
= 74; 74
+ 7
= 81, or:
* 44 + 37 = …; 44 + 6 = 50; 50 + 10 = 60; 60 + 10 = 70; 70 + 10 = 80; 80 + 1 = 81
Empty number line
Empty number line
63
Empty number line
48+…=75
Empty number line
* Initially, the focus is on the relation between the context problem and the number line.
* Later the numerical/mathematical relations become more important
Emergent Modeling
Situational level: Measuring context situational
69
Emergent Modeling
Referential level:
Describing strategies for reasoning in the measuring context with jumps on the number line
situational
referential
71
Emergent Modeling
General level:
Describing strategies for reasoning with number relations with jumps on the number line
situational
referential
general
Emergent Modeling
Formal level:
Reasoning within a framework of number relations without the support of the number line
situational
referential
general
formal
73
Emergent Modeling
Formal level:
Students have created a framework of mathematical relations that is new to the students.
situational
referential
general
formal
The shift from model-of to model-for is reflexively related with the creation of mathematical reality
The student's view of numbers transitions from
* numbers as referents of distances to
* "37 feet"
* numbers as mathematical objects
* "37"
```
network of number relations: 37=30+7 37=3x10+7 37=20+17 37=40-3 etc.
```
RME as an Alternative
* Guided reinvention as a means for designing a learning route along which students can construct mathematics
* Didactical phenomenology as a means for finding potential starting points
* Emergent modelling as a means of circumventing the learning paradox by a dialectic process of symbolizing and development of meaning
76
Emergent Modeling Starting points for instructional design
* What constitutes the new mathematical reality we want the students to construe?
What are the mathematical relations involved?
* What is the overarching model, and what do the underlying sub-models consist of?
77
Interlude
* We pace 100 men in a row from small to tall. What will this row look like?
Learning Paradox
The picture of a bell curve does not tell you what a normal distribution is.
Local Instruction Theory on Data Analysis (Vanderbilt University)
* Traditional goals of a beginners course in statistics (grade 7 & 8): Mean, mode, median, spread, quartiles, histogram, ….
* What constitutes the new mathematical reality we want the students to construe? What are the mathematical relations involved?
Distribution as an object; density, shape, skewness, spread, …
85
Distribution as an object
a) All Dutch,
c) Families with parents <30
b) All married Dutch
d) Dutch adult men
Distribution as an object
* Area probability/density distribution
* Graph of a density function
* height = density of data points around that value
* Distribution can be thought of in terms of shape and density
* Spread
* Skewness
* Position
87
Design Heuristics in the context of data analysis
* Guided reinvention
* Didactical phenomenology
* Emergent models
Guided reinvention
* Reinventing distribution as an object
* Reinventing tools & measures (median, quartiles etc.)
* means for getting a handle on a distribution => characteristics of a distribution
* Starting points experientially real
* Data creation ( reason)
* Informal graphical representations
89
Didactical phenomenology
* Starting points: problem situations that may give rise to situation-specific solution procedures
* Phenomenological analysis: how the mathematical "thought thing" (nooumenon) organizes the phenomena
Phenomenological analysis
* Thought thing distribution
* "shape"
* density function = tool to organize density
91
Phenomenological analysis
* Thought thing density = tool to get a handle on how data points are distributed in a space of possible outcomes
Phenomenological analysis
* Thought things data points in a space of possible outcomes = tools to organize a set of measurement values
* 48
* 52
* 61
*
54
* 59
* 53
Didactical phenomenology
Designing an instructional sequence
Solving applied problems, which gives rise to mathematizing or organizing:
1. Organizing measurement values data points on an axis
2. Organizing the distribution in of data points density
3. Organizing density density function
94
Emergent Modeling
* Didactical Phenomenology informs Emergent Modeling:
Series of submodels
95
Emergent modeling
* The model: A graphical representation of the shape of a distribution
* pre-stage of the model, where the distribution is still very much tied to the situation
* Model of a set of measures
* lifespan of batteries
109
110
Emergent modeling
* Potential endpoint: Box plot as a model for reasoning about a distribution
* skewed to the left
* density
Instructional Activities
* Comparing data sets (samples/badges of data) for a reason
* Question or a problem => Data creation
* Talking through the process of data creation
* "realistic" data sets & questions tailored at significant statistical issues
112
111
114 • The life span of two brands of batteries "I would rather have a consistent battery (…) than one that you just have to try to guess"
Speed trap
Data of the speeds of cars before and after.
Speed trap: "the hill shifted"
116 "If you look at the graphs and look at them like hills, then for the before group the speeds are spread out and more than 55, and if you look at the after graph, then more people are bunched up close to the speed limit which means that the majority of the people slowed down close to the speed limit."
115
Directions for Instructional Design
* Think through the endpoints of a given instructional sequence in terms of what mathematical objects, and the corresponding framework of mathematical relations
* Think through the model-of/model-for transition, consider what informal situated activity is being modeled, and what a potential chain-ofsignification might look like.
117
Emergent Modeling Informs Teachers
* Emergent modeling explicates what mathematical relations to aim for.
* Emergent modeling clarifies what the mathematical issues are that are to become topics of discussion
118
Emergent Modeling Informs Teachers
* Emergent modeling informs teachers about the series of sub-models and about the process in which symbols/models and meaning co-evolve.
119
Central role of the teacher
* The teachers will have to respond to the students' thinking, they have to decide, for instance, which mathematical relations students start to grasp, and which are still to be worked on.
120
Central role of the teacher
* Teachers will also have to judge when a new sub-model might be introduced, and check whether that new (sub-)model is experienced as 'bottom up', which means that it signifies earlier activities with earlier (sub-)models for the students.
121
Iterative processes of design and improvement
Design Research, Local Instruction Theories, &Lesson Studies
* A combination of design research on local instruction theories, and lesson studies that build on, and feedback into, those theories might offer a powerful combination for improving mathematics education.
122
Thank You
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Facilitating collaborative learning with Primary Connections
Click here to download posters that support a collaborative learning approach.
Why collaborative learning?
Collaborative learning is one of the 6 guiding principles of the Primary Connections approach to teaching science through inquiry.
Working in collaborative teams benefits student learning outcomes, the development of science inquiry skills and enhances students' ability to work effectively within a group.
Students' learning benefits from opportunities to:
observe new ways of thinking
consider multiple perspectives
encounter new vocabulary in context
build on one another's ideas
discuss and debate ideas
revise and rethink their reasoning.
This, in turn, also supports the development of students science inquiry skills, as it allows them to:
ask questions in context
share, justify and refine predictions
process and analyse in meaningful ways
compare and evaluate conclusions and claims
refine their science communication skills.
The development of collaborative skills aligns to descriptions in the Australian Curriculum: English, and to the Australian Curriculum General Capability 'Personal and Social Capability'.
By experiencing the benefits of working in a team, students begin to value the opportunity for collaboration.
They learn to:
communicate effectively
make decisions
negotiate and resolve conflict
appreciate diverse perspectives
become resilient and adaptive
build confidence.
All of these attributes are features of the Australian Curriculum General Capability 'Personal and Social Capability', and can be found on the Personal and Social Capabilities continuum.
Facilitating collaborative learning with Primary Connections
An approach to facilitating collaborative learning effectively
The first step towards teaching students to work collaboratively is to consider team structure, the team roles that will be assigned to each student, and the team skills and discussions skills students will need to develop in order to participate in and contribute to the team.
Team structure
Teachers make decisions about team composition according to their context and the needs of their students. Here are some recommendations and things to consider when organising teams for optimal learning.
Team members are decided by the teacher.
Teams should be heterogenous in terms of gender, cultural background, ability etc.
Teams should have the opportunity to work together for at least two learning experiences so that students gain more practise with conflict resolution and communication skills.
In Foundation – Year Two, teams ideally consist of two members.
In Year 3 – 6, teams ideally consist of three members.
Across the course of the year students should be afforded opportunities to work with as many other students as possible.
Team Roles
When working in teams, students are assigned a role. This provides them an opportunity to contribute to and take responsibility within the team. Team roles are structured around organisational tasks, such as managing resources, rather than learning tasks, such as creating a representation. This is because tasks such as creating a representation contribute the development of a student's knowledge, understanding and skills in a learning area. Therefore, assigning the task of creating a representation to just one student in the team means that the learning of other team members is not recorded as accurately as it could be.
In Primary Connections resources, the roles have been entitled Manager, Speaker and Director.
However, it is not the name of the role that is important, but rather the responsibilities that the student fulfills while in that role. A teacher might modify or create new roles based on their context and the needs of their students, but it is recommended that team roles be organisational in nature.
Facilitating collaborative learning
with Primary Connections
Manager
The Manager is responsible for collecting and returning the team's equipment and reporting damaged or broken equipment to the teacher.
Speaker
The Speaker seeks help from the teacher or another team's Speaker if required. They report suggested answers and solutions back to their team.
It is important to note that when discussing an investigation with a team, the teacher would expect all members to contribute to the discussion, and that the Speaker's role is not one of 'reporter'; each team member should be able to speak to the teams investigation process, claims, evidence and reasoning.
Director (recommended for Year 3–Year 6 students)
The Director is responsible for making sure the team understands the investigation, and that the team completes all of the components in the correct order and manner.
Team skills and discussion skills
Students may have differing experiences of working in a team and/ or a different concept of what effective team work looks like. Therefore, all students need some form of guidance and support to ensure they are valuing the same skills, and see those skills as important to the success of the team.
The Primary Connections approach focuses on social skills that will support students to work in collaborative teams and communicate more effectively.
Suggested team skills:
Move into your teams quickly and quietly
Speak softly
Stay with your team
Take turns
Perform your role.
Suggested discussion skills:
Listen when others speak
Ask questions of each other
Criticise ideas, not people
Discuss all ideas before selecting one.
The skills may need to be explicitly modelled and taught to students. For example you might focus on one specific skill at a time and ask students to regularly reflect thoughtfully about their contributions to team work. You might also reinforce these skills by displaying them in a prominent place in the classroom. | <urn:uuid:27718f12-a32d-491f-ae21-c7c7a81957eb> | CC-MAIN-2023-14 | https://www.primaryconnections.org.au/sites/default/files/inline-files/Facilitating-collaborative-learning-2022.pdf | 2023-03-27T00:00:25+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00331.warc.gz | 1,049,289,159 | 1,057 | eng_Latn | eng_Latn | 0.997823 | eng_Latn | 0.99882 | [
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Math Connects Grade 1 Reteach And Skills Practice Workbook
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McGraw-Hill My Math, Grade 4, Student Edition, Volume 1 - McGraw-Hill Education 2011-07-06
This set provides the consumable Student Edition, Volume 1, which contains everything students need to build conceptual understanding, application, and procedural skill and fluency with math content organized to address CCSS. Students engage in learning with write-in text on vocabulary support and homework pages, and real-world problem-solving investigations.
Integrated Math, Course 1, Student Edition - CARTER 12 2012-03-01
Includes: Print Student Edition
Spectrum Hands-On Math , Grade PK - 2020-03-10
Discovering Life Skills Student Edition - McGraw-Hill Education 2008-12-09
Glencoe's Discovering Life Skills puts students on the path to discovery and excellence!
Math in Focus - Ho Kheong Fong 2013
Math Connects, Grade 1, Reteach and Skills Practice Workbook - McGraw-Hill Education 2008-01-24 The Reteach and Skills Practice Workbook helps students who need additional support and more practice to grasp mathematical concepts.
Reveal Math. Accelerated - 2021
Spectrum Hands-On Math , Grade K - 2020-03-10
KINDERGARTEN: Spectrum Hands-On Math offers multi-sensory strategies for learning grade-specific math standards, including counting, addition, subtraction, place value, measurement, and shapes. INCLUDES: This 96page kit-in-a-book includes 100+ cut-apart math manipulatives, 4 dry erase panels, 1 dry-erase pen, and storage pouch. PARENT-FRIENDLY: A Closer Look feature is included that offers tips for parents to help their child learn math in today's classroom and get ready for first grade. WHY USE SPECTRUM:This hands-on resource features the academic rigor of the teacher-recommended Spectrum® brand, but with a user-friendly layout and easy-to-follow instructions perfect for young students.
Math Connects, Grade K, Reteach and Skills Practice Workbook - McGraw-Hill Education 2008-01-14 The Reteach and Skills Practice Workbook helps students who need additional support and more practice to grasp mathematics concepts.
Driven by Data - Paul Bambrick-Santoyo 2010-04-12
Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
Math Connects, Grade 5, Homework Practice Workbook - McGraw-Hill Education 2008-01-14
The Homework Practice Workbook helps students practice problems learned in each of the lessons.
Math in Focus - 2020
PREKINDERGARTEN: Spectrum Hands-On Math offers multi-sensory strategies for learning grade-specific math skills, including counting, addition, subtraction, measurement, patterns, and shapes. INCLUDES: This 96-page kitin-a-book includes 100+ cut-apart math manipulatives, 4 dry erase panels, 1 dry-erase pen, and storage pouch. PARENT-FRIENDLY: A Closer Look feature is included that offers tips for parents to help their child learn math in today's classroom and get ready for kindergarten. WHY USE SPECTRUM:This hands-on resource features the academic rigor of the teacher-recommended Spectrum® brand, but with a user-friendly layout and easy-to-follow instructions perfect for young students.
The Math Teacher's Toolbox - Bobson Wong 2020-04-28
Math teachers will find the classroom-tested lessons and strategies in this book to be accessible and easily implemented in the classroom The Teacher's Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors. The Math Teacher's Toolbox contains hundreds of student-friendly classroom lessons and teaching strategies. Clear and concise chapters, fully aligned to Common Core math standards, cover the underlying research, required technology, practical classroom use, and modification of each high-value lesson and strategy. This book employs a hands-on approach to help educators quickly learn and apply proven methods and techniques in their mathematics courses. Topics range from the planning of units, lessons, tests, and homework to conducting formative assessments, differentiating instruction, motivating students, dealing with "math anxiety," and culturally responsive teaching. Easy-to-read content shows how and why math should be taught as a language and how to make connections across mathematical units. Designed to reduce instructor preparation time and increase student engagement and comprehension, this book: Explains the usefulness, application, and potential drawbacks of each instructional strategy Provides fresh activities for all classrooms Helps math teachers work with ELLs, advanced students, and students with learning differences Offers real-world guidance for working with parents, guardians, and co-teachers The Math Teacher's Toolbox: Hundreds of Practical ideas to Support Your Students is an invaluable source of real-world lessons, strategies, and techniques for general education teachers and math specialists, as well as resource specialists/special education teachers, elementary and secondary educators, and teacher educators.
Spectrum Hands-On Math , Grade 2 - 2020-03-10
1/3
GRADE 2: Spectrum Hands-On Math offers multi-sensory strategies for learning math standards, including addition, subtraction, beginning multiplication and division, place value, measurement, fractions, and shapes. INCLUDES: This 96-page kit-in-a-book includes 100+ cut-apart math manipulatives, 4 dry erase panels, 1 dry-erase pen, and storage pouch. PARENT-FRIENDLY: A Closer Look feature is included that offers tips for parents to help their child learn math in today's classroom and get ready for third grade. WHY USE SPECTRUM:This hands-on resource features the academic rigor of the teacher-recommended Spectrum® brand, but with a userfriendly layout and easy-to-follow instructions perfect for young students.
My Math - 2013
Math in Focus - Houghton Mifflin Harcourt 2012-10
Math Connects - Macmillan 2007-09-01
Math Routines on the Go is a set of laminated cards on a handy clip that provide a quick, easy, and efficient way to build fluency and practice into the school day. They include ideas for line-up activities and class transition times -a different suggestion for each day. The cards support goals for differentiating instruction and intervention.
McGraw-Hill My Math, Grade K, Student Edition, Volume 2 - McGraw Hill Education 2011-08-05
This set provides the consumable Student Edition, Volume 2, which contains everything students need to build conceptual understanding, application, and procedural skill and fluency with math content organized to address CCSS. Students engage in learning with write-in text on vocabulary support and homework pages, and real-world problem-solving investigations.
Go Math! Grade 4 - Houghton Mifflin Harcourt 2011-07-14
OCR Foundation Skill Kit Trb 3 - Science Research Associates 2014-07-18
California Go Math! - 2015
Math Makes Sense - Peggy Morrow 2006
Open Court Reading Skills Practice Workbook, Book 1, Grade K - McGraw-Hill Education 2015-06-25
Depending upon the grade level, students practice the following skills: Alphabet Knowledge, Phonemic Awareness, Inquiry, Phonics, Comprehension, Spelling, Vocabulary, Writing, Grammar, Mechanics, and Usage. Each workbook has all the worksheets conveniently organized by lesson. These worksheets provide students the opportunity to practice and apply the skills they are learning.
Macmillan/McGraw-Hill Math - Douglas H. Clements 2005
Math Connects Reteach and Skills Practice Workbook, Course 3 - McGraw-Hill Education 2011-06-22
Math Connects Reteach and Skills Practice Workbook, Course 3
Envision Math Common Core Reteaching and Practice Workbook, Grade 4 - Scott Foresman-Addison Wesley 2011-06
Progress in Mathematics - Rose A. McDonnell 2006
Student Practice Book Grade 5 - Hmh Hmh 2011-06
GO Math! combines fresh teaching approaches with never before seen components that offer everything needed to address the rigors of new standards and assessments. The new Standards Practice Book, packaged with the Student Edition, helps students achieve fluency, speed, and confidence with grade-level concepts. GO Math! is the first K-6 math program written to align with the Common Core. With GO Math! you will hit the ground running and have everything you need to teach the Common Core State Standards. GO Math! combines fresh teaching approaches with everything needed to address the rigors of the Common Core Standards. Using a unique write-in student text at every grade, students represent, solve, and explain -- all in one place. - Publisher. Core Connections - 2014
McGraw-Hill My Math, Grade 5 - McGraw-Hill Companies, Inc. 2012-02-06
McGraw-Hill My Math develops conceptual understanding, computational proficiency, and mathematical literacy. Students will learn, practice, and apply mathematics toward becoming college and career ready.
Glencoe Math 2016, Course 2 Student Edition - McGraw-Hill Education 2015-08-03
Softbound Interactive Student Text is divided into a two-volume set that is perfed and 3-hole punched for easy organization for middle school students. This is volume 1.
The Art and Science of Teaching - Robert J. Marzano 2007
The popular author of Classroom Instruction That Works discusses 10 questions that can help teachers sharpen their craft and do what really works for the particular students in their classroom.
Developing Numerical Fluency - Patsy Kanter 2018
"This is a must-read book for any teachers of math." -Jo Boaler, Professor of Mathematics Education at Stanford University and author of Mathematical Mindsets Numerical fluency is about understanding Numerical fluency is about understanding, not memorization. It comes over time as students engage in active thinking and doing, not endless worksheets and timed tests. Classroom instruction and materials, however, often don't feel aligned with these realities. In Developing Numerical Fluency, Patsy Kanter and Steven Leinwand take a fresh look at a commonly-asked question: "How do I teach number facts so my students know them fluently?" They apply their decades of experience teaching mathematics to rethinking effective fluency instruction. Classroom-tested ideas you can use right away Each chapter introduces ideas, techniques, and strategies that contribute to meaningful fluency for all students. You'll find: pivotal understandings that illuminate what contributes to real numerical fluency six instructional processes that support lasting fluency development classroom structures and activities for building fluency in addition, subtraction, multiplication, and division suggestions for creating a school-wide culture of numerical fluency. Patsy and Steve remind us that, "Students do not develop numerical fluency by memorizing and regurgitating rules." But many of us learned mathematics in exactly this way, making shifting our instruction challenging. Developing Numerical Fluency provides just the right support, offering big ideas for rethinking instruction paired with classroom-tested activities you can use right away.
Everyday Mathematics for Parents - The University of Chicago School Mathematics Project 2017-07-10 The Everyday Mathematics (EM) program was developed by the University of Chicago School Mathematics Project (UCSMP) and is now used in more than 185,000 classrooms by almost three million students. Its researchbased learning delivers the kinds of results that all school districts aspire to. Yet despite that tremendous success, EMoften leaves parents perplexed. Learning is accomplished not through rote memorization, but by actually engaging in real-life math tasks. The curriculum isn't linear, but rather spirals back and forth, weaving concepts in and out of lessons that build overall understanding and long-term retention. It's no wonder that many parents have difficulty navigating this innovative mathematical and pedagogic terrain. Now help is here. Inspired by UCSMP's firsthand experiences with parents and teachers, Everyday Mathematics for Parents will equip parents with an
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understanding of EM and enable them to help their children with homework—the heart of the great parental adventure of ensuring that children become mathematically proficient. Featuring accessible explanations of the research-based philosophy and design of the program, and insights into the strengths of EM, this little book provides the big-picture information that parents need. Clear descriptions of how and why this approach is different are paired with illustrative tables that underscore the unique attributes of EM. Detailed guidance for assisting students with homework includes explanations of the key EM concepts that underlie each assignment. Resources for helping students practice math more at home also provide an understanding of the long-term utility of EM. Easy to use, yet jam-packed with knowledge and helpful tips, Everyday Mathematics for Parents will become a pocket mentor to parents and teachers new to EM who are ready to step up and help children succeed. With this book in hand, you'll finally understand that while this may not be the way that you learned math, it's actually much better.
Spectrum Hands-On Math , Grade 1 - 2020-03-10
GRADE 1: Spectrum Hands-On Math offers multi-sensory strategies for learning grade-specific math standards, including addition, subtraction, place value, measurement, fractions, and shapes. INCLUDES: This 96-page kit-in-abook includes 100+ cut-apart math manipulatives, 4 dry erase panels, 1 dry-erase pen, and storage pouch. PARENT-FRIENDLY: A Closer Look feature is included that offers tips for parents to help their child learn math in today's classroom and get ready for second grade. WHY USE SPECTRUM:This hands-on resource features the academic rigor of the teacher-recommended Spectrum® brand, but with a user-friendly layout and easy-to-follow instructions perfect for young students.
Into Math - Edward B. Burger 2019
Math Makes Sense 5 - 2011
Harcourt Math, Grade 1 - HSP 2002
Mathematics program for grades K-6 provides focused instruction on key skills, comprehensive assessment, targeted intervention and practice for mastery and retention.
Step Up to Math - Barrie Hoople 2008
In this comprehensive classroom resource, the included reproducible activities cover core language arts skills at
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three ability levels; basic, intermediate, and challenging. It supports NCTE standards and covers topics including numeration, computation, g
Lumos Back-To-School Refresher TedBook - Grade 3 Math - Lumos Learning 2019-07-26
This Lumos tedBook is a back to school Math refresher workbook for 2nd Grade students who are moving to 3rd grade. It is specifically designed to help diagnose and remedy Summer slide during the first few weeks of the new academic year. This book includes the Lumos Smart Practice Methodology to help students entering third grade have a successful academic year. The following are the key components of the Lumos back-to-school refresher program to overcome summer slide. Take the 2nd Grade Refresher Test Record Summer Learning Loss Targeted remedial practice to overcome Summer Learning Loss Resources included in the printed book: 25+ 2nd Grade skills practice Operations & Algebraic Thinking Number & Operations in Base Ten Measurement and Data Geometry Online resources via access code provided in the book: One online assessment that provides a comprehensive and efficient review of 2nd Grade Math standards. Before starting third grade instruction, parents/teachers can administer this online test to their students. After the students complete the test, a standards mastery report is immediately generated to pinpoint any proficiency gaps. Using the diagnostic report and the accompanying study plan, students can get targeted remedial practice through lessons included in this book to overcome any Summer learning loss. The online program also gives your student an opportunity to briefly explore various standards that are included in the 3rd grade curriculum. Some facts about Summer Learning Loss: Students often lose an average of 2 and 1/2 months of math skills Students often lose 2 months of reading skills Teachers spend at least the first 4 to 5 weeks of the new school year reteaching important skills and concepts Through the Teacher Portal, educators can, Assess students' summer learning loss and remediate Create & assign assessments and remedial practice Access to insightful student performance reports Discover hundreds of learning resources Build personalized resource kits for students within minutes to supplement classroom instruction with EdSearch Share lesson summaries along with connected resources through the program Easy access to standards coherence maps, academic blogs, and more Through the Parent Portal, parents can, Assign lessons and hundreds of practice resources Monitor child's online practice and activity Analyze and pinpoint child's strengths and weaknesses with standards-based reports Discover hundreds of learning resources More than 275,000 students and 40,000 teachers in over 20,000 schools use Lumos Learning Study Programs to improve student achievement on standardized tests and also to master necessary Math, ELA, Writing & Reading Skills. | <urn:uuid:3ab6d713-046e-4279-a486-fe7d7a2715f4> | CC-MAIN-2023-14 | http://ceu.social/book?tbua=1&eav=Math%20Connects%20Grade%201%20Reteach%20And%20Skills%20Practice%20Workbook.pdf | 2023-03-27T00:45:02+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00330.warc.gz | 13,986,398 | 3,759 | eng_Latn | eng_Latn | 0.99497 | eng_Latn | 0.995053 | [
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DEVELOPING MATHEMATICAL COMMUNICATION IN PHILIPPINE CLASSROOMS
Soledad A. Ulep
University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED)
This paper describes the importance that the basic education curriculum places on developing in Filipino students effective communication skills. It also presents the different components of mathematical communication and the teaching strategies to develop it including those that address specific teaching and learning practices to be changed for improvement to support this development in Philippine classrooms.
CURRICULUM PROVISIONS TO DEVELOP MATHEMATICAL THINKING
What do the General and the Mathematics Curricula Provide?
Along with critical thinking, creative thinking, problem solving, decision-making, and entrepreneurial/productive skills, effective communication is one of the core life skills that every Filipino student who is competent to learn how to learn should possess. This is stated in the philosophy of the basic education curriculum that is currently being implemented. Effective communication is an important skill needed for life-long learning (Department of Education 2002, p.8).
The goal of the elementary mathematics curriculum is for pupils "to demonstrate understanding and skills in computing with considerable speed and accuracy, estimating, communicating, thinking analytically and critically, and in solving problems in daily life using appropriate technology" (Bureau of Elementary Education 2002, p. 8). Meanwhile the secondary mathematics curriculum states that at the end of fourth year, the students are expected to be able to compute and measure accurately; arrive at reasonable estimates; gather, analyse, and interpret data; visualize and explain abstract mathematical ideas; present alternative solutions to problems using technology and apply them in real life situations (Bureau of Secondary Education 2002, p.1). Representation which involves visualization and explanation of abstract mathematical ideas are both components of mathematical communication. These provisions show that communicating is an important skill.
How do the General and Mathematics Curricula Promote Communication?
Both the general and the mathematics curricula promote communication through interaction. They stress mutual interaction between students and teachers, between students themselves in collaborative learning, and between teachers of different disciplines in collaborative teaching. They view the teacher as a manager of the learning process that enables the students to become active constructors of knowledge
and not just passive recipients of information. "The ideal teacher helps students to learn not primarily answers but how to reflect on, characterize and discuss problems, and how on their own initiative, form or find valid answers (Department of Education 2002, p.9)". These characterizations imply that both the teacher and the students are actively engaged in communication.
Among others, the general curriculum recommends teaching that focuses in inquiry that uses questions to organize learning. Such involves students in conducting investigations where they formulate problems, design how they would gather and interpret information, generate answers, communicate to others what they have learned, and formulate extension problems (Department of Education 2002, p.32). So again, there is emphasis on communication.
COMPONENTS OF MATHEMATICAL COMMUNICATION
Isoda (2007) proposed several components of mathematical communication. The foregoing discussion is based on his comprehensive list.
Using the Appropriate Language to Promote Conceptual Understanding and Discourse
Filipino is the national language. But Mathematics is required to be taught and hence, students' learning of it, in English. However as borne by the Learner's Perspective Study, students often had to contend with English in order to understand the mathematics concepts that were expressed in this foreign language (Ulep 2004). When they were asked to answer the teacher's questions which only required short or factual answers, they spoke in English. But when they were asked to explain their answers, although they were aware that they were expected to speak English, they used Filipino but retained the mathematical terms in English. Interestingly, before they explained, there were students who even asked permission from the teacher for them to use Filipino. These findings show that students were able to express their thinking in the language that they truly understood and were comfortable with. Such is understandable because when they were not engaged in public talk in class, students talked in Filipino or in their native dialect, just like they did at home and anywhere else except in their English and Science classes in school.
During the author's discussions with teachers when she observed classes, they admitted that when their principal or supervisors observed their classes, they spoke English and asked their students to do the same. But when these observers were not around, they explained mathematics in Filipino and allowed their students to speak in Filipino. They did this especially in classes consisting of low ability students to ensure that they understood the lesson.
Teachers claimed that due to students' poor comprehension, a topic which they found difficult to teach and students found difficult to learn was solving word problems (High School Mathematics Group 1995). To help students analyse word problems, the elementary mathematics curriculum recommends that students answer the following
guide questions: (1) What is asked (A)? (2) What is given (G)? (3) What is the word clue/operation to use (O)? (4) What is the number sentence (N)? (6) What is the answer (A)? AGONA implicitly shows how a word problem should be analysed (Bureau of Elementary Education 2002). Moreover, teachers ask students to look for key words that would suggest the operation to use in solving the problem. However, besides taking a lot of time, going through AGONA does not ensure the needed understanding and by simply relying on key words, students tend not to try to understand the problem anymore.
The above accounts imply that for conceptual discourse to take place, it is necessary to encourage students to use the language that they best understand and with which they can ably express their mathematical ideas (Setati 2003). It is also necessary for teachers to help students conceptually analyse word problems instead of asking them to routinely do procedures like AGONA and just depend on key words (Ulep 2007).
Emphasizing Logical Reasoning
Geometry is usually viewed as the school mathematics subject where logical argumentation is expected to be emphasized. But oftentimes this does not happen. In secondary school mathematics for example, it is defined that two triangles are congruent if their vertices can be made to correspond such that three pairs of corresponding sides and three pairs of corresponding angles or a total of six pairs of corresponding parts are congruent. Then the SSS, SAS, and ASA conditions are presented as triangle congruence postulates. Later the AAS triangle congruence theorem is proved. Unlike the curriculum in other countries, in the Philippines there is no transformation geometry so it cannot be used to develop the conditions for triangle congruence.
Students are not encouraged to find out why from the required six pairs of corresponding parts being congruent only three pairs are needed to show that two triangles are congruent. Moreover, they are not challenged to determine why only these four sets of three-conditions each and no other such sets of three conditions can enable one to show that two triangles are congruent. So teachers teach triangle congruence as it is usually presented in most textbooks.
A group of geometry teachers involved in a lesson study developed a lesson that was intended to make students systematically discover why the least number of conditions for two triangles to be congruent is three. The students first considered the least to be one pair of corresponding side then one pair of corresponding angle. First they drew a triangle. By construction, they copied one of its sides and tried to construct another triangle congruent to the original triangle. But they could not. They did similarly using one angle and got the same result.
Then they considered the least number of corresponding congruent parts to be two, specifically two pairs of corresponding congruent sides. One group of students had this work shown below.
The group members realized that having two pairs of corresponding sides that are congruent to each other in two triangles does not make the two triangles congruent. Specifically they considered AB and DE as one pair. But BC could be paired with many sides each of which has E as one endpoint and the third vertex of each triangle with DE as one side, as the other endpoint.
The activity enabled the students to discover counterexamples. One counterexample was enough to show that the conditions being considered would not result to having two congruent triangles. By systematically considering the other cases, the students found out that it was only when they constructed using the conditions SAS, SSS, and ASA that they obtained a triangle that was congruent to the given triangle each time. The activity had at least provided the students a basis for accepting the postulates. They realized that although postulates do not require proof, they also have a basis.
Differentiating between Conceptual Explanations and Procedural Descriptions
When students are asked to write or pose their work on the board and explain it to the class, what they do most of the time is to read what they have written. They do not really explain the thinking that they used which enabled them to develop a solution or obtain the required answer. This was the case that happened during the lesson implementation of a lesson study group in an elementary school. The students correctly represented the given word problem by the number sentence shown on the right and correctly determined the missing digits shown on the left, below:
When they were asked to explain how they determined the missing digits, many students gave these procedural descriptions: Four minus 8 cannot be. So borrow 1 from 7. Four becomes 14 and 7 becomes 6. Fourteen minus 8 is 6. Six minus 8 cannot be. So borrow 1 from 6. Six becomes 16 and 6 becomes 5. Sixteen minus 8 equals 8. And so on. There were a few students who gave these conceptual explanations: Four minus a certain number equals 6. But 6 is bigger than 4. So we need to borrow one ten from the digit in the blank in the tens digit of the minuend. So instead of 4 we now have 14. Now what number should be subtracted from 14 so that the answer is 6? So the missing digit
here must be 8. And so on.
To enhance mathematical communication and thinking, it is important that teachers require students to provide reasons for what they did and not just to relate the procedures that they used to solve problems (National Council of Teachers of Mathematics 2000).
Making Meaningful Representations
There are different ways of representing the same mathematical idea. For example, a relationship between two changing quantities may be verbally described or shown using diagrams, tables, graphs, and equations. Students should see the connections among equivalent representations of the same ideas (National Council of Teachers of Mathematics 2000).
One form of representation is simulation. For instance, in a certain teacher training program where the topic was on experimental probability, the teachers were asked how they could use the scientific calculator to obtain the possible results if an actual fair coin was tossed many times, since scientific calculators were available anyway. Scientific calculators have become increasingly more available in schools so it was expected that the teachers could do the activity in their own classes. First the teachers were made to analyse the characteristics of the coin tossing experiment. They mentioned that there are two possible outcomes and these are randomly generated. They were then asked which key in the calculator would enable them to simulate the experiment. Almost all of them were unfamiliar with the random number generator. And so they were asked to observe what would happen each time they pressed this key. They noticed that the numbers were different each time which meant that the results were random and that they were either odd or even which meant that there were only two possible outcomes.
The teachers were asked why one might prefer to use the scientific calculators if these were available instead of actually tossing a fair coin. One reason that they gave was that it could save time. Another was that it could provide uniformity in performing the experiment. If one actually tossed a coin, s/he might not uniformly do it each time so the results might be affected. In contrast, in the simulation, the conditions could always be the same. The teachers decided that when they do the simulation, each time the result was an even number, they would take it to mean that a head came up. If it was an odd number, then it would mean that a tail came up. Conducting the simulation elicited good discussions as the teachers compared it with what it represented.
Another way of promoting mathematical communication is through interpreting graphs and making inferences based on these interpretations. In a certain teacher training program, the teachers were asked to write stories that might be associated with graphs below. Likewise, given a story, they were asked to draw the associated graph.
From the stories or graphs given, certain misconceptions surfaced and hence, were addressed.
Fostering Sympathy
Considering other people's ideas and ways of thinking with respect is important in creating a classroom environment that promotes communication (Silver & Smith 1996). This situation could be exemplified by how a class dealt with the erroneous answers committed by students. For example, in a grade 8 class in the Learner's Perspective Study, the students were asked to find the measures of the angles of a parallelogram. Different groups were given different items to work on. After the groups had finished working, they were asked to present their work to the whole class. Thus, each group's work became the object of both reflection and evaluation of the other groups. Since the other groups had done different items, they had to listen carefully and attentively to the group's presentation in order to fully understand it. One group was assigned to work on the following.
R
DRUG is a rhombus.
The representative of the group said that together ∠ 1 and ∠ 2 measured 180° since they were supplementary. Pursuing this thinking, he obtained incorrect values for the angle measures. The student did not notice that even based on the figure alone, his thinking was not correct. A classmate called the teacher's attention and said that ∠ 1 and ∠ 2 were not supplementary but they were congruent. The teacher analysed the item and remarked that since the diagonals of a rhombus bisect opposite angles, then ∠ 1 and ∠ 2 were congruent. Only then did the class including the one who presented their supposedly group output but which he alone did, realized that his answer was incorrect. The student felt embarrassed but the teacher assured him that it was alright
and asked him and his group to work on the item again and correctly this time.
The situation exhibited the spirit of sympathy where people tried to sincerely understand what others had done and how they thought about it. Based on such understanding, they offered useful evaluation for them to learn if they did not get the expected answers and get help when needed (Gallos & Ulep 2007).
TEACHING THROUGH PROBLEM SOLVING: A STRATEGY TO DEVELOP MATHEMATICAL COMMUNICATION IN THE CLASSROOM
What have been Accomplished so Far?
To a large extent, mathematics teaching in the Philippines is still characterized as teaching for problem solving. The definitions, concepts, or procedures are all presented first by the teacher and then several illustrative examples are given. After this, several so called "problems" which should be more appropriately referred to as exercises, are provided to which the students are expected to use the concepts or apply the procedures that they have been taught. Increasingly though very slowly, teaching through problem solving is being promoted through teacher training programs and curriculum materials development at UPNISMED and more recently through lesson study in four schools. Here, a problem which is an unfamiliar situation that needs a solution for which students may not have readily available prescribed procedures to use, is presented and the students are expected to generate their own original methods of obtaining an answer/s. Solving open-ended problems, that is problems which have many different solutions or even correct answers, provide rich opportunities for mathematical communication. Following are examples of the different answers that the students got using different reasoning in solving word problems on subtraction with regrouping involving missing digits. The students were asked to explain their work (Ulep 2007).
In the schools where lesson study has been ongoing, with much effort, teachers are already beginning to use problem solving to develop concepts or make students investigate mathematical relationships. In these classes where there are on the average 50 to 60 students which is typical in the Philippines, to encourage communication related to open-ended problem solving, students are placed in smaller groups for them to collaboratively come up with the desired answer. So students are also now learning to discuss in groups. Though these practices may not yet be claimed to be already a part of their classroom culture, there are already instances where students help one another to: clarify their interpretation of the problem, restate it in their own words to make sense of it, sometimes draw to help them visualize what it means, use symbols to represent relationships, device their own ways of recording what they are doing, make
conjectures based on the results or data that they gather, test them, and when appropriate make generalizations, and verify if their answer is correct.
During the presentation of their group output, representatives of the different groups explain their work in ways that they can clearly be understood by the other groups. They reason to support their answer and to convince others that what they had done is correct.
Teaching mathematics through problem solving has been changing the ways teachers are teaching as well as the ways that the students are learning. For instance, in one elementary class, the teachers had decided to do away with the drill and review and to start right away with asking students to solve the problem realizing that they would need more time to think about the solution which was more important than practicing them with drills. Another example was in a high school class, where during the post observation discussion, an observer asked the teacher why she omitted the review and gave the students the problem right away. The teacher responded that this was the way that they were trained in the training where lesson study was introduced. They themselves did not know what to do and how to deal with the problem. They later realized that this was part of solving the problem.
What Else Need to be Done?
The teacher has a big role to play in developing mathematical communication in class. There are already some practices that they are changing to achieve this. A good example is that through the students' working in groups, they are no longer doing most of the talking in class. But there are still many practices that they need to change. For example, the tasks that they give should be challenging enough to demand collaborative work. Another is that the quality of the questions that they ask needs to be raised and be made more open. Still another is that, they should be able to model how from a single problem, other extension problems can be formulated. Furthermore, at appropriate parts of the lesson, they need to synthesize important ideas that emerged.
Teachers also need to improve how they handle students' incorrect responses. When the response is written or posted on the board, they should not just erase or mark them wrong or when it is given orally, they should not ignore it and call on other students until s/he gets the correct answer. Instead, they can involve the whole class in analysing why it is incorrect. Through probing, the students' understanding can be clarified and deepened.
Together with students, teachers also need to establish socio-mathematical norms. When students present their work to the whole class, it becomes public and hence the object of other people's evaluation. So their presentation also encourages communication. From their different solutions or answers which represent different ways of thinking, there are those that are correct or incorrect. And among the correct ones, there are those that are more efficient or represent more sophisticated ways of thinking. While all these different correct solutions or answers are acceptable, students can compare them and discuss which are better based on criteria such as efficiency,
sophistication and others. Such expectations should become part of classroom practices (Yackel & Cobb 1996).
The blackboard is a good tool for communicating the progress of mathematical thinking that happened during the lesson. Teachers need to use the blackboard more systematically and teach their students to do likewise to make the most of what can be communicated through it.
Lastly, teachers need to change their assessment practices. Currently, the type that is most commonly used in the Philippines is multiple-choice. However, it is not able to assess communication skills which the curriculum considers important to develop. Moreover, since students can get the correct answer for the wrong reason, teachers can be misled that the students have learned when in fact they have not (Cai, Lane, & Jakabcsin 2006). This was one reason why Filipino students did badly in TIMSS (Ibe 2001). They were not used to answering items that required explanation. As the emphasis in teaching is becoming more oriented towards problem solving, reasoning, and communicating, assessment has to include more open-ended items that would require students to explain their thinking or reasoning. This change or improvement and all those cited early on can be gradually achieved through lesson study.
References
Cai, J, Lane, S. & Jakabcsin. (1996). The role of open-ended tasks and holistic scoring rubrics: assessing students' mathematical reasoning and communication. In P. Elliott & M. Kenney (Eds.), Communication in Mathematics K-12 and Beyond. (pp. 137-145). Virginia: National Council of Teachers of Mathematics, Inc.
Department of Education. (2002). The 2002 basic education curriculum. Pasig City: Department of Education.
Gallos, F. & Ulep, S. (2007). Enhancing interaction and collaboration in a large class. Paper presented at the 6 th Biennial Conference in Mathematics Education of the Philippine Council of Mathematics Educators, Cebu City, Philippines.
Bureau of Elementary Education. (2002). Primer on the 2002 basic education curriculum elementary level. Pasig City: Department of Education.
Bureau of Elementary Education (2002). Philippine elementary learning competencies. Basic education curriculum. Pasig City: Department of Education.
Bureau of Secondary Education (2002). Primer on the 2002 secondary education curriculum. Pasig City: Department of Education.
High School Mathematics Group. (1995). Report on the assessment of the training needs of high school mathematics teachers. Quezon City: University of the Philippines National Institute for Science and Mathematics Education Development.
Ibe, M. (2001). Confluence of mathematics teaching methods, textbook presentation and testing: explaining RP TIMSS student performance. In Proceedings of the 2001 Biennial Conference of the Philippine Council of Mathematics Educators, Inc. (pp.
29 – 34). Quezon City: Philippine Council of Mathematics Educators, Inc.
Isoda, M. (2007). Key Questions for Focusing on Mathematical Communication. First announcement on the third APEC-Tsukuba international conference on innovation on classroom teaching and learning through lesson study- focusing on mathematical communication, pp. 9-15.
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Virginia: Author.
Setati, M. (2003). Researching mathematics education and language in multilingual South Africa. October 30, 2003. [On-line] Available http://jwilson.coe.uga.edu/DEPT/TIME/Issues/v12n2/Setati/Setati.pdf
Silver, E. & Smith, M. (1996). Building discourse communities in mathematics classrooms: a worthwhile but challenging journey. In P. Elliott & M. Kenney (Eds.). Communication in mathematics K-12 and beyond. (pp. 20-28). Virginia: National Council of Teachers of Mathematics, Inc.
Ulep, S. (2004). Teaching and learning mathematics using English in a bilingual class: the Philippine experience. Paper presented at the Annual International Team Meeting of the Learner's Perspective Study, Melbourne, Australia.
Ulep, S. (2007). Developing mathematical thinking through lesson study: initial efforts and results. Paper presented at the APEC-Khon Kaen International Symposium 2007 in Khon Kaen, Thailand.
Yackel, E. & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for research in mathematics education, 27(4), 458-477. | <urn:uuid:6073fa5d-d745-4197-99fc-94e14a928e19> | CC-MAIN-2023-14 | https://www.criced.tsukuba.ac.jp/math/apec/apec2008/papers/PDF/12.Soledad_Ulep_Philipines.pdf | 2023-03-27T01:46:51+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00331.warc.gz | 802,332,782 | 5,017 | eng_Latn | eng_Latn | 0.978872 | eng_Latn | 0.998268 | [
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To aspire, endeavour and thrive together
GLOSSOPDALE SCHOOL AND SIXTH FORM
Relationships and Sex Education Policy
What is Relationships and Sex Education ?
At Glossopdale School, we believe RSE is essential for a student to have good health, wellbeing and preparation for adult life in society. RSE is not about the promotion of sexual activity. It is about the emotional, social and cultural development of students and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. These subjects represent a huge opportunity to help our students develop.
RSE involves a combination of acquiring knowledge and information, sharing information, developing skills, and exploring issues, beliefs, attitudes and values. The knowledge and attributes gained will support their own, and others', wellbeing and attainment and help Glossopdale's students to become successful and happy adults who make a meaningful contribution to society.
Aims of the Policy
1. To comply with our legal duty to deliver the statutory requirements with respect to Relationships and Sex Education (RSE) and Health Education.
2. To provide a framework in which sensitive discussions can take place
3. To Prepare pupils for puberty and give them an understanding of sexual development and the importance of health and hygiene
4. To help pupils develop feelings of self-respect, confidence and empathy
5. To create a positive culture around issues of sexuality and relationships
6. To teach pupils the correct vocabulary to describe themselves and their bodies
Glossopdale's values highlight the focus of our students being physically, socially, emotionally safe and
healthy. This alongside our mission to Aspire, Endeavour and Thrive together are at the heart of this policy and curriculum area.
Statutory Requirements
This is statutory guidance from the Department for Education issued under Section 80A of the Education Act 2002 and section 403 of the Education Act 1996. In all schools, when teaching these subjects, the religious background of all pupils must be taken into account when planning teaching, so that the topics that are included in the core content in this guidance are appropriately handled. Schools must ensure they comply with the relevant provisions of the Equality Act 2010, under which religion or belief are amongst the protected characteristics.
Principles and Values
Glossopdale School believes that SRE should:
* Be an integral part of the lifelong learning process, beginning in early childhood and continuing into adult life.
* Be an entitlement for all young people.
* Encourage every student to contribute to their collective community, and aims to support each individual as they grow and learn.
* Be set within this wider school context and supports family commitment and love, respect and affection, knowledge and openness. Family is a broad concept; not just one model, e.g. nuclear family. It includes a variety of types of family structure, and acceptance of different approaches.
Encourage students and teachers to share and respect each other's views. We are aware of
*
different approaches to sexual orientation, without promotion of any particular family structure. The important values are love, respect and care for each other. This ideal is encouraged within all students.
* Generate an atmosphere where questions and discussion on sexual matters can take place without any stigma or embarrassment.
* Recognise that parents are the key people in teaching their children about sex, relationships and growing up. We aim to work in partnership with parents and students, consulting them about the content of programmes and ensuring awareness of course content through events such as parents evening
* Recognise that the wider community has much to offer and we aim to work in partnership with health professionals, social workers, peer educators and other mentors or advisers.
SRE Delivery
Our guiding principle is that all of the compulsory subject content must be age appropriate and developmentally appropriate. It must be taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents while always with the aim of providing pupils with the knowledge they need of the Law. At Glossopdale, our teaching will build on the knowledge acquired at primary and develop further pupils' understanding of health, with an increased focus on risk areas such as drugs and alcohol, as well as introducing knowledge about intimate relationships and sex.
Our curriculum is set out in the appendix 1 but we may need to adapt it as and when necessary since this is a dynamic area of the curriculum that may need to be adapted in line with current affairs and national issues.
Delivery takes place in Beliefs and Values lessons – one hour per week to each year group and Tutor periods – 2 sessions per week. The total time allocation is 1 hour 40 mins per week. Other curriculum areas have also highlighted where they cover the themes through a whole school audit.
Students with Special Needs
We ensure that all young people receive sex and relationship education, and we will offer provision appropriate to the particular needs of all our students.
Sexual Identity and Sexual Orientation
We aim to deal sensitively and honestly with issues of sexual orientation, answer appropriate questions and offer support.
We have developed the curriculum in consultation with parents, pupils and staff, taking into account the age, needs and feelings of students.
Roles and Responsibilities
Governors
The governing board will approve the RSE policy, and hold the Head teacher to account for its implementation. The Link Governor for Personal Development will champion this policy at the Governing body.
The Headteacher
The Headteacher is responsible for ensuring that RSE is taught consistently across the school, and for managing requests to withdraw pupils from non-science components of RSE (see parents right to withdraw).
Asst. Principal for PD, Director of Personal Development and Head of RS
These Leaders are responsible for planning and resourcing the curriculum and ensuring staff are teaching
RSE consistently across the school through Quality Assurance.
Staff
Staff are responsible for delivering RSE in a sensitive way and modelling positive attitudes to RSE and responding to the needs of individual pupils. They are also responsible for responding appropriately to pupils whose parents wish them to be withdrawn from the non-science components of RSE
Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Headteacher.
Pupils
Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
Monitoring and Evaluation
It is the responsibility of the Director of Personal Development to oversee and organise the monitoring and evaluation of SRE.
Monitoring and Evaluation through the following means:
* Monitoring of lesson plans and teaching and
* Learning walks
* Audit of policies and Schemes of Work
* Audit of students' work (Beliefs and Values lessons)
* Sharing of good classroom work and practice
* Collation of evidence from student's work
* Student voice on good practice
* Parent voice
Parent's right to request that their child be excused from Sex Education within in RSE only.
This guidance also sets out both the rights of parents/carers to withdraw pupils from sex education (but not Relationships or Health Education) and the process that head teachers should follow in considering a request from a parent. Parents have the right to request that their child be withdrawn from some or all of sex education delivered
Parents have the right to withdraw their children from the non-statutory components of sex education within RSE up to and until 3 terms before the child turns 16. After this point, if the child wishes to receive sex education rather than being withdrawn, the school will arrange this.
Requests for withdrawal should be put in writing using the form found in Appendix 2 of this policy and addressed to the Headteacher.
A copy of withdrawal requests will be placed in the pupil's educational record. The Headteacher will discuss the request with parents and take appropriate action.
Where pupils are withdrawn from sex education, the process will be documented and we will ensure that the pupil still receives appropriate, purposeful education during the period of withdrawal.
Alternative work will be given to pupils who are withdrawn from sex education. This work will be in relation to other areas of the PSHE curriculum taught at Glossopdale School. For example, work from PSHE strands; health and wellbeing and living in the wider world.
Parents cannot withdraw their child from Health Education or the Relationships Education element of Relationships and Sex Education, because it is important that all children receive this content, covering topics such as friendships and how to stay safe. Furthermore, the science curriculum in all maintained schools also includes content on human development, including reproduction, which there is no right to withdraw from. Both the above are policies of the department for Education not Glossopdale School.
Confidentiality, controversial and sensitive issues
Teachers cannot offer unconditional confidentiality. In a case where a teacher learns from an under 16 year old that they are having or contemplating sexual intercourse:
* The young person will be persuaded, wherever possible, to talk to parent/carer and if necessary to seek medical advice.
* Child protection issues will be considered, and referred to the teacher responsible for Child Protection under the school's procedures.
* The young person will be properly counselled about contraception, including precise information about where young people can access contraception and advice services.
Health professionals in school are bound by their codes of conduct in a one-to-one situation with an individual student, but in a classroom situation they must follow the school's confidentiality policy.
Review of the Policy
This policy will be reviewed in accordance with the policy review schedule. This will take place yearly under the guidance of the Assistant Headteacher and the Board of Governors.
Respectful
relationships, including friendships
Online and Media
Appendix One: Curriculum and Delivery
By the end of secondary school:
Schools should continue to develop knowledge on topics specified for primary as required and in addition cover the following content by the end of secondary:
Families
Pupils should know
* That there are different types of committed, stable relationships
* How these relationships might contribute to human happiness and their importance for bringing up children
* What marriage is, including their legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony
* Why marriage is an important relationship choice for many couples and why it must be freely entered into
* The characteristics and legal status of other types of long-term relationships
* The roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting
* How to: determine whether other children, adults or sources of information are trustworthy: judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others' relationships); and, how to seek help or advice, including reporting concerns about others, if needed.
Pupils should know
* The characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship
* Practical steps they can take in a range of different contexts to improve or support respectful relationships
* How stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice)
* 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 people in positions of authority and due tolerance of other people's beliefs
* About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help
* That some types of behaviour within relationships are criminal, including violent behaviour and coercive control
* What constitutes sexual harassment and sexual violence and why these are always unacceptable
* The legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal
* Their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online
* About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online
Being safe
Intimate and sexual relationships, including sexual health
* Not to provide material to others that they would not want shared further and not to share personal material which is sent to them
* What to do and where to get support to report material or manage issues online
* The impact of viewing harmful content
* That specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners
* That sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail
* How information and data is generated, collected, shared and used online
*
* The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honourbased violence and FGM, and how these can affect current and future relationships
* How people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online)
* How to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship
* That all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing
* The facts about reproductive health, including fertility and the potential impact of lifestyle on fertility for men and women
* That there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others
* That they have a choice to delay sex or to enjoy intimacy without sex
* The facts about the full range of contraceptive choices, efficacy and options available
* The facts around pregnancy including miscarriage
* That there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help)
* How the different sexually transmitted infections (STIs), including HIV/AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing
* About the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment
* How the use of alcohol and drugs can lead to risky sexual behaviour
* How to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment.
Delivery at Glossopdale
All
Years
Y7
Y8
Drop-Down
Days
Skills and qualities required in
employment
L5
and
Work Patterns
L11
Y9
Y10
Y11
PHSE and
RSE
R15-16, R45-
47
Personal
Guidance
G8.1
L1-L5, L7-L9, L12, G4.1-3?
M6? M7, C7? S6, S8, S13,
Appendix 2: Parent's right to request that their child be excused from Sex Education within in RSE only.
Withdrawal Form from Sex Education
To be completed by Parents / Carers
Student's Name
Tutor Group
Parent / Carers name
Reason for withdrawing from sex education within relationships and sex education
Any other information you would like the school to consider
Parent / Carer signature
Date:
To be completed by the school
Agreed actions
Signed
Date: | <urn:uuid:bcfe529b-959e-4433-aa67-c65b2c823abc> | CC-MAIN-2023-14 | http://www.glossopdale.derbyshire.sch.uk/attachments/download.asp?file=171&type=pdf | 2023-03-27T01:29:25+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00332.warc.gz | 66,322,591 | 3,279 | eng_Latn | eng_Latn | 0.935948 | eng_Latn | 0.997198 | [
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Conference Period:
10:10-11:00am
Grade Level Resources:
* StemScopes
* Single Sign-on Portal (SSO).
Grade Level Goals:
Students who complete this course successfully will be able to:
* Demonstrate safe practices and Agency approved safety standard during scientific investigations.
* Demonstrate scientific practices during laboratory and outdoor investigations.
* Knowledge that information, critical thinking, scientific problem-solving, and the contributions of scientists are used in making decisions.
* Knowledge of how to use a variety of tools and methods to conduct science inquiry.
* Understand that matter has measurable physical properties, and they determine how matter is classified, changed and used.
* Understand that forces cause change and that energy exists in many forms.
* Understand thar Earth consists of natural resources and its surface consists of natural resources and its surface is constantly changing.
* Understand there are recognizable patterns in the natural world and among objects in the sky.
* Knowledge to describe patterns, cycles, systems, and relationships within the environment.
* Explore how organisms undergo similar life processes and have structures that help them survive within their environments.
Student Evaluation:
The grading system for 3 rd Grade is as follows:
* 40% daily assignments (formative) and 60% summative assessments
* Homework does not need to be graded; however, it should be reviewed for understanding. At teacher discretion, homework may count for a maximum of 10% of the 40% daily assignment weighting.
* A minimum of one daily grade per week should be recorded per core content area. At teacher discretion, there may be a greater number of daily grades; however, as appropriate, there may be weeks in which a daily grade may not be taken in every subject area.
* A minimum of one summative assessment grade per three weeks per content area must be recorded.
* Official grades will be in Skyward only and can be accessed by student and parent through Family Access.
Assignments, exams, expectations outside of the classroom:
* Students are expected to practice safety practices in all labs or at-home exploration.
Ms. Edwards 3 rd Grade Science firstname.lastname@example.org
* Assignments grade will be passed after grading for students to view and make corrections.
* Students are expected to complete and turn in homework given (This is mainly incomplete class work).
* Exams will be given at the end of each unit, district common assessments (DCAs) will also be given. Students will also be given pre-assessments.
Attendance/Tardy Policy/Make-Up Work:
* EMSISD Attendance & Truancy Policy- https://www.emsisd.com/Page/15659
* Attendance taken daily in Skyward. Daily progress evidenced from daily teacher/student interactions, and/or completion and turn-in of assignments, quizzes, or participation in discussion questions planned for that day. All make-up assignments provided when a student returns.
Missing Work:
* Missing assignments will not be accepted past the 9 week grading period deadline for Q students. Please assist your child in keeping up with all his/her schoolwork.
* Absent work can be collected when returning to school and needs to be returned ASAP (within the grading period).
Students may improve their test assignment (summative) grades by:
* Complete reteach assignment with content teacher and returned the completed reteach assignment to the content teacher with parent signature
* Upon receipt of signed reteach assignment, students will be retested by content teacher
* Original test scores below 70% can earn up to an 80% on the retest.
* Original test scores from 70-80% can earn up to an 85%
.
Classroom Expectations:
* Come prepared to learn with supplies, attention, etc.
* Our Eagle Expectations are to be respectful, be responsible, be safe
* Have a growth mindset and do your best!
Academic Integrity:
Academic integrity values the work of individuals regardless of whether it is another student's work, a researcher, or author. The pursuit of learning requires each student to be responsible for his or her academic work. Academic dishonesty is not tolerated in our schools. Academic dishonesty includes cheating, copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or other supervising professional employee and considers written materials, observation, or information from students. Students found to have engaged in academic dishonesty shall be subject to disciplinary and/or academic penalties. The teacher and campus administrator shall jointly determine such action. | <urn:uuid:1874db86-f9f2-457b-a104-7505ecf19b5a> | CC-MAIN-2023-14 | https://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/7286/EdwardsJ%203rd%20Science%20Syllabus_Janine%20Edwards.pdf | 2023-03-27T01:15:00+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00333.warc.gz | 841,606,396 | 935 | eng_Latn | eng_Latn | 0.996726 | eng_Latn | 0.996878 | [
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Crew Time
Spend some time with the family making the Easter Story come alive with fun activities
1. Make some Empty Tomb Rolls or Resurrection rolls
When the roll is opened, like the tomb, it is empty.
* Prep time: 1 hour
* Cook time: 15 mins
* Total time: 1 hour 15 mins
Serves: 15-20
*
Ingredients
* 1 cup warm water
* 3 eggs
* 2 pkg active dry yeast
* 4 – 4½ cups flour
* ½ cup sugar
* ½ cup butter, melted
* 1 tsp salt
* large marshmallows
Instructions
Part 1 Basic Rolls:
1. Dissolve yeast in the warm water, with a pinch of sugar (to activate).
2. Beat in the eggs.
3. Melt the butter in a microwave safe dish.
4. When cooled, add butter to yeast mixture.
5. Gradually add the flour, sugar and salt to the mixing bowl, and mix until smooth, or dough climbs up the blade/hook.
6. Let rise once, then roll out for empty tomb rolls.
Part 2 Empty Tomb Rolls:
1. Make above recipe, roll the dough out flat, then cut into circles.
2. Wrap each piece of dough around a large marshmallow making sure dough seals around the marshmallow.
3. Brush each roll with melted butter and roll the dough ball in sugar and cinnamon mixture (this step can be omitted), but would make for a great breakfast this way.
4. Place each roll in a greased pan and cover pan with plastic wrap. Refrigerate overnight. In the morning, remove from refrigerator and let rise until double. If it doesn't rise much, it will be completely okay.
5. Bake at 375° until golden brown – about 15-20 min. If you did not roll the dough in cinnamon and sugar, you can brush a little butter over the tops, while warm.
6. When the roll is opened, like the tomb, it is empty.
1. Remind yourself of what Jesus did for you by drawing a reminder on your palm:
2. Lego Easter Story.
Build the scenes below (You can create more scenes to pad out the story if you like) and then talk through the story as the kids play it out with Lego!
Jesus washing the disciples feet….
The Last Supper (looks like a few disciples are missing…)
Jesus offering some BIG bread and wine.
The Garden of Gethsamane – notice Peter passed out next to the sword
the three crosses…
An empty tomb!
…and the ladies visiting the tomb to find Jesus is gone!
What does this all mean they wondered? | <urn:uuid:14f1c6c5-331c-43bd-86a5-20a21c8c37e0> | CC-MAIN-2023-14 | https://caringbahbaptist.org.au/wp-content/uploads/2020/04/Friday-Crew-Time.pdf | 2023-03-27T00:37:47+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00335.warc.gz | 196,706,753 | 562 | eng_Latn | eng_Latn | 0.998522 | eng_Latn | 0.998469 | [
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iHMH Workshop Descriptions
1. Apology, What Does it Mean?
In this workshop, students will be provided an understanding of the history of the Japanese Military Sexual Slavery and why apology for historical injustices is essential to reconciliation. Through the use of testimonies and primary source documents, students will trace the empowerment process of "comfort women" from victims to survivors to social activists who not only seek apology, but also started a movement on violence against women in armed conflict. The workshop explores what constitutes an apology and redress measures in the context of WWII in Asia.
2. Forgive, Not Forget
The Forgive, Not Forget workshop will explore the root causes of controversial or conflicting histories. Examining the denial of the Japanese government on its Military Sexual Slavery atrocities, this workshop focuses on the different forms of denial including revisionism and absence of apology. The impact of whitewashing historical injustices are discussed and how it has ignited solidarity actions locally and globally. Connections are made to the different roles of social actors and activism.
3. Forced Displacement and Refugee Crisis
In this workshop, students apply critical thinking to assess the significance of the impact of the Nanking Massacre, one of the many massacres of WWII in the region of East & South East Asia. This historical event is the context for examining the causes and effects of global conflicts and to ask questions about forced displacement in history and explore connections to present day refugee crises, such as the Syrian refugees. Additionally, by focusing on framing questions, this lesson engages students to asses and understand past and current events from social justice and historical perspectives.
4. Development of Biochemical Weapons
By investigating the development and deployment of biochemical weapons as well as human experimentation at Unit 731 during WWII in Asia, this workshop introduces students to learning history, not from textbooks, but from testimonies and primary source documents. Analysis of primary source documents is a research skill that is transferable to detecting bias in texts and to media literacy. The concepts of dehumanization and invisible weapons of mass destruction are explored through film clips and activities that pose the questions: When war ends, do the atrocities end? What is the harm beyond the battlefield?
5. How do Stories Define Us?
From Adichie's "The danger of a single story" to the history of World War II in Asia, students explore how dominant narratives contribute to how history is remembered. This workshop connects war testimonies to questions on historical denial, revisionism, memory. How to acknowledge lesser known histories or complexities of conflicting perspectives are discussed as important component on the discourse on history and historiography.
6. Japanese Canadian Internment
Students will have an opportunity to learn about the Japanese Canadian experience during the pre-WWII years and the WWII years. Their experience is marked by racism and mass internment of the Japanese
iHMH Booking Form
Canadian population in North America. The Japanese internment lesson encompasses aspects of the Japanese Canadian experience from the time Japanese nationals immigrated to Canada to the end of the internment period in Canada. By using historical information, informative videos, and interactive activities this workshop tackles internment, oppression, and racism.
7. Two Soldiers Stories
Students will step into the shoes of two men from different backgrounds who suffered during WWII. By discovering the stories of George MacDonell and Patrick Metallic, students will have a greater understanding of the Battle of Hong Kong, the POW experience, and the experiences veterans face upon returning home. Although both men fought for their country bravely, they experienced much different outcomes in post-war life. George & Patrick are representatives of greater groups of soldiers i.e. White Canadians and Indigenous People who served Canada. The social-political conditions that contributed to their different post-war life; and whether changes have been made since are discussed.
8. Force 136 – Unwanted Soldiers
Students will have the opportunity to uncover forgotten soldiers and heroes of WWII in Asia. Before diving into information about Force 136 students will briefly learn about the context in which Force 136 operated, by looking at Canada during the pre-WWII years and Canada during the WWII years. The workshop will include what Force 136 actually did during their operations and how they contributed to Canada and the Chinese community in their quest for full citizenship and the right to vote. Students will have the opportunity to discuss heritage and identity in Canada, and the challenges and factors that shape different ethnocultural experiences associated with participation and representation in Canada.
9. The Complexities of Redress
This workshop will equip students with an understanding of three groups of people affected by WWII in Asia: Japanese Canadians interned, Battle of Hong Kong Veterans and the Chinese Canadian Community. These groups were greatly affected at home and abroad. With the background on the trauma and struggles of three ethnocultural groups of Canadians, students will explore equity and social justice issues of redress & reconciliation in their campaigns for justice. Finally, students will evaluate where they stand in regard to social activists' roles based on their activist impulses. By using videos, historical information, and interactive activities students will reflect on being positive social actors in an uncertain world.
10. The Promise of Human Rights
The Promise of Human Rights workshop serves as a basic introduction to the concept of human rights, as well as the key elements of human rights. The workshop encourages students to begin a reflection on how they (and we as Canadians generally) think about human rights. Apart from being introduced to foundational human rights documents and their historical contexts, this lesson will introduce students to different ways of thinking about human rights e.g. as aspirational and abstract standards of ethical behaviour, as legal norms that apply to citizens, as products of historical contests, as hard-won (and often incomplete) political entitlements, and as both individual and relational practices.
Please download and complete the following booking form and send it to Sophie Zhou, Education & Research Associate.
E: email@example.com
C: 1 (647) 236-9024
All workshops are free of charge
iHMH Series Booking Form
Name of Teacher(s)
Mobile & E
Name of School
Name of Course Virtual or In-school
Course Name(s)
Virtual or In-school
Grade and Number of Students
Grade(s)
# of Students
Name of workshop(s) Number of workshops requested
Workshop Number(s)
# of Workshops Requested
Preferred Date Preferred Time
Preferred Date(s)
Indicate
* am or pm
* am and pm
ALPHA Education may not be able to meet all desire booking details but we will do our best to accommodate requests
Technology
Does your school and class use Zoom? Yes or No
If not, what learning platform is used?
Note: A dialogue between the teacher and the Education & Research Associate will be initiated to coordinate arrangements
Lesson plans, handouts, links, presentation(s) will be sent to the teacher(s) upon booking confirmation.
If you have any other questions, please feel free to contact Sophie Zhou. For more information, please visit our website (https://www.alphaeducation.org/students) | <urn:uuid:88bc1f31-1c4f-4c8a-a430-9b072de80aca> | CC-MAIN-2023-14 | https://www.alphaeducation.org/_files/ugd/5728d8_b9f004fafe5e4e689aa9c98c0fea71ce.pdf | 2023-03-27T00:34:45+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946584.94/warc/CC-MAIN-20230326235016-20230327025016-00332.warc.gz | 705,636,340 | 1,448 | eng_Latn | eng_Latn | 0.99157 | eng_Latn | 0.997613 | [
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