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Kumon Solution Level K
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STEM Missions - Kumon Publishing North America 2020-04-15 Kumon STEM Missions Workbooks offer students a fun way to practice interdisciplinary topics by combining science, technology, engineering, and math questions in order to strengthen problem-solving skills. In this workbook, your child will complete several STEM "missions" designed to increase his or her critical thinking and problem-solving abilities. Each mission asks your child to read science passages, answer questions about the
passages, solve math problems, and use the knowledge gained to create or design a solution (engineering) to a real word problem. Featuring Life Science, Earth Science, and Physical Science topics, these workbooks are sure to get your child interested in the connection between what he or she learns and how it can be applied to the real world. Grade 3 Reading - Eno Sarris 2010-06 With our unique step-bystep lessons, children gain confidence in their comprehension skills so they are eager to read more! Our Reading Workbooks use a combination of phonics and whole-language instruction to make reading feel effortless. By mastering gradeappropriate vocabulary and completing fun, colorful exercises,
children discover that they love to read! Grade 4 Decimals and Fractions - Kumon Publishing 2008-07 Our Calculation Workbooks follow the Kumon Method, a proven learning system that helps children succeed and excel in math. Kumon Workbooks gradually introduce new topics in a logical progression and always include plenty of practice. As a result, children master one skill at a time and move forward without anxiety or frustration. Pre-K Spatial Reasoning - Kumon 2015-08 Our Thinking Skills Workbooks strengthen critical thinking skills that are crucial for your childs success in school and in life. With our effective step-bystep method and colorful, engaging activities, your child will enjoy each page as he or she builds essential skills.
Problem Solving Strategies for Elementary-School Math Kiana Avestimehr 2020-06-24 This book teaches 7 basic problem solving strategies that can be used by elementary students to overcome the challenge of how to start thinking about a math problem. It contains more than 100 challenging problems that are suitable for elementary-school students, along with their step-by-step solution to help the reader master these strategies.
RightStart Mathematics Joan A. Cotter 2010 RightStart Mathematics is a comprehensive math program for children that is easy to teach and provides the foundation for everyday life, for advanced math, and for science in our technological world. The research-based elementary and
intermediate RightStart Mathematics program is easy to use: the lessons tell you what to teach, and how and why, day by day and year by year. This unique program uses visualization of quantities, deemphasizes counting, and provides visual strategies (mental pictures) for memorizing the facts. Understanding is emphasized. Math needs to be taught so 95 percent is understood and only 5 percent memorized. When children don't understand, they memorize until the burden becomes too great and then they give up. When children understand, they need less time in review and practice. Grade 5 Reading - Eno Sarris 2010-06 With our unique step-bystep lessons, children gain confidence in their comprehension skills so
they are eager to read more! Our Reading Workbooks use a combination of phonics and whole-language instruction to make reading feel effortless. By mastering gradeappropriate vocabulary and completing fun, colorful exercises, children discover that they love to read! Daily Geography Practice - Evan-Moor Corporation 2004-06 In Daily Geography Practice, Grade 6+, 36 map lessons introduce basic geography skills and over 130 geography terms. What a perfect hands-on approach to geography instruction The geography skills presented at Grade 6+ include: - globes compass roses - map legends - map grids and coordinates - map scales - physical country and continent maps projections - regional maps - road and tourist
maps - historical and cultural landmark maps population and product maps - climate and time zone maps - land use, product, and resource maps - political country and world maps The Answer - Claudia 2018-03-22 The Answer, a compelling tale, unfolds as eight friends discover they all have recently encountered an unusual elderly gentleman. Mysteriously and inexplicably, this kindly stranger appears to them in different settings around the world. On each occasion, he delivers the same message, urging each of them to come to the aid of a place he simply calls the Island. While sharing their odd encounters, the friends become confident in the reality of their experiences and in the important truth of their visitors messages. As
they deliberate making commitments to a yet-tobe-revealed vital mission, the amiable gentleman joins their conversations, facilitating greater camaraderie while also expanding the friends consciousness of dimensions beyond their own. His mere presence is evidence that more exists than previously known. Like other books presented by Claudia, The Answer features characters whose gentleness, goodness, and mutual respect embody an enviable way of being.
The Instructional Design Knowledge Base - Rita C. Richey 2010-10-18 The Instructional Design Knowledge Base: Theory, Research and Practice provides ID professionals and students at all levels with a comprehensive exploration of the theories and research that serve as a
foundation for current and emerging ID practice. This book offers both current and classic interpretations of theory from a range of disciplines and approaches. It encompasses general systems, communication, learning, early instructional, media, conditions-based, constructivist design and performanceimprovement theories. Features include: rich representations of the ID literature concise theory summaries specific examples of how theory is applied to practice recommendations for future research a glossary of related terms a comprehensive list of references. A perfect resource for instructional design and technology doctoral, masters and educational specialist certificate programs, The
Instructional Design Knowledge Base provides students and scholars with a comprehensive background for ID practice and a foundation for future ID thinking.
Kindergarten Spatial Reasoning - Kumon 2016-10-31 Our Thinking Skills Workbooks strengthen critical thinking skills that are crucial for your childs success in school and in life. With our effective step-bystep method and colorful, engaging activities, your child will enjoy each page as he or she builds essential skills.
Geometry, Grades 6 - 8 2014-12-01
Skill Builders are great tools for keeping children current during the school year or preparing them for the next grade level. A variety of fun and challenging activities provides students with
practice and helps introduce basic skills to new learners. This full-color workbook contains appropriate passages and exercises based on national standards for sixth through eighth grade to help ensure that children master geometry math skills before progressing. Skill Builders combines entertaining and interactive activities with eye-catching graphics to make learning and reviewing fun and effective. The compact 6" x 9" size makes this book perfect for school, at home, or on the go. It features 80 perforated, reproducible pages and an answer key. Everything You Need to Ace Pre-Algebra and Algebra I in One Big Fat Notebook - Workman Publishing 2021-10-05 The Big Fat Notebook
series for high school takes on Pre-Algebra & Algebra I, often a student's first high school-level math course, and a big challenge. Fluid Mechanics And Fluid Power Engg.-(Two Colour) - D. S. Kumar 2009 Basic concepts of fluids and fluid flow are essential in all engineering disciplines to get better understanding of the courses in the professional programmes, and obviously its importance as a core subject need not be overemphasised. Learning How to Learn Barbara Oakley, PhD 2018-08-07 A surprisingly simple way for students to master any subject-based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for
Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: Why sometimes letting your mind wander is an important part of the learning process How to avoid "rut think" in order to think outside the box Why having a
poor memory can be a good thing The value of metaphors in developing understanding A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.
Math from Three to Seven
- Aleksandr K. Zvonkin
2011 This book is a captivating account of a professional mathematician's experiences conducting a math circle for preschoolers in his apartment in Moscow in the 1980s. As anyone who has taught or raised young children knows, mathematical education for little kids is a real mystery. What are they capable of? What should they learn first? How hard should they work? Should they even "work" at all? Should we push them, or just let
them be? There are no correct answers to these questions, and the author deals with them in classic math-circle style: he doesn't ask and then answer a question, but shows us a problem--be it mathematical or pedagogical--and describes to us what happened. His book is a narrative about what he did, what he tried, what worked, what failed, but most important, what the kids experienced. This book does not purport to show you how to create precocious high achievers. It is just one person's story about things he tried with a half-dozen young children. Mathematicians, psychologists, educators, parents, and everybody interested in the intellectual development in young children will find this
book to be an invaluable, inspiring resource. In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession. Titles in this series are co-published with the Mathematical Sciences Research Institute (MSRI). Preschool Math at Home: Simple Activities to Build the Best Possible Foundation for Your Child - Kate Snow 2016-04-15 Giving your preschooler a great start in math doesn't have to be complicated. Learn how to use fun but purposeful games and
activities to give your young child the best possible foundation. Preschool Math at Home will guide you step-bystep as you introduce your preschooler to the world of numbers. Your child will develop a thorough understanding of the numbers up to ten, including: counting comparing and ordering numbers recognizing written numerals beginning addition and subtraction All of the activities are quick and playful, with lots of movement, manipulatives, and games. Each takes less than five minutes, with no special materials needed other than a few household items. Play each game several times for a full year of preschool math curriculum. STEM Missions - Kumon Publishing North America 2020-04-15 Kumon STEM Missions
Workbooks offer students
a fun way to practice interdisciplinary topics by combining science, technology, engineering, and math questions in order to strengthen problem-solving skills. In this workbook, your child will complete several STEM "missions" designed to increase his or her critical thinking and problem-solving abilities. Each mission asks your child to read science passages, answer questions about the passages, solve math problems, and use the knowledge gained to create or design a solution (engineering) to a real word problem. Featuring Life Science, Earth Science, and Physical Science topics, these workbooks are sure to get your child interested in the connection between what he or she learns and how it can be applied to the real world. Are You Ready for
Kindergarten Pre School
Skills - Kumon 2018-07 "Introduce your child to basic math, verbal, and fine motor skills in preparation for kindergarten"--Cover Fundamentals of Franchising - Joseph J. Fittante (Jr.) 2016-12-01 Written specifically to help lawyers and nonlawyers brush up on franchise law, this respected publication now in its fourth edition - is charged with useful definitions, practical tips, and expert advice from experienced franchise law practitioners. This practical guide examines franchise law from a wide-range of experiences and viewpoints. Each chapter is written by two experienced practitioners to provide a well-rounded guide to the fundamentals of franchise law and key
issues in the practice, including trademark law; structuring the franchise relationship; disclosure issues; registration; franchise relationship laws; antitrust law; counseling franchisees; and more. Prealgebra - Lynn Marecek 2015-09-25 "Prealgebra is designed to meet scope and sequence requirements for a one-semester prealgebra course. The text introduces the fundamental concepts of algebra while addressing the needs of students with diverse backgrounds and learning styles. Each topic builds upon previously developed material to demonstrate the cohesiveness and structure of mathematics. Prealgebra follows a nontraditional approach in its presentation of content. The beginning, in particular, is presented
as a sequence of small steps so that students gain confidence in their ability to succeed in the course. The order of topics was carefully planned to emphasize the logical progression throughout the course and to facilitate a thorough understanding of each concept. As new ideas are presented, they are explicitly related to previous topics."--BC Campus website.
DK Workbooks: Math, Kindergarten - DK 2014-01-06 Perfect for kindergarteners, this workbook provides further practice in preparing children ages 5–6 for math in the school curriculum. Topics include counting to 20, first steps in addition and subtraction, naming 2D shapes, working with money, and telling time. Developed in
consultation with leading educational experts to support curriculum learning, DK Workbooks: Math is an innovative series of home-learning math workbooks that is closely linked to school curriculum and helps make learning easy and fun. Each title is packed with exercises and activities to strengthen what children learn in school. With clear questions and supportive illustrations to help children understand each topic, the books provide practice to reinforce learning and understanding of key concepts, such as fractions, times tables, and shapes. A parents' section contains answers, tips, and guidance to provide support, and a certificate of achievement will reinforce confidence in
kids by rewarding their accomplishments. Kids Shouldn't Know Stanley G. Middleton 2018-12-12 Coming of age has been a playful and intriguing experience for Jeremy Wilcamp and Stevie Stockton. Even within the confines of a rigid educational system, Jeremy and Stevie are having fun. But their happy advance into adolescence is about to be halted when they are confronted by bullies. One day is going to change everything when six kids scheme to bully, molest and humiliate these two best friends.Jeremy and Stevie are fourteenyear-old, eighth grade students at a Catholic grammar school in 1958. They have very different family dynamics. Steve's parents cherish him, while Jeremy's mother resents him because he wasn't the daughter she
always wanted. When Brad
Maddox, the class bully, picks on Jeremy and taunts him in the boy's bathroom at school, Steve jumps to Jeremy's defense and gives Brad the beating of his life in front of half the boys in the class. Now, Steve and Jeremy are facing an avalanche of problems. Sister Sullpicia, the school principal, is all over them about the fight and threatening to intervene in Jeremy's family where she senses conflict between Jeremy and his parents. Brad and five of his high school buddies are going to gang up on Steve and Jeremy at an upcoming initiation event.This is a heartwarming and heartrending tale in which the quiet complacence of every character with their lives and their beliefs is going to be shattered by an unstoppable progression of events.
Unholy Trinity - Alan John 2016-02-15 New in this edition: REPENTANCE ON DEATH ROW. AN EXCLUSIVE INTERIVEW WITH SISTER GERARD, THE NUN WHO COUNSELLED THE TWO WOMEN ACCOMPLICES Singapore's most bizarre murder case drew to a close on 25 November 1988 when Adrian Lim, his wife Catherine Tan Mui Choo and mistress Hoe Kah Hong were hanged at Changi Prison. After two children were found dead within a fortnight in 1981, the Toa Payoh 'ritual killings' proved shocking for the revelations about selfstyled spirit medium Adrian Lim's greed, depravity and cruelty. The confidence trickster persuaded numerous women that he possessed supernatural powers and they paid him with money, valuables and sex. He tortured his victims with primitive
electric shock treatments that left one man dead. He was a monster who beat, slapped and kicked his women to make them fear and obey him as he acted out his every lustful perversion. He turned his wife into a prostitute and stripper. He made his mistress lure the children to their deaths. Sentencing all three to hang, the trial judges said of Adrian Lim: "We are revulsed by his abominable and depraved conduct." College Physics - Paul Peter Urone 1997-12
Purple, Green and Yellow - Robert Munsch 1992-05 Brigid goes overboard and paints on herself with her superindelible-never-comesoff-till-you're-dead markers. Nothing will remove the color, so she uses a purple marker and cover all the other colors.
Word Problems Grade 2 Teacher Created Resources, Inc 2002-02 Teach basic math skills like negative numbers, percentages, and decimals using word problems! Your students' reading skills will be strengthened as they learn basic math operations and critical thinking skills.The word problems included in this book are interesting enough to hold student attention, yet challenging enough to strengthen math skills. This book is designed to be completed by the student with little or no help from a parent or teacher which makes it a great resource for use at home or school. Focus on Reducing and Calculating - 2012-06 "Master this fundamental skill for future math success!" Focus on Multiplication
and Division with
Decimals - Kumon 2012-06 Kumon's research has discovered that children learn more easily when they tackle one skill at a time. That's why Kumon Focus on Workbooks shine a spotlight on one challenging maths topic per book and help children improve these essential skills and gain confidence in their abilities. Each workbook utilises the Kumon Method - a step-by-step, incremental approach that helps children learn at their own pace and without anxiety. By rigorously practising each skill, the child will be proficient in the mathematics that is crucial for future learning. College Algebra - Jay Abramson 2018-01-07 College Algebra provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a
typical introductory algebra course. The modular approach and richness of content ensure that the book meets the needs of a variety of courses. College Algebra offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they've learned. Coverage and Scope In determining the concepts, skills, and topics to cover, we engaged dozens of highly experienced instructors with a range of student audiences. The resulting scope and sequence proceeds logically while allowing for a significant amount of flexibility in instruction. Chapters 1 and 2 provide both a review and foundation for study of Functions that begins in Chapter
3. The authors recognize that while some institutions may find this material a prerequisite, other institutions have told us that they have a cohort that need the prerequisite skills built into the course. Chapter 1: Prerequisites Chapter 2: Equations and Inequalities Chapters 3-6: The Algebraic Functions Chapter 3: Functions Chapter 4: Linear Functions Chapter 5: Polynomial and Rational Functions Chapter 6: Exponential and Logarithm Functions Chapters 7-9: Further Study in College Algebra Chapter 7: Systems of Equations and Inequalities Chapter 8: Analytic Geometry Chapter 9: Sequences, Probability and Counting Theory Let's Cut Paper - Kumon 2005-10 With First Steps Workbooks, toddlers
practice motor control skills and develop spatial reasoning and problem-solving abilities. Children can take the first step in their education by stickering, pasting, cutting, coloring, and folding with our colorful and fun exercises. Focus on Speed, Proportion and Ratio Kumon Publishing 2012-06 "Master this fundamental skill for future math success!"--Cover. Addition - 2008-01-01 "This workbook will introduce your child to the addition of two multiple-digit numbers."--cover. Grade 1 Addition 2008-06 Our Calculation Workbooks follow the Kumon Method, a proven learning system that helps children succeed and excel in math. Kumon Workbooks gradually introduce new topics in
a logical progression and always include plenty of practice. As a result, children master one skill at a time and move forward without anxiety or frustration. Cumulated Index Medicus - 1999
My Book of Simple Sentences - Kumon Publishing 2005-08 "If your child is able to recognize and write more complicated words and phrases, then this book will build on that foundation."--Cover. Speed and Accuracy Addition - Kumon (EDT). 2012-06 In our fast-paced world where precision and speed are keys to success, Kumon Speed & Accuracy Math Workbooks give your child the competitive edge he or she needs for school and beyond. By timing and tracking their progress, children can watch their accuracy and speed improve, so they are
motivated to keep learning. Pre-Algebra - Kumon 2016-11 Kumon Middle School Math workbooks provide an introduction to math subjects with explanations of topics, definitions of terms, and practice problems designed to improve your childs math skills. Using Kumons step-bystep method your child will advance through algebra and geometry concepts without feeling frustrated or overwhelmed when faced with new problems. These workbooks will help your child develop confidence in his or her math abilities. More Let's Fold! - Kumon Publishing 2006-11 This sequel to Let's Fold! progresses from simple projects to beginning origami. Along the way, children will create fun and amusing
paper toys and art projects.
Addition and Subtraction Math Practice Activity Workbook Grades K, 1, 2 - J. Shirley 2019-01-27 What are you getting if you order this book?Here's what you get: the latest Addition & Subtraction Math Practice the Activity Workbook for kids in Kindergarten, First Grade, Second Grade. This book uses Fact Families to help kids learn the mathematical relationships of adding and subtracting numbers!This book contains 400 total fact family math addition and subtraction problems. These are split into 4 levels. Each level gets progressively more difficult.Here's what others say about learning with fact families:"Fact families are one of the many strategies that can be investigated by children to help them make
advances in number and operations (Clarke & Cheeseman, 2000; Cobb, 1987; NCTM, 2000). The idea is that the fact families allow children to think about partwhole relationships while also helping them realize that subtraction and addition are opposites of one another (Cobb, 1987; Sun & Zhang, 2001; Zhou & Peverly, 2005)." https://www.researchgate .net/publication/2422660 96_Helping_a_Young_Child _Connect_Fact_Family_Add ition_and_Subtraction_us ing_ToolsAnother great thing about fact families in math: the answer is always there. One of the three values is the answer. That's the thing that makes it possible for kids in kindergarten, 1st grade or 2nd grade to identify the relationships so easily.What this book is NOT. This book is not
designed with a particular influence like Singapore Math, Kumon, Everyday Math, or that kind of thing. It's strictly practice problems conveniently organized into workbook format...So YOU don't have to worry that this workbook is going to recommend a different learning style than what your child is being taught. Practice, practice, practice...and your child will be on their way. | <urn:uuid:5874ba6a-9674-4003-a5b3-4a7d5862bc8c> | CC-MAIN-2023-23 | http://assets.ceu.social/book?tbua=1&eav=Kumon%20Solution%20Book%20Level%20K.pdf | 2023-05-28T09:42:28+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00333.warc.gz | 6,440,678 | 5,198 | eng_Latn | eng_Latn | 0.995855 | eng_Latn | 0.997227 | [
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Dance
1. What does travel mean?
2. Can you name three methods of travel?
3. What is a flash mob dance?
4. What does unison mean?
Music
1. What is the bass in a piece of music?
2. Which instruments would you find in the string section?
3. What are vocals?
4. Can you name 3 different types of guitar?
5. What is an accompaniment?
6. What is improvisation?
D&T
1. What is a shadow?
2. How is a shadow formed?
3. When the light is on the right what side will your shadow be on?
4. What is a sundial?
5. How does a sundial work?
Athletics
1. What do we need to remember to run fast?
2. What do we need to remember to throw overarm?
3. What do we need to remember when doing a two footed jump?
New Road Primary School
Summer Term 1 2022
(April – May)
Year 1 Information for parents
Dear Parent/Carer,
This letter is to inform you of what your child will be learning this half term, through a range of questions that they should be able to answer by the end of the Summer 1 half term.
Mathematics
1. Can you count in 2s?
2. Can you count in 5s?
3. Can you count on 10s?
4. Can you make equal groups of objects?
5. How do you double a number?
6. How do you half a number?
7. How do you tell the time to o'clock?
8. How do you tell the time to half past?
English
1. What is a noun / adjective / verb?
2. How can you use the conjunctions 'and', 'with', 'because'
3. What punctuation does a sentence need?
4. What is the spelling rule for adding the plural 'es'?
5. What is an imperative verb?
6. What is a heading?
7. Why do we need instructions?
Science
1. What are the 4 points of a compass?
2. What mnemonics do you know for the 4 compass points?
3. What is a magnet?
4. Can you name two magnetic materials?
5. Can you name three non-magnetic materials?
R.E.
1. What is the religion that Jewish people follow?
2. What is a Jewish place of worship called?
3. What language is the Torah written in?
4. What is Shabbat?
PSHE
1. What is bullying?
2. What is cyber-bullying?
3. What different ways can you connect to the internet?
4. How can you use the internet safely?
History
1. What does prehistoric mean?
2. Can you name 3 characteristics of dinosaurs?
3. What is a fossil?
4. Who was Mary Anning?
5. How did the dinosaurs become extinct?
French
Can you say these colours in French (red, green, blue, yellow, orange, pink, black and brown)? | <urn:uuid:484c7a45-e43d-450b-ba2b-2bc3a37547d6> | CC-MAIN-2023-23 | https://www.newroadprimary.com/attachments/download.asp?file=147&type=pdf | 2023-05-28T09:13:22+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00333.warc.gz | 997,445,963 | 639 | eng_Latn | eng_Latn | 0.989162 | eng_Latn | 0.99834 | [
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Get Outside
Research suggests that spending time outdoors enhances not only a connection to nature, but decreases stress, promotes psychological and physical health, and improves overall well-being.
Here are some additional benefits:
- Increased Vitamin D. Your body needs sunlight to function properly. Vitamin D is important for your bones, blood cells, and immune system. It also helps your body absorb minerals, like calcium and phosphorus. In the summer, 5 to 15 minutes, 2 to 3 times a week of sunlight is sufficient on average. In the winter, you will likely need a little more.
- Better immunity. In addition to Vitamin D, many plants put substances into the air that boost immune function. Sunlight also energizes T Cells, which are special cells in your immune system that help fight infection.
- Improved sleep. The outdoors can help set your sleep/wake cycle. Cells in your eyes need natural light to get your body's internal clock properly working.
- Lower blood pressure, decreased weight, and extended lifespan. Leading a sedentary lifestyle is often coupled with poor eating habits, high blood pressure, increased stress hormones, and weight gain. However, stepping outside can have the exact opposite effect. Instead of consuming calories, you'll expend them. Any outdoor activity is going to be more beneficial for you physically and mentally and lead to an increased lifespan.
- Reduced anxiety and depression. Studies have shown that the lack of outdoor activities in today's modern lifestyle is a major contributing factor to anxiety and depression. While anxiety and depression are oftentimes serious issues that require services from a trained professional, spending time in nature can help. A walk in the forest or day at the beach can boost your mood and self-esteem. For those of you that can't get out, even a simple plant in the room, or pictures of nature, can make you feel less anxious, angry, and stressed.
- Increased Energy and Motivation. It is much better to sit outside for 15 or 20 minutes than to reach for that sugary snack or caffeinated beverage. Fresh air is not only good for your mind, but also for your circulatory system. You don't even have to be doing anything. It's perfectly fine to just sit outside and breathe. Therefore, it is important to take periodic breaks from work throughout your day and get outside.
- Boosted Creativity, focus, and even eyesight. Studies show that time in nature can boost your creative problem-solving skill. This is partly because the outside world engages your attention in a quieter way that lets you refocus. Spending time outdoors also reduces the odds of developing vision problems later in life. This may be due to low light intensity and increased screen time when indoors.
Questions? Contact us at firstname.lastname@example.org or at 757-764-9316 | <urn:uuid:8b4de43d-5c8e-4558-9673-ee7d0dd48c0e> | CC-MAIN-2023-23 | https://www.acc.af.mil/Portals/92/Docs/5M2T/Get%20Outside%205M2T.pdf?ver=eMrHeAxks5Qhdki8kqxOaA%3D%3D | 2023-05-28T08:45:55+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00334.warc.gz | 699,998,162 | 599 | eng_Latn | eng_Latn | 0.999042 | eng_Latn | 0.999042 | [
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Vaping
What it is and how it affects your health
Vaping is when someone uses an electronic device to breath in things called e-juice or e-liquid. The juice or liquid is turned into a vapor aerosol product that looks like smoke or fog.
Vaping Devices
Vaping devices, also called vapes or e-cigarettes, look like cigarettes, pens, thumb drives, and other objects. The device heats the e-liquid that you breath in. They were first created to deliver nicotine instead of smoking cigarettes. Vaping has very high levels of unsafe materials:
* 1 JUUL pod or e-juice cartridge = amount of nicotine in 20 cigarettes.
* Heating e-juice gives off things like chemicals found in antifreeze, car exhaust, heavy metals and carcinogens that cause cancer. Different flavors have different amounts of toxic material.
Vaping devices can be changed to vape marijuana or alcohol. It is hard to know how much marijuana or alcohol you get. This can be very dangerous.
* Vaping alcohol can be the same as 10 shots of alcohol in just a few seconds. This can cause alcohol toxicity and even death.
* Vaporized marijuana can have THC (the active ingredient in Marijuana) levels as high as 90%. A rolled joint (marijuana cigarette) contains 10-20%.
Health Risks
Nicotine is very addictive and is found in vaping devices and other tobacco products. It hurts brain development and can cause many other health issues. Other chemicals in vapes can increase the chance of long-term health problems, like:
* Your body can't fight off a sickness as well (your immune system is weak)
* Lung problems (like shortness of breath)
* Serious and deadly lung illness (like cancer)
* Overdose and poisoning from unknown levels in the device or swallowing e-juice
* Damage to gums and mouth
* Addiction to nicotine and other substances
* High blood pressure and a greater risk for a stroke
* Irregular heart rate (chest fluttering or racing heart)
* Headaches and dizziness
* Memory loss
* Slow reaction time
Vaping devices with defective batteries have been known to cause fires and explosions. This can cause severe burns or other severe injuries.
Myths vs. Facts
Vaping Tobacco
Myth: It is harmless water vapor.
Myth: E-cigarettes are a safe way to quit traditional cigarettes.
− Fact: E-cigarettes make a harmful secondhand vapor aerosol. This aerosol has cancer causing chemicals, heavy metals, nicotine, combustible compounds, and more.
− Fact: E-cigarettes are not safe and there is no proof they will help you quit smoking.
Myth: Vaping spares the people around me from the dangers of secondhand smoke.
− Fact: The potentially harmful materials of e-cigarette emissions may also affect people who breathe in a user's exhaled vapor.
Vaping Alcohol
Myth: Vaping alcohol instead of drinking will help me pass a breathalyzer test.
Myth: Vaping alcohol has less calories than drinking alcohol so it will help me lose weight.
− Fact: Breathalyzer tests reflect blood alcohol levels. Vaping raises blood alcohol levels faster than normal drinking.
− Fact: Vaping alcohol has the same calories as drinking alcohol.
Vaping Marijuana
Myth: Vaping marijuana is safer for my lungs than smoking tobacco products.
− Fact: Marijuana causes the same sort of long-term lung damage that tobacco products do.
Laws and School Rules
* The FDA (Food and Drug Administration) does not control the amount of nicotine or chemicals in e-juice. You have no way of knowing what is in them, and how much.
* It is against the law for anyone under the age of 21 to have, own, or sell vaping products.
* High schools are tobacco free, and that also means no vaping.
* Talk to your coach about specific team rules on using vaping devices.
Resources
Talk to your team doctor, pediatrician, athletic trainer, or school nurse if you have any questions or concerns. For more information on vaping and how to quit:
* Henry Ford TTS (Tobacco Treatment Service)
- Telephone program (ages 18 and up): confidential help and support from a tobacco treatment coach to help you create a plan to quit, no matter what kind of tobacco or nicotine you use.
- TTS for teens (ages 14-17): confidential way for young people who use tobacco or vape to talk with a tobacco treatment coach about what programs and tools might work best.
- Call (888) 427-7587 or email email@example.com to get started.
* Truth Initiative
- Committed to making tobacco use a thing of the past with resources on prevention, treatment, community engagement and more. Visit https://truthinitiative.org/ | <urn:uuid:5eb005bf-99ba-46f6-85cd-00131779061d> | CC-MAIN-2023-23 | https://www.mhsaa.com/sites/default/files/2022-06/vaping.pdf | 2023-05-28T10:47:53+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00335.warc.gz | 994,573,664 | 1,005 | eng_Latn | eng_Latn | 0.997304 | eng_Latn | 0.997469 | [
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Hassocks Infant School
Personal, Social, Health Education (PSHE) and Relationships Health Education Policy
✮ Explore ✮ Respect ✮ Flourish
Hassocks Infant School
Personal, Social, Health Education (PSHE) and Relationships Health Education Policy
Context
All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:
- Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
- Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
From September 2020 The Department for Education (DfE) is making Relationship and Health Education compulsory for all primary schools in England and Relationships, Sex and Health Education compulsory in all secondary schools in England. They believe this is necessary because:
"Today's children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way…The key decisions on these subjects have been informed by a thorough engagement process, including a public call for evidence that received over 23,000 responses from parents, young people, schools and experts and a public consultation where over 40,000 people contacted the Department for Education."
DfE, 2019
Our PSHE policy is informed by the following guidance:
- Keeping Children Safe in Education (statutory guidance)
- Equality Act 2010 and schools
- SEND code of practice: 0 to 25 years (statutory guidance)
- Mental Health and Behaviour in Schools (advice for schools)
- Preventing and Tackling Bullying (advice for schools, including advice on cyberbullying)
- Sexual violence and sexual harassment between children in schools (advice for schools)
- The Equality and Human Rights Commission Advice and Guidance (provides advice on avoiding discrimination in a variety of educational contexts)
- Promoting Fundamental British Values as part of SMSC in schools (guidance for maintained schools on promoting basic important British values as part of pupils' spiritual, moral, social and cultural (SMSC)
- SMSC requirements for independent schools (guidance for independent schools on how they should support pupils' spiritual, moral, social and cultural development).
PSHE and Relationship Education at Hassocks Infant School (Jigsaw Time)
What is Jigsaw Time?
At Hassocks Infant School, Personal, Social, Health (PSHE) and Relationship Education is a whole-school approach. We value PSHE and Relationship Education as one way to support children's development as individuals. We believe that good teaching of this area of the curriculum will support our children to understand and respect who they are, empower them with a voice and to equip them for life and learning.
The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children's learning in this vital curriculum area (appendix 1). It brings together Personal, Social, Health Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. This time provides our pupils with the knowledge, skills and attributes they need to keep themselves healthy and safe.
At Hassocks Infant School we recognise we need to respond to various personal, emotional and health needs of our children as they occur. Therefore, in addition to the above "puzzle" areas, teachers will use their ongoing assessments to provide additional sessions supported by the West Sussex "Education4Safety" curriculum to respond to social and emotional needs arising for individuals and groups of children.
The Jigsaw Programme supports the "Personal Development" and "Behaviour and Attitude" aspects of school life as well as significantly contributing to the school's Safeguarding and Equality Duties, the Government's British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
Why does Relationship and Health Education have to be taught as part of the Jigsaw Programme?
As previously stated, from September 2020 The Department for Education (DfE) is making Relationship and Health Education compulsory for all primary schools in England and Relationships, Sex and Health Education compulsory in all secondary schools in England. The changes aim to ensure our children are equipped with the skills and understanding to make informed decisions about their wellbeing, health and relationships to support them to create a happy and successful adult life.
Relationships and Health Education is taught within our whole-school PSHE Programme (Jigsaw Time) (appendix 2).
What is taught during Jigsaw Time and who teaches it?
Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year. At Hassocks Infant School we have six Jigsaw Time sessions each half term, taught by the class teacher or regular PPA cover teachers.
How does Jigsaw Time promote positive mental health?
At part of our Jigsaw Time approach, the children will actively engage in Mindfulness activities. At Hassocks Infant School we believe by providing our children with Mindfulness opportunities we are supporting our children's concentration, lessening their stress and anxiety and allowing children to regulate their emotions.
During this time, mindfulness will be developed in 3 main ways:
1 'Calm Me' activities e.g. breathing, awareness exercises and visualisations
2 'Pause Points' activities e.g. practise observing thoughts and feelings
3 The taught curriculum by helping children explore their thoughts and feelings
How is Jigsaw Time promoted across the school timetable and community?
Jigsaw Time lessons and learning is reinforced and enhanced in many ways, such as:
- Assemblies
- Collective worship opportunities
- Our Golden Rules
- Celebration Assemblies
- Special themed days and weeks
- Through child to child, adult to child and adult to adult relationships across the school
- The work of the School Council
- Working with our local community
- Inviting visitors to school from a range of cultures, societies and backgrounds
- Close partnerships with families
We aim to 'live' what is learnt and apply it to everyday situations in the school community.
Why is a Safe and Positive Learning Environment important for Jigsaw Time?
Establishing a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike, is vital. To enable this, it is important that 'ground rules' are agreed and owned at the beginning of the year and are reinforced in every unit. This is reinforced daily through Hassocks Infant Schools Gold Rules. All children will be made aware of trusted adults in the school environment and learn to identify areas of the school where they feel safe.
The statutory requirements of Relationships, Sex and Health Education (RSHE)
What does the DfE statutory guidance on Relationships Education expect children to know by the time they leave primary school?
Relationships Education in primary schools will cover 'Families and people who care for me', 'Caring friendships', 'Respectful relationships', 'Online relationships', and 'Being safe'.
The expected outcomes for each of these elements can be found further on in this policy.
It is important to explain that whilst the Relationships Puzzle (unit) in Jigsaw covers most of the statutory Relationships Education, some of the outcomes are also taught elsewhere in Jigsaw e.g. the Celebrating Difference Puzzle helps children appreciate that there are many types of family composition and that each is important to the children involved. This holistic approach ensures the learning is reinforced through the year and across the curriculum.
What does the DfE statutory guidance on Health Education expect children to know by the time they leave primary school?
Health Education in primary schools will cover 'Mental wellbeing', 'Internet safety and harms', Physical health and fitness', Healthy eating', 'Drugs, alcohol and tobacco', 'Health and prevention', 'Basic First Aid', 'Changing adolescent body'.
The expected outcomes for each of these elements can be found further on in this policy.
It is important to explain that whilst the Healthy Me Puzzle (unit) in Jigsaw covers most of the statutory Health Education, some of the outcomes are taught elsewhere in Jigsaw E.g. Emotional and mental health is nurtured every lesson through the Calm me time, social skills are grown every lesson through the Connect us activity and respect is enhanced through the use of the Jigsaw Charter.
What does the DfE statutory guidance on Sex Education expect children to know by the time they leave primary school?
The DfE Guidance 2019 recommends that all primary schools have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. It states that Sex Education 'should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science - how a baby is conceived and born'.
The Sex Education aspect of the Jigsaw Programme does not apply until Key Stage Two (KS2). Our curriculum at Hassocks Infant School lays the foundations for these areas of learning. Hassocks Infant School fosters a strong relationship with Windmills Junior School to ensure a consistent and progressive approach in order to prepare children for Key Stage 2.
Working with Others to develop our PSHE and Relationship Programme
How will we engage with parents and carers?
At Hassocks Infant School we encourage parental/carer involvement in all aspects of their children's learning. Our PSHE teaching has been developed in consultation with our parents through parent workshops and questionnaires. Parents and carers will continue to be given the opportunity to find out about and discuss the Jigsaw PSHE & Relationship programme through information evenings and opportunities to view the materials that are used within each year group.
What are Parents' and carers' right to request their child be excused Relationship and Health Education?
During the Relationship and Health Education sections of the Jigsaw Programme children will be taught about the correct terminology of their body parts (including some private body parts) (see appendix 3). As this falls within Health and Relationship Education guidance, this will be compulsory from September 2020 and children cannot be opted out of these sessions.
The school will inform parents of the body parts their children will be learning through regular parent workshops.
How do we promote other external contributors?
At Hassocks Infant School we work closely with a range of professionals and agencies to further safeguard our children such as Family Support Workers, School Nurses, Social Workers, The Police, and fire service. We understand these individuals/agencies can positively impact and compliment PSHE and Relationship learning and actively seek their support and involvement.
Safeguarding
Teachers need to be aware that sometimes disclosures may be made during these sessions; in which case, safeguarding procedures must be followed immediately. Sometimes it is clear that certain children may need time to talk one-to-one after the circle closes. It is important to allow the time and appropriate staffing for this to happen. If disclosures occur, the school's safeguarding and child protection policy should be followed and the Designated Safeguarding Lead (DSL) informed.
Equality
The Equality Act 2010 covers the way the curriculum is delivered. Schools have a legal duty to promote equality (Equality Act, 2010), to combat bullying (Education Act, 2006) and ensure that teaching is accessible to all children and young people, including those who are lesbian,
gay, bisexual and transgender (LGBT). Inclusive PSHE and Relationship Education will foster good relations between pupils, tackle all types of prejudice – including homophobia – and promote understanding and respect.
Inclusivity is a core part of Jigsaw philosophy. Teachers will have use their ongoing assessments to ensure that the needs of all children are met.
Monitoring and Review
The Designated Safeguarding Lead (DSL) and PSHE & relationships subject leader will monitor delivery of the programme through observations, book monitoring and discussion with teaching staff and pupils to ensure consistent and coherent curriculum provision.
The DSL, PSHE lead and teachers will continuously monitor the personal, social, emotion and health needs of cohorts and respond appropriately through additional PSHE and Relationship sessions.
Links to other policies and curriculum areas
We recognise the clear link between Jigsaw PSHE & Relationships and many policies, statutory guidance documents and curriculum areas such as:
- Science curriculum and policy
- Equal Opportunities Policy
- Computing and e-safety curriculum and policy
- Safeguarding and Child Protection Policy
- Keeping Children Safe in Education (statutory guidance)
- PREVENT policy
- Working Together to Safeguard Children (statutory guidance)
Policy Review
This policy is reviewed every 4 years.
Appendix 1 – Jigsaw Content Overview (Reception to Year 2)
Appendix 2 – Jigsaw and Relationship and Health Education (Reception to Year 2)
Reception
Year 1
Year 2
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Specifying Equity in Practice: Setting Up Complex Tasks
Kara Jackson McGill University
This material is based upon work supported by the Na6onal Science Founda6on under Grant Nos. ESI-‐0554535, DRL-‐0830029, DRL-‐1119122, and the Na6onal Academy of Educa6on/Spencer Postdoctoral Fellowship Program. The opinions expressed do not necessarily reflect the views of either Founda6on.
Unsolved Problems of Practice
} What forms of practice support all students to substantially participate in classroom activity aimed at rigorous goals for students' mathematics learning?
} How can/do teachers learn to develop those forms of practice ("ambitious teaching")?
} In what ways might the contexts in which teachers teach be re-organized to support the development of ambitious teaching?
Specifying Equity in Practice
} What teachers and students do in the classroom
} Chunks of teaching that are learnable with high-quality support
} Able to be rehearsed in increasingly complex settings
Specifying Equity in Practice
} If instruction was equitable, all students (including specific groups of students) would be able to substantially participate in and learn through rigorous mathematical activity
} Equity is not a trait of a specific practice…it is produced in the practice of teaching and learning
} That said, are there forms of practice that have the potential to support all students' participation in rigorous mathematical activity and are learnable?
} The extent to which instruction is equitable is shaped by circulating discourses about who is capable of engaging in such activity and why and what it means to do and be successful in mathematics
Setting Up Complex Tasks
} Illustrating what it might mean to specify equity in practice
Research Context
} 8-year study designed to investigate what it takes to support instructional improvement in middle-grades mathematics at the scale of a large, urban US district
Research Context
} Participants:
} Large, urban US districts attempting to achieve a vision of instruction compatible with NCTM (2000) Standards
} Phase 1 (2007-2011):
¨ 4 districts
¨ 120 teachers total in 6-10 schools in each district
¨ Coaches, principals, district leaders
} Phase II (2011-2016):
¨ 2 districts
¨ 120 teachers total in 6 schools in each district
¨ Coaches, principals, district leaders
For more information on MIST, see http://www.peabody.vanderbilt.edu/mist.xml
Logic of a CMP2 Math Lesson
Why the Set-Up Matters
} Impacts the work of students
} Solving the task
} Participating in the concluding whole-class discussion
} Impacts the work of teachers
} Planning for the concluding whole-class discussion
Dollars for Dancing
Three students at a school are raising dollars for the school's Valentines Dance. All three decide to raise their money by having a dance marathon in the cafeteria the week before the real dance. They will collect pledges for the number of hours that they dance, and then they will give the money to the student council to get a good DJ for the Valentines Dance.
Rosalba's plan is to ask teachers to pledge $3 per hour that she dances.
Nathan's plan is to ask teachers to give $5 plus $1 for every hour he dances.
James's plan is to ask teachers to give $8 plus $0.50 for every hour he dances.
Part A. Create at least three different ways to show how to compare the amounts of money that the students can earn from their plans if they each get one teacher to pledge.
Part B. Explain how the hourly pledge amount is represented in each of your ways from Part A.
Part C. For each of your ways in Part A explain how the fixed amount in Nathan's plan and in James's plans is represented.
Part D. For each of the ways in Part A show how you could find the amount of money collected by each student if they could dance for 24 hours.
Part E. Who has the best plan? Justify your answer.
Dollars for Dancing
} What do students need to know to be able to engage in solving the task productively?
} Contextual features (aspects of the scenario that students would not understand unless they had prior experience with it)
} What a dance marathon is and what it involves
} Key mathematical ideas and/or relationships as represented in the task statement
} Accumulation of money over time
¨ Different ways of accumulating money over time (starting with a fixed amount and/or earning a fixed amount per every hour of dancing)
} Requires teacher judgment
[CLIP 1: CONTEXTUAL FEATURES]
[CLIP 2: MATHEMATICAL RELATIONSHIPS]
Four Aspects of High-Quality Set-Ups
} Explicit attention to contextual features of scenario
} Explicit attention to key mathematical ideas and/or relationships as represented in the task statement
} Student participation is aimed at developing common or compatible language ("taken-as-shared understandings," Cobb et al., 1992) to describe key features
} Cognitive demand is maintained
The Set-Up Matters
} Analyzed instructional video of 132 teachers from year 3 (2009-2010) of the MIST study and found…
} When teachers maintained the cognitive demand of the task and attended to the contextual features and mathematical relationships in taken-as-shared ways, opportunities to learn in the concluding whole-class discussion were significantly greater.
} However, the set-ups were rarely of high-quality.
(Jackson, Garrison, Wilson, Gibbons, & Shahan, accepted pending minor revisions)
Unsolved Problems of Practice
} What forms of practice support all students to substantially participate in classroom activity aimed at rigorous goals for students' mathematics learning?
} How can/do teachers learn to develop those forms of practice ("ambitious teaching")?
} In what ways might the contexts in which teachers teach be re-organized to support the development of ambitious teaching?
Current & Future Work
} Collaborating with districts to organize professional development that is:
} organized around high-leverage instructional practices (e.g., launching complex tasks)
} coordinated across role groups (teachers, coaches, principals)
} coordinated across settings (e.g., district- and school-based professional development)
Research Team & Collaborators
} PIs:
} Paul Cobb, Thomas Smith, Erin Henrick, Ilana Horn (Vanderbilt University)
} Ken Frank (Michigan State University)
} Kara Jackson (McGill University)
} Collaborators:
} Melissa Boston (Duquesne University)
} Chuck Munter (University of Pittsburgh)
} Robert Jiménez, Rich Milner, Emily Shahan (Vanderbilt University)
} Min Sun (Virginia Tech University)
} Post-Doctoral Fellows, Graduate Students (Past & Present):
} Dan Berebitsky, Glenn Colby, Anne Garrison, Lynsey Gibbons, Britnie Kane, Karin Katterfeld, Adrian Larbi-Cherif, Christy Larson, Charlotte Muñoz, Brooks Rosenquist, Rebecca Schmidt, Jonee Wilson (Vanderbilt University)
} Mahtab Nazemi, Megan Webster (McGill University)
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Page 1 of 40
Table of Contents
General Mathematics, 150 hours
– Level 2 ................................................................................................................................ 4
General Mathematics, 150 hours – Level 2
Focus area – Discipline-based study
Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.
General Mathematics Level 2 is a Discipline-based study course.
Discipline-based study includes content, core concepts and big ideas; enabling deep knowledge and understanding of the content and the application of what is learned. Students consider accepted key disciplinary knowledge, apply distinctive ways of thinking and become increasingly independent learners. They use methodologies specific to the discipline to explore and strengthen their understanding of key concepts and develop deep knowledge, skills and understanding.
Discipline-based study courses have three key features that guide teaching and learning:
* specialist knowledge
* theories and concepts
* methodology and terminology.
In this course learners will engage with specialist knowledge, core concepts and big ideas in the strands of algebra, networks, finance, statistics and measurement. Students will apply their knowledge and understanding through selection and application of methodologies, including problem solving, mathematical modelling and statistical investigations with and without the aid of technology. Throughout the course, learners will demonstrate conceptual understanding through their fluency of calculation, mathematical reasoning and communication of mathematical ideas and information using appropriate conventions, terminology and representations.
Rationale
The General Mathematics Level 2 course is designed to develop learners' understanding of concepts and techniques drawn from:
* number, including finance
* measurement, including right-angled trigonometry
* linear algebra and matrices
* statistics, including univariate data analysis.
This breadth of mathematical experience will enable learners to apply mathematical concepts and perform techniques to solve applied problems, synthesise mathematical information and design and conduct mathematical investigations to calculate and communicate possible solutions.
Mathematics and numeracy provide a way of interpreting everyday practical situations and provide the basis for many informed personal decisions. This course will enable learners to develop their mathematical competence such that they may contribute productively in an ever-changing global economy, with both rapid revolutions in technology and global and local social challenges. This is a key met, as an economy competing globally requires substantial numbers of professionals with a strong grounding in mathematics and other disciplines of STEM. This course is designed General Mathematics Level 3, thus enabling them to continue into tertiary education programs for non-STEM specific professions including teaching, social sciences, health sciences, accounting, business and marketing.
The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9 to 12 and beyond in further study, training or employment.
Years 9 to 12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.
This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.
Learning outcomes
On successful completion of this course, learners will be able to:
1. communicate arguments and strategies, when solving mathematical and statistical problems, using appropriate mathematical or statistical language
2. plan, organise and manage learning in order to complete tasks and evaluate progress
3. apply modelling, problem solving and mathematical reasoning to interpret, represent and justify the reasonableness of solutions to problems and answers to statistical questions
4. choose and use technology appropriately and effectively
5. apply concepts and techniques to model and solve problems involving algebra and matrices
6. apply concepts and techniques to model and solve problems involving linear equations and finance
7. apply the statistical investigation process in situations involving univariate data analysis
8. apply concepts and techniques in right-angled trigonometry, shape and measurement.
Integration of general capabilities and cross-curriculum priorities
The general capabilities addressed specifically in this course are:
2022.04.27 Upload version. General Mathematics Level 2
* Critical and creative thinking
* Information and communication technology capability
* Literacy
* Numeracy
* Personal and social capability
The cross-curriculum priorities enabled through this course are:
* Aboriginal and Torres Strait Islander histories and cultures
* Asia and engagement with Asia
* Sustainability
Course description
General Mathematics Level 2 enables learners to broaden their mathematical experience beyond Year 10. It provides different scenarios for incorporating mathematical arguments and problem solving.
They will study:
* linear algebra and matrices
* finance
* univariate data analysis
* right-angled trigonometry, shape and measurement.
Learners will apply mathematical concepts and techniques to communicate arguments, solve problems and explain reasonableness of solutions.
In this course, learners will model and investigate situations with and without the use of technology. By working collaboratively, they will reflect upon and broaden their own thinking.
Pathways
* General Mathematics Level 2 provides a clear pathway from Australian Curriculum: Mathematics F-10.
* General Mathematics Level 2 provides a clear pathway to study General Mathematics Level 3 and additionally provides foundational knowledge to support students undertaking other nonSTEM TASC-accredited Level 2 and Level 3 courses, , requiring mathematical competence. It may also provide a pathway to vocational training courses requiring mathematical competence.
Course requirements
Access
This course requires learners to collaborate with others.
Resource requirements
Learners will require access to scientific calculators in this course. On occasions, computers and the internet will be
Course structure and delivery
Structure
This course consists of three 50-hour modules.
Module 1: Mathematical modelling, problem solving and reasoning
Module 2: Algebra, matrices and finance
Module 3: Univariate data analysis, right-angled trigonometry, shape and measurement
Delivery
Module 1 should be delivered concurrently with module 2 and module 3. Modules 2 and 3 can be taught in any order and are most effectively taught concurrently with module 1.
Course content
Module 1: Mathematical modelling, problem solving and reasoning
Within this module, students will apply mathematical processes and reasoning in contexts with openended aspects that require problem-solving and modelling. Students will apply, analyse and discuss these applications and their results. Additionally, students will apply computational thinking and use technology to develop mathematical ideas, calculate results and analyse their outputs.
Module 1 learning outcomes
The following learning outcomes are a focus of this module:
1. communicate their arguments and strategies, when solving mathematical and statistical problems, using appropriate mathematical or statistical language
2. plan, organise and manage learning in order to complete tasks and evaluate progress
3. apply modelling, problem solving and mathematical reasoning to interpret, represent and justify the reasonableness of solutions to problems and answers to statistical questions
4. choose and use technology appropriately and effectively.
Module 1 content
Key knowledge and skills
Apply mathematical processes in contexts that require problem-solving, modelling or both
* formulate the concepts, technique and models required to solve and interpret mathematical problems
* select and apply the mathematical concepts, models and techniques needed to represent, analyse and solve problems involving algebra and matrices
* select and apply standard financial models to investigate and analyse financial situations
* identify, select and apply facts, concepts, models and techniques needed to investigate and analyse statistical features of univariate data sets
* select and apply the mathematical concepts, models and techniques needed to represent, analyse and solve problems involving measurement and trigonometry
* interpret and report the results of statistical investigations and mathematical modelling or problem-solving tasks in terms of the context under consideration, including:
- assessing the reasonableness of results
- discussing any assumptions in application of these models and any limitations of the model
- drawing conclusions in light of the results obtained.
Use technology and other sources to develop ideas and find solutions
* access and manage information from digital and non-digital sources to develop mathematical ideas
* validate information taken from digital and non-digital sources through secondary sources or experimentation
* use technology to carry out numerical, graphical and symbolic computation as applicable
* use appropriate domain and range specifications to illustrate key features of graphs
* apply constraints and conditions, as applicable, to carry out required computations
* identify the relationship between numerical, graphical and symbolic forms of information about models and equations and the corresponding features of those models and equations
* distinguish between exact and approximate presentations of mathematical results produced by technology and interpret these results to a specified degree of accuracy in terms of a given number of decimal places or significant figures
* produce tables of values, families of graphs and collections of other results using technology, which support general analysis in problem-solving, investigative and modelling contexts
* specify the similarities and differences between formal mathematical expressions and their representation by technology
* relate the results from a particular technology application to the nature of a particular mathematical task, investigation, problem solving or modelling and verify these results
* specify the process used to develop a solution to a problem using technology and communicate the key stages of mathematical reasoning, formulation, solution and interpretation used in this process.
Module 1 work requirements
This module includes the following work requirements:
* one investigation: statistics
* one extended response: mathematical modelling, problem solving or both.
It is expected that the extended response will reflect content drawn from module 2 topic 1 or 2, or module 3 topic 2 and address criteria 5,6 or 8 or a combination of these.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 1 assessment
This module has a focus on criteria 1, 2, 3 and 4.
Module 2: Algebra, matrices and finance
This module contains three topics:
* algebra and matrices
* consumer arithmetic.
* linear equations and their graphs
Within this module, learners will apply algebra and arithmetic to represent and store information, perform calculations, solve problems and make informed decisions about personal finances and other contexts.
enables learners to evaluate and use linear and non-linear expressions and introduces matrices as a tool for storing information in databases and solve problems including those that involve networks.
-line graphs piecewise-linear and step graphs to model and analyse practical situations.
and managing money and provides fertile ground for the use of spreadsheets.
Module 2 learning outcomes
The following learning outcomes are a focus of this module:
1. communicate arguments and strategies, when solving mathematical and statistical problems, using appropriate mathematical or statistical language
2. plan, organise and manage learning in order to complete tasks and evaluate progress
5. apply concepts and techniques to model and solve problems involving algebra and matrices
6. apply concepts and techniques to model and solve problems involving linear equations and finance
Module 2 content
Topic 1 – algebra and matrices
Subtopics:
* linear and non-linear expressions
* matrices and matrix arithmetic.
Key knowledge and skills
Linear and non-linear expressions
* substitute numerical values into linear algebraic and simple non-linear algebraic expressions and evaluate
* find the value of the subject of the formula, given the values of the other pronumerals in the formula
* transpose a formula to make an alternative variable the subject
* use a spreadsheet or an equivalent technology to construct a table of values from a formula, including two-by-two tables for formulas with two variable quantities; for example, a table displaying the body mass index (BMI) of people of different weights and heights.
Matrices and matrix arithmetic
* use spreadsheets as an introduction to matrices where a number of repeated calculations occur
* recognise different types of matrices, row, column, square, zero, identity and determine their size
* use matrices for storing and displaying information that can be presented in rows and columns; for example, databases, links in social or road networks
* perform matrix addition, subtraction, multiplication by a scalar and matrix multiplication of size two x two matrices
* use matrices, including matrix products and powers of matrices, to model and solve problems using technology with matrix arithmetic capabilities when appropriate; for example, costing or pricing problems, squaring a matrix to determine the number of ways pairs of people in a communication network can communicate with each other via a third person.
* determine the power of a matrix using technology with matrix arithmetic capabilities when appropriate
Topic 2 – linear equations and their graphs
Subtopics:
* linear equations and graphs
* piecewise-linear graphs and step graphs.
* simultaneous linear equations
Key knowledge and skills
Linear equations and graphs
* identify and solve linear equations
* construct straight-line graphs both with and without the aid of technology
* develop a linear formula from a word description
* determine the gradient between two points in a number plane both algebraically and graphically
* interpret, in context, the gradient and intercept of a straight-line graph used to model and analyse a practical situation
* determine the gradient and intercepts of a straight-line graph from both its equation and its plot
* construct and analyse a straight-line graph to model a given linear relationship; for example, modelling the cost of filling a fuel tank of a car against the number of litres of petrol required
* use linear functions to make predictions, interpolation and extrapolation and determine the implication that this has on reliability.
* ator regression technique
Simultaneous linear equations
* solve a pair of simultaneous linear equations algebraically and graphically, using technology when appropriate
* solve practical problems that involve finding the point of intersection of two straight-line graphs; for example, determining the break-even point where cost and revenue are represented by linear equations.
Piecewise-linear graphs and step graphs
* sketch piecewise-linear graphs and step graphs, using technology when appropriate
* interpret piecewise-linear and step graphs used to model practical situations; for example, the tax paid as income increases, the change in the level of water in a tank over time when water is drawn off at different intervals and for different periods of time, the charging scheme for sending parcels of different masses through the post.
Topic 3 – consumer arithmetic
Key knowledge and skills
* review rates and percentages
* calculate payments based on government allowances and pensions
* calculate weekly or monthly wage from an annual salary, wages from an hourly rate including situations involving overtime and other allowances and earnings based on commission or piecework
* prepare a personal budget for a given income taking into account fixed and discretionary spending
* compare prices and values using the unit cost method
* apply percentage increase or decrease in various contexts; for example, determining the impact of inflation on costs and wages over time, calculating percentage mark-ups and discounts, calculating GST, calculating profit or loss in absolute and percentage terms
* use currency exchange rates to determine the cost in Australian dollars of purchasing a given amount of a foreign currency, such as US$1500, or the value of a given amount of foreign
* calculate simple and compound interest
* calculate the dividend paid on a portfolio of shares, given the percentage dividend or dividend paid per share, for each share and compare share values by calculating a price-to-earnings ratio
* use a spreadsheet to display examples of the above computations when multiple or repeated computations are required; for example, preparing a wage-sheet displaying the weekly earnings of workers in a fast-food store where hours of employment and hourly rates of pay may differ, preparing a budget or investigating the potential cost of owning and operating a car over a year.
Module 2 work requirements
This module includes the following work requirement:
* one connected series of short responses – application of concepts and techniques: consumer arithmetic, linear equations and their graphs and matrices.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 2 assessment
This module has a focus on criteria 1, 2, 5 and 6.
Module 3: Univariate data analysis, right-angled trigonometry, shape and measurement
This module contains three topics:
* univariate data analysis and the statistical investigation process
* P theorem and trigonometry.
* shape and measurement
Within this module learners will apply techniques to collect, organise and represent data and perform calculations in order to model and analyse practical situations from varied contexts.
learners context of conducting a statistical investigation.
-10 curriculum with the concept of similarity and associated calculations involving simple and compound geometric shapes. The emphasis in this topic is on applying these skills in a range of practical contexts, including those involving three-dimensional shapes.
solve practical problems involving right-angled triangles in both two and three dimensions, including problems involving the use of angles of elevation and depression and bearings in navigation.
Module 3 learning outcomes
The following learning outcomes are a focus of this module:
1. communicate arguments and strategies, when solving mathematical and statistical problems, using appropriate mathematical or statistical language
2. plan, organise and manage their learning in order to complete tasks and evaluate progress
7. apply the statistical investigation process in situations involving univariate data analysis
8. apply concepts and techniques in right-angled trigonometry, shape and measurement.
Module 3 content
Topic 1 – univariate data analysis and the statistical investigation process
Subtopics:
* the statistical investigation process
* data classification and representation
* data comparison.
Key knowledge and skills
The statistical investigation process
* review the statistical investigation process; for example, identifying a problem and posing a statistical question, collecting or obtaining data, analysing the data, interpreting and communicating the results.
Data classification and representation
* classify a categorical variable as ordinal, such as income level, high, medium, low or nominal, such as place of birth, Australia, overseas and use tables and bar charts to organise and display the data
* describe, with the aid of an appropriate graphical display chosen from dot plot, stem plot, bar chart or histogram, the distribution of a numerical dataset in terms of modality, uni- or multimodal, shape, symmetric versus positively or negatively skewed, location, spread and outliers, and interpret this information in the context of the data
* classify a numerical variable as discrete, such as the number of rooms in a house, or continuous, such as the temperature in degrees Celsius
* determine the mean and standard deviation of a dataset and use these statistics as measures of location and spread of a data distribution, demonstrating an awareness of their limitations.
Data comparison
* construct and use parallel box plots, + 1.5 x , to compare groups in terms of location, median, spread, IQR and range and outliers and interpret and communicate the differences observed in the context of the data
* implement the statistical investigation process to answer questions that involve comparing the data for a numerical variable across two or more groups; for example, Are Year 11 students the fittest in the school?
* compare groups on a single numerical variable using medians, means, IQRs, ranges or standard deviations, as appropriate, interpret the differences observed in the context of the data, report the findings in a systematic and concise manner
Topic 2 – shape and measurement
This topic has two subtopics:
* mensuration
* ratio, similarity and scale factors.
Key knowledge and skills
Mensuration
* solve practical problems requiring the calculation of perimeters and areas of circles, sectors of circles, triangles, rectangles, parallelograms and composites
* calculate the surface areas of standard three-dimensional objects such as spheres, rectangular prisms, cylinders, cones, pyramids and composites in practical situations; for example, the surface area of a cylindrical food container
* calculate the volumes of standard three-dimensional objects such as spheres, rectangular prisms, cylinders, cones, pyramids and composites in practical situations; for example, the volume of water contained in a swimming pool
* calculate the volume of rainfall over an area, using 𝑉= 𝐴ℎ, from a variety of sources, including a site plan, an aerial photograph, radial surveys or maps that include a scale.
Ratio, similarity and scale factors
* solve practical problems involving ratio; for example capture-recapture, mixtures for building materials or cost per item
- work with ratio to express a ratio in simplest form, to find the ratio of two quantities and to divide a quantity in a given ratio
- use ratio to describe map scales
* review the conditions for similarity of two-dimensional figures including similar triangles
* obtain measurements from scale drawings, including maps; such as cultural mappings, models or building plans, to solve problems
* use the scale factor for two similar figures to solve linear scaling problems
* interpret commonly used symbols and abbreviations on building plans and elevation views
* obtain a scale factor and use it to solve scaling problems involving the calculation of surface areas and volumes of similar solids.
* obtain a scale factor and use it to solve scaling problems involving the calculation of the areas of similar figures
Topic 3 – theorem and trigonometry
Key knowledge and skills
* r theorem and use it to solve practical problems in two dimensions and for simple applications in three dimensions
* determine the area of a triangle either given the height and the base length, or given two sides and an included angle by using the rule 𝐴𝑟𝑒𝑎= 1/2𝑎𝑏𝑠𝑖𝑛𝐶, and solve related practical problems
* review the use of the trigonometric ratios to find the length of an unknown side or the size of an unknown angle in a right-angled triangle
* solve practical problems involving the trigonometry of right-angled triangles, including angles of elevation and depression and using bearings in navigation.
Module 3 work requirements
This module includes the following work requirement:
* one connected series of short responses: application of concepts and techniques: univariate data analysis, right-angled trigonometry, shape and measurement.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 3 assessment
This module has a focus on criteria 1, 2, 7 and 8.
Assessment
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect endpoint achievement.
according to the outcomes specified in the standards section of the course.
ievement against a criterion less than
Internal assessment of all criteria will be made by the provider. Providers will repo for each criterion to TASC.
Criteria
The assessment for General Mathematics Level 2 will be based on the degree to which the learner can:
1. communicate mathematical ideas and information and apply mathematical conventions
2. manage and take responsibility for learning and evaluate mathematical development
3. apply mathematical and statistical models to investigate, represent and analyse real-world situations and solve problems
4. use digital technology and other sources to develop mathematical ideas and find solutions to mathematical problems
5. interpret concepts and apply mathematical techniques to solve problems involving algebra and matrices
6. interpret concepts and apply mathematical techniques to model and solve problems involving linear equations and finance in a variety of contexts
7. interpret concepts and apply mathematical techniques to solve problems involving univariate data analysis using the statistical investigation process
8. interpret concepts and apply mathematical techniques to solve problems involving right-angled trigonometry, shape and measurement in a variety of contexts.
Standards Criterion 1: communicate mathematical ideas and information and apply mathematical conventions
Criterion 2: manage and take responsibility for learning and evaluate mathematical development
Criterion 3: apply mathematical and statistical models to investigate, represent and analyse real-world situations and solve problems
Criterion 4: use digital technology and other sources to develop mathematical ideas and find solutions to mathematical problems
Criterion 5: interpret concepts and apply mathematical techniques to solve problems involving algebra and matrices
Criterion 6: interpret concepts and apply mathematical techniques to model and solve problems involving linear equations and finance in a variety of contexts
Criterion 7: interpret concepts and apply mathematical techniques to solve problems involving univariate data analysis using the statistical investigation process
Criterion 8: interpret concepts and apply mathematical techniques to solve problems involving rightangled trigonometry, shape and measurement in a variety of contexts
Quality assurance
The following processes will be facilitated by TASC to ensure there is:
* a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by individual learners
* community confidence in the integrity and meaning of the qualification.
Process
nominated range of criteria and the overall award to an annual review meeting organised by TASC. The work, while not necessarily be fully resolved, will be assessed by the provider against the range of nominated assessment criteria and the overall award. TASC will give each provider guidance regarding the selection of learners and the nominated criteria.
Each body of work that providers submit to the meeting will include sufficient and appropriate material evidence of student work. Providers are expected to act on this advice.
standards have been applied appropriately and/or undertake audits. The nature and scope of such requirements will be risk-based.
Qualifications and award requirements
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 8 ratings
The minimum requirements for an award are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
6 2 ratings
HIGH ACHIEVEMENT (HA)
COMMENDABLE ACHIEVEMENT (CA)
SATISFACTORY ACHIEVEMENT (SA)
PRELIMINARY ACHIEVEMENT (PA)
ings
A learner who otherwise achieves the rating for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more ement) award.
Course evaluation
Years 9-12 Learning will develop and regularly review and revise the curriculum. Course evaluation is information about course evaluation can be found on the Years 11 and 12 website.
Course developer
This course has been developed by the Department of Years 9-12 Learning Unit in collaboration with Catholic Education Tasmania and Independent Schools Tasmania.
Accreditation and version history
Version 1. Accredited on 14 April 2022 for use from 1 January 2023 to 31 December 2027.
Appendix 1 – Line of sight
measurement
Appendix 2
– Alignment to curriculum frameworks
Links to Foundation to Year 10
The proposed General Mathematics suite provides students with a breadth of mathematical and statistical experience that encompasses and builds on all three strands of the F-10 curriculum: Mathematics.
For all content areas of General Mathematics, the proficiency strands of understanding, fluency, problem solving and reasoning from the F 10 curriculum are still very much applicable and should be is essential, and all are mutually reinforcing.
Alignment to Australian Curriculum Senior Secondary Framework
Almost all content in this course is drawn from the Australian Curriculum Senior Secondary Framework: General Mathematics. The content selected for this course comes from units 1 and 2 and in most cases, content descriptors are used verbatim. In one instance, the content descriptor has been split as only right-angled trigonometry will be covered in this course, with the remaining content covered in the proposed General Mathematics Level 3. A small number of additional content descriptors has been added to provide greater opportunities for application of knowledge in the shape and measurement topic and the consumer arithmetic topic.
Summary of aligned content
Appendix 3 – Work requirements
The work requirements of a course are processes, products or performances that provide a significant demonstration of need not be the sole form of assessment for a module.
Some of the work requirements in this course require learners to employ mathematical modelling or problem-solving processes or both to investigate open-ended contexts.
Module 1 work requirements specifications Work requirement 1 of 2
Title of work requirement: Statistical investigation
Mode or format: investigation
Description: Learners will engage in a statistical investigation to respond to a specific problem, question, issue or hypothesis evidenced by the collection, analysis, and synthesis of primary and or secondary data sets, or both. The investigation will use investigative practices and mathematical techniques as outlined in the course content of this module, supported by research as appropriate. The investigation should occur over an extended and defined timeframe.
responses to the chosen stimulus will focus on:
* identifying a problem and posing a statistical question
* collecting or obtaining one or multiple sets of data
* representing and analysing the data
* communication of drawn conclusions including describing any limitations or assumptions made.
The statistical investigation report response is to be a single handwritten or word-processed document of no more than 6 pages, plus appendices, which:
* may include photos of hand-written work, including mathematical calculations, written format with the exception of mathematical calculations
* may include photographs, screenshots or embedded data representations taken from graphical software packages
* includes acknowledgements of information sourced from digital and non-digital sources and raw data as appendices, excluded from page count.
Size: 6-8 hours of dedicated class time in scope and sequence
Timing: This will be dependent upon the delivery of module 3, topic 1 in the scope and sequence External agencies: involvement at teacher discretion
Relevant criteria:
* Criterion 1: E1, 2, 3, 4
* Criterion 2: E1, 2, 3, 4, 5
s
* Criterion 3: E1, 2, 3, 4, 5
* Criterion 4: E1, 2, 3, 4
* Criterion 7: E1, 2, 3
Work requirement 2 of 2
Title of work requirement: Mathematical modelling, problem solving task or both Mode or format: extended response
Description: Learners will engage in problem solving or mathematical modelling or both, of one or more real-world contexts involving content drawn from module 2 topic 1 or 2, or module 3 topic 2. interpretation of the context, selection and application of mathematical techniques, analysis of results or solutions and communication of drawn conclusions including describing any limitations or assumptions made. In preparation and alongside this
task, it is likely that shorter practical activities will also be used. These are designed to support the depth of understanding and engagement in the extended response.
Providers will determine the process for submission and timing of the mathematical modelling or problem solving task. As a guide, it is suggested that the extended response is to be submitted as a single handwritten or word-processed document of no more than 5 pages which:
* may include photos of hand-written work, including mathematical calculations written format with the exception of mathematical calculations
* includes acknowledgements of information sourced from digital and non-digital sources and raw data as appendices, excluded from page count.
* may include photographs or embedded diagrams or representations taken from graphical software packages
Size: 4-6 hours of dedicated class time in scope and sequence
Timing: This will be dependent upon the chosen context of the task and align with delivery of the contextually appropriate content in the scope and sequence.
External agencies: involvement at teacher discretion
Relevant criteria:
* Criterion 1: E1, 2, 3, 4
* Criterion 3: E1, 2, 3, 4, 5
* Criterion 2: E1, 2, 3, 4, 5
* Criterion 4: E1, 2, 3, 4
To reflect content drawn from module 2 topic 1 or 2, or module 3 topic 2, one or more of the following criteria will be relevant:
* Criterion 6: chosen elements as applicable to the context
* Criterion 5: chosen elements as applicable to the context
* Criterion 8: chosen elements as applicable to the context
Module 2 work requirements specifications
Work requirement 1 of 1
Title of work requirement: Application of concepts and techniques
Mode or format: connected series of short responses
Description: Learners will demonstrate their understanding of concepts and application of techniques to model and solve problems involving consumer arithmetic, linear equations and their graphs and matrices.
Size: 4-6 hours of class time
Timing: Spaced assessment opportunities are to be aligned to teaching and learning of specified content as outlined in the scope and sequence.
External agencies: involvement at teacher discretion
Relevant criteria:
* Criterion 1: E1, 2, 3, 4
* Criterion 5: E1, 2, 3
* Criterion 2: E1, 2, 3, 4, 5
* Criterion 6: E1, 2, 3, 4, 5
Module 3 work requirements specifications
Work requirement 1 of 1
Title of work requirement: Application of concepts and techniques Mode or format: connected series of short responses
Description: Learners will demonstrate their understanding of concepts and application of techniques to model and solve problems, univariate data analysis, right-angled trigonometry, shape and measurement.
Size: 4-6 hours of class time
Timing: Spaced assessment opportunities aligned to teaching and learning of specified content as outlined in the scope and sequence.
External agencies: involvement at teacher discretion Relevant criteria:
* Criterion 1: E1, 2, 3, 4
* Criterion 7: E1, 2, 3
* Criterion 2: E1, 2, 3, 4, 5
* Criterion 8: E1, 2, 3, 4
Appendix 4 – General capabilities and cross-curriculum priorities
Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).
General capabilities:
The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.
In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.
The general capabilities include:
* Critical and creative thinking
* Information and communication technology capability
* Ethical understanding
* Intercultural understanding
* Numeracy
* Literacy
* Personal and social capability
Cross-curriculum priorities:
Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.
The cross-curriculum priorities include:
* Aboriginal and Torres Strait Islander histories and cultures
*
* Sustainability
Appendix 5 – Glossary
Appendix 6 – Degree of difficulty of problems
Acknowledgement: The following material has been sourced with approval from the Queensland Curriculum and Assessment Authority curriculum.
Within this course, the degree of difficulty of problems a learner can answer correctly is a defining feature of their understanding. Within the criteria and standards, the expected depth of knowledge is described using the following terms.
Simple familiar
Problems of this degree of difficulty require students to demonstrate knowledge and understanding of the subject matter and application of skills in a situation where:
* relationships and interactions are obvious and have few elements; and
* all of the information to solve the problem is identifiable; that is
- the required procedure is clear from the way the problem is posed, or
- in a context that has been a focus of prior learning.
Complex familiar
Problems of this degree of difficulty require students to demonstrate knowledge and understanding of the subject matter and application of skills in a situation where:
* relationships and interactions have a number of elements, such that connections are made with subject matter within and/or across the domains of mathematics; and
* all of the information to solve the problem is identifiable; that is
- the required procedure is clear from the way the problem is posed, or -
- in a context that has been a focus of prior learning.
Some interpretation, clarification and analysis will be required to develop responses.
Complex unfamiliar
Problems of this degree of difficulty require students to demonstrate knowledge and understanding of the subject matter and application of skills in a situation where:
* relationships and interactions have a number of elements, such that connections are made with subject matter within and/or across the domains of mathematics; and
* all the information to solve the problem is not immediately identifiable; that is
- the required procedure is not clear from the way the problem is posed, and
- in a context in which students have had limited prior experience.
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www.ccri.edu/writingcenter
Knight Campus, Warwick, Room 6532: 401-825-2279 Flanagan Campus, Lincoln, Room 2427: 401-333-7276 Liston Campus, Providence, Room 1164A: 401-455-6008
Punctuation Quiz #2: Subordination (page 1 of 2)
By Dr. Karen Petit
The following sentences use subordinating conjunctions (after, although, as, as if, because, before, even, even though, if, since, so that, though, unless, until, what, when, where, while) and relative pronouns (that, which, who, whom, whoever, whomever). An online handout has an overview of punctuation rules: www.ccri.edu/writingcenter/pdfs/punctuation.pdf.
For each sentence, circle a, b, or c to indicate the correct way to punctuate the sentence.
1. Joe was ready for a job interview because he was dressed in his formal suit and had practiced answers to possible interview questions.
a. Joe was ready for a job interview, because he was dressed in his formal suit, and had practiced answers to possible interview questions.
b. Joe was ready for a job interview, because he was dressed in his formal suit and had practiced answers to possible interview questions.
c. Joe was ready for a job interview because he was dressed in his formal suit and had practiced answers to possible interview questions.
2. Jim who was wearing old jeans arrived half an hour late for his interview.
a. Jim, who was wearing old jeans, arrived half an hour late for his interview.
b. Jim who was wearing old jeans, arrived half an hour late for his interview.
c. Jim, who was wearing old jeans, arrived half an hour late, for his interview.
3. Writing on Joe's well-done resume the interviewer said that Joe was about ten minutes early which was perfect.
a. Writing on Joe's well-done resume, the interviewer said that Joe was about ten minutes early, which was perfect.
b. Writing on Joe's well-done resume the interviewer said: that Joe was about ten minutes early which was perfect.
c. Writing on Joe's well-done resume, the interviewer said, that Joe was about ten minutes early, which was perfect.
4. The interviewer wrote that Jim was late so the company should not hire him.
a. The interviewer wrote that Jim was late, so the company should not hire him.
b. The interviewer wrote that Jim was late; so, the company should not hire him.
c. The interviewer wrote, that Jim was late; so the company should not hire him.
5. After Joe did research about the company he did well at his job interview.
a. After Joe did research about the company; he did well at his job interview.
b. After Joe did research about the company, he did well at his job interview.
c. After Joe did research about the company: he did well at his job interview.
www.ccri.edu/writingcenter
Knight Campus, Warwick, Room 6532: 401-825-2279 Flanagan Campus, Lincoln, Room 2427: 401-333-7276 Liston Campus, Providence, Room 1164A: 401-455-6008
Punctuation Quiz #2: Subordination (page 2 of 2)
By Dr. Karen Petit
6. If Joe showed a lot of knowledge about a company would the company's president be likely to hire him?
a. If Joe showed a lot of knowledge about a company; would the company's president be likely to hire him?
b. If Joe showed a lot of knowledge about a company, would the company's president be likely to hire him?
c. If Joe showed a lot of knowledge about a company: would the company's president be likely to hire him?
7. Joe said the phrase "coordinating and subordinating conjunctions" while Jim only used the word "grammar."
a. Joe said, the phrase "coordinating and subordinating conjunctions," while Jim only used the word "grammar."
b. Joe said the phrase "coordinating and subordinating conjunctions" while Jim only used the word "grammar."
c. Joe said the phrase: "coordinating and subordinating conjunctions," while Jim only used the word "grammar."
8. Whoever correctly used the most precise vocabulary was more knowledgeable skillful and experienced.
a. Whoever correctly used the most precise vocabulary was more knowledgeable, skillful, and experienced.
b. Whoever correctly used, the most precise vocabulary, was more knowledgeable, skillful, and experienced.
c. Whoever, correctly used the most precise vocabulary, was more knowledgeable, skillful, and experienced.
9. Joe who used very precise vocabulary that showed his knowledge was a better potential employee than Jim was.
a. Joe, who used very precise vocabulary that showed his knowledge, was a better potential employee than Jim was.
b. Joe, who used very precise vocabulary, that showed his knowledge, was a better potential employee than Jim was.
c. Joe, who used very precise vocabulary, that showed his knowledge; was a better potential employee than Jim was.
10. Whomever the company chose Joe was definitely the best candidate.
a. Whomever the company chose; Joe was definitely the best candidate.
b. Whomever, the company chose, Joe was definitely, the best candidate.
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Personal Level 2
first teaching 2023.
Page 1 of 40
Table of Contents
Essential Mathematics
– Personal, 150 hours
– Level 2 ....................................................................................................... 4
Essential Mathematics – Personal, 150 hours – Level 2
Focus area – Personal futures
Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.
Essential Mathematics - Personal Level 2 is a Personal futures course.
Personal futures courses prepare learners to be independent young adults, able to lead healthy, fulfilled and balanced lives. Learning is highly personalised. Learners develop strategies to optimise learning, make decisions, solve problems, set career and life goals, and pursue areas of strong personal interest. Personal futures supports learners to develop the required knowledge, skills and understandings to make informed choices that enhance their own and health and wellbeing. The inclusion of Personal futures as a focus area responds to a range of contemporary research findings highlighting the importance of learners having broad educational goals that include individual and collective wellbeing and opportunities for student agency as they navigate a complex and uncertain world.
Personal futures courses have three key features that guide teaching and learning:
* theory and dialogue
* informed action
* reflection and dialogue.
In this course learners will do this by:
* engaging with theory and concepts to build the theoretical understanding, background knowledge, rules and conventions of mathematics
* interacting and working with other people and engaging in mathematical discourse to explore ideas, reasoning and approaches
* identifying challenges and problems and using problem solving and mathematical reasoning to test and refine ideas take informed action and compare solutions
* reflecting on their own understanding, integrating prior knowledge and sharing solutions with others.
Rationale
Essential Mathematics – Personal Level 2 is offered alongside Essential Mathematics – Workplace Level 2. The two courses provide learners with different topics and together they provide breadth rather than progression of complexity. Consequently, there is no defined order for undertaking these courses and learners may choose to do either one or both according to their personal interest and needs.
In Essential Mathematics – Personal Level 2 learners develop their understanding of concepts and techniques drawn from proportion and finance, collection and handling of data, measurement of time, motion, energy and mass.
This will assist them in making informed decisions in relation to their use of mathematics. By undertaking this course, learners will develop their ability to identify and solve problems in real contexts, and in a range of personal, further learning, everyday and community settings.
Learners will work collaboratively to generate ideas and find innovative approaches to engaging with mathematics. Learners will reflect on their ability to interpret, understand and apply these concepts and techniques.
This course will enable learners to develop their mathematical proficiency to the standard required to enter the workforce and participate effectively. This is a key factor in ensuring T current and emerging needs are met. requires a substantial number of proficient workers able to learn, adapt, create, interpret, analyse and apply mathematical information.
The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9 to 12 and beyond in further study, training or employment.
Years 9 to 12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.
This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.
Learning outcomes
On successful completion of this course learners will be able to:
1. communicate thinking, strategies and solutions using appropriate mathematical or statistical language
2. plan, organise and manage learning in order to complete tasks and evaluate progress
3. apply numeric techniques and algebraic processes to represent situations and solve problems
4. apply reasoning skills to interpret mathematical and statistical information, and ascertain the reasonableness of solutions to problems
5. act as creative, critical and reflective thinkers to assess ideas and take informed action
6. apply concepts and techniques involving proportion, finance and money management
7. apply concepts and techniques involving relative frequency, and collecting and handling data
8. apply concepts and techniques involving measurement of energy and mass, and time and motion.
Integration of general capabilities and cross-curriculum priorities
The general capabilities addressed specifically in this course are:
* Critical and creative thinking
* Literacy
* Numeracy
* Personal and social capability
The cross-curriculum priorities enabled through this course are:
* Aboriginal and Torres Strait Islander histories and cultures
* Asia and engagement with Asia
* Sustainability
Course description
Essential Mathematics – Personal Level 2 enables learners to use Mathematics to make informed decisions effectively, efficiently, and critically.
They will study:
* percentages, rates and ratio
* measurement of energy and mass, and time and motion.
* data representation and interpretation
Learners will solve problems, explain their reasoning, and investigate, explore and model situations.
Working collaboratively, they will discuss ideas and evaluate their use of mathematics in everyday contexts.
Pathways
TheEssential Mathematics – Personal Level 2 course enables learning continuity from Year 10 Australian Curriculum: Mathematics for learners who have achieved a rating or higher. Learners who have successfully undertaken the TASC accredited course or the Mathematics Level 1 course could progress into this course. Additionally, learners who have completed the Essential Mathematics – Workplace Level 2 and wish to broaden their essential mathematical knowledge and understanding could enrol in this course.
Essential Mathematics – Personal Level 2 will provide the foundational technical knowledge that may be sufficient for further vocational education and training courses.
Course requirements
Access
This course requires learners to collaborate with others. If they choose, learners may access this course and Essential Mathematics – Workplace Level 2 in the same year.
Resource requirements
Learners will require access to scientific calculators in this course. On occasion, computers and the internet will be
Course structure and delivery
Structure
This course consists of three 50-hour modules.
Module 1: Application of percentages, rates and ratio, and budgeting
Module 2: Probability and statistics
Module 3: Measurement of energy and mass, and time and motion
Delivery
There is no specific recommended delivery sequence for the modules.
Course content
Module 1: Application of percentages, rates and ratio, and budgeting
This module contains two topics:
* percentages, rates and ratio
* budgeting and spreadsheets.
. This will support them to calculate, compare and interpret costs associated in various practical contexts and engage with and use rates and ratios as tools for comparison to solve problems in contexts including health, personal finance and travel.
builds on this knowledge and requires learners to consider the personal domestic expenses associated with purchasing and maintaining a vehicle and household utilities, and to consider how they may establish a budget to account for these and other discretionary expenses from a given income.
Module 1 learning outcomes
The following learning outcomes are a focus of this module:
1. communicate thinking, strategies and solutions using appropriate mathematical or statistical language
2. plan, organise and manage learning in order to complete tasks and evaluate progress
3. apply numeric techniques and algebraic processes to represent situations and solve problems
4. apply reasoning skills to interpret mathematical and statistical information, and ascertain the reasonableness of solutions to problems
5. act as creative, critical and reflective thinkers to assess ideas and take informed action
6. apply concepts and techniques involving proportion, finance and money management.
Module 1 content
Key knowledge and skills
Topic 1 – percentages, rates and ratio
* calculate a percentage of a given amount
* apply percentage increase or decrease in various contexts; for example, calculating the goods and services tax, GST, payable on a range of goods and services, and calculating profit or loss in absolute and percentage terms
* determine one amount expressed as a percentage of another
* identify common usage of rates; for example, kilometres per hour as a rate to describe speed, beats per minute as a rate to describe pulse
* use rates to make comparisons; for example, using unit prices to compare best buys, comparing heart rates after exercise
* convert units of rates occurring in practical situations to solve problems
* determine the overall change in a quantity following repeated percentage changes; for example, an increase of 10% followed by a decrease of 10%
* use rates to solve and describe practical work-based problems
* use, simplify and convert between units of rates; for example, kilometres per hour and metres per second, millilitres per minute and litres per hour
use rates to make comparisons; for example, using unit prices to compare best buys, working with speed, comparing heart rates after exercise and considering target heart rate ranges during training
use rates to determine costs; for example, calculating the cost of a trade professional using rates per hour and call-out fees
work with speed as a rate, including interpreting distance-time graphs, travel graphs, and use them to solve problems related to speed, distance and time
calculate the amount of fuel used on a trip, given the fuel consumption rate, and compare fuel consumption statistics for various vehicles.
* solve problems involving measurement of heart rates and blood pressure
describe heart rate as a rate expressed in beats per minute
identify mathematical trends
calculate target heart rate ranges during training
express blood pressure using measures of systolic pressure and diastolic pressure
measure blood pressure over time and under different conditions.
* solve practical problems involving expressing a ratio in simplest form, finding the ratio of two quantities and dividing a quantity in a given ratio
calculating mixtures for building materials or cost per item
scaling recipes for use in a commercial setting.
Topic 2 – budgeting and spreadsheets
* related charges and costs from household bills
* plan for the purchase of a car
investigate on-road costs for new and used vehicles, including sale price, or loan repayments, registration, insurance and stamp duty at current rates
consider sustainability when choosing a vehicle to purchase; for example, fuel consumption rates
calculate and compare the cost of purchasing different vehicles using a spreadsheet.
* plan for the running and maintenance of a car
describe the different types of insurance available, including compulsory and noncompulsory third-party insurance and comprehensive insurance
investigate other running costs associated with ownership of a vehicle; for example, cost of servicing, repairs and tyres
calculate and compare the cost of running different vehicles using a spreadsheet.
* prepare a personal budget for a given income, taking into account fixed and discretionary spending.
Module 1 work requirements
This module includes the following work requirement:
* a connected series of short responses relating to percentages, rates and ratio, finance and money management.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 1 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 6.
Module 2: Probability and statistics
This module contains three topics:
* graphs and modelling
* probability and relative frequency.
* data collection and analysis
Cartesian plane. Example contexts that may be represented include situations relating to business and travel, utility rates, contract plans, taxi fares, and health, BMI and medication dosage, amongst others.
fferent procedures for conducting data collection and to understand the constraints and limitations in a variety of contexts. Learners will represent and analyse data as a tool for interpreting situations and making informed recommendations.
events and to represent the outcomes of events using a variety of techniques. Probability concepts have a wide application in taking informed action in life, including identifying risk and reward, recognising implications on decision-making and understanding the impact and perceived chance of events disrupting or affecting organised plans, including; for example, weather events, traffic flow and the introduction of competitors in a workplace context.
Module 2 learning outcomes
The following learning outcomes are a focus of this module:
1. communicate thinking, strategies and solutions using appropriate mathematical or statistical language
2. plan, organise and manage learning in order to complete tasks and evaluate progress
3. apply numeric techniques and algebraic processes to represent situations and solve problems
4. apply reasoning skills to interpret mathematical and statistical information, and ascertain the reasonableness of solutions to problems
5. act as creative, critical and reflective thinkers to assess ideas and take informed action
7. apply concepts and techniques involving relative frequency and collecting and handling data.
Module 2 content
Key knowledge and skills
Topic 1 – graphs and modelling
* demonstrate familiarity with Cartesian coordinates in two dimensions by plotting points on the Cartesian plane
𝑥
* graph linear functions for all values of 𝑥 with pencil and paper and with graphing software
* generate tables of values for linear functions, including for negative values of
*
* develop a linear formula from a word description
determine the slope and intercepts of a straight-line graph from both its equation and its plot
* interpret and use graphs in practical situations, including travel graphs and conversion graphs
* interpret the point of intersection and other important features of given graphs of two linear functions drawn from practical contexts; -
* draw graphs from given data to represent practical situations
* interpret, in context, the gradient and intercept of a straight-line graph used to model and analyse a practical situation
* construct and analyse a straight-line graph to model a given linear relationship; for example, modelling the cost of a taxi trip from the airport to a hotel.
Topic 2 – data collection and analysis
This topic contains three subtopics:
* census and sampling
* data analysis.
* sources of bias
Census and sampling
* investigate the procedure for conducting a census
* understand the purpose of sampling: to provide an estimate of population values when a census is not used
* investigate the advantages and disadvantages of conducting a census
* investigate the different kinds of samples; for example, systematic samples, self-selected samples, simple random samples
* identify the target population to be surveyed
* investigate the advantages and disadvantages of these kinds of samples; for example, comparing simple random samples with self-selected samples
* investigate questionnaire design principles; for example, simple language, unambiguous questions, consideration of number of choices, issues of privacy and ethics, and freedom from bias.
Sources of bias
* describe the faults in the collection of data process
* investigate the possible misrepresentation of the results of a survey due to misunderstanding the procedure or misunderstanding the reliability of generalising the survey findings to the entire population
* describe sources of error in surveys; for example, sampling error and measurement error
* investigate errors and misrepresentation in surveys, including examples of media misrepresentations of surveys.
Data analysis
* describe the patterns and features of bivariate data
* describe the association between two numerical variables in terms of direction:
positive or negative
form: linear or non-linear
strength: strong or moderate or weak.
* find the line of best fit by eye
* identify the dependent and independent variable
* use technology to find the line of best fit
* use technology to find the correlation coefficient, an indicator of the strength of linear association
* interpret relationships in terms of the variables
* use the line of best fit to make predictions, both by interpolation and extrapolation
* distinguish between causality and correlation through examples.
* recognise the dangers of extrapolation
Topic 3 – probability and relative frequency
*
* describe ways of expressing probabilities formally using fractions, decimals, ratios and percentages
* recognise that the repetition of chance events is likely to produce different results
* perform simulations of experiments using technology
* identify relative frequency as probability
* construct a sample space for an experiment
* identify factors that could complicate the simulation of real-world events
* use a sample space to determine the probability of outcomes for an experiment
* determine the probabilities associated with simple games
* use arrays or tree diagrams to determine the outcomes of and the probabilities for experiments
* determine the probabilities of occurrence of simple traffic-light problems.
Module 2 work requirements
This module includes the following work requirement:
* one extended response: investigating a simple game.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 2 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 7.
Module 3: Measurement of energy and mass, and time and motion
This module consists of two topics which will be taught concurrently:
* practicalities of measurement
* measurement of energy and mass, and time and motion.
learners opportunities to conduct measurements in practical situations and to calculate, compare and solve problems relating to these measurements. The practicalities of measurement including estimation, precision and accuracy will be investigated and analysed.
and mass, and time a describe, compare and calculate energy, mass, time, speed and distance, and to interpret information in practical situations including these measurements. They will use appropriate units, convert between units and investigate or compare alternative possibilities, and discuss implications of human error involved in measurements.
Module 3 learning outcomes
The following learning outcomes are a focus of this module:
1. communicate thinking, strategies and solutions using appropriate mathematical or statistical language
2. plan, organise and manage learning in order to complete tasks and evaluate progress
3. apply numeric techniques and algebraic processes to represent situations and solve problems
4. apply reasoning skills to interpret mathematical and statistical information, and ascertain the reasonableness of solutions to problems
5. act as creative, critical and reflective thinkers to assess ideas and take informed action
8. apply concepts and techniques involving measurement of energy and mass, and time and motion.
Module 3 content
Key knowledge and skills
Topic 1 – practicalities of measurement
* review the use of different metric units of measurement including units of area
* calculate the absolute error of a reported measurement using:
* take measurements, and calculate conversions between common units of measurement; for example, kilometres to metres or litres to millilitres
absolute error = 1 2 × precision and state the corresponding limits of accuracy
* find the limits of accuracy as given by:
* investigate types of errors; for example, human error or device limitations
* calculate the percentage error of a reported measurement using:
* use standard form and standard metric prefixes in the context of measurement, with and without a required number of significant figures
standard prefixes include nano-, micro-, milli-, centi-, kilo-, mega-, giga- and tera-
* explore implications of human error and device limitations.
```
upper bound = measurement + absolute error lower bound = measurement −absolute error
```
```
percentage error = absolute error measurement × 100%
```
Topic 2 – measurement of energy and mass, and time and motion
This topic has two subtopics:
* units of energy and mass
* time and motion.
Units of energy and mass
* use units of energy to describe consumption of electricity, such as kilowatt hours
* use units of energy to describe the amount of energy in activity, such as kilojoules
* use units of energy used for foods, including calories
* convert from one unit of energy to another
* estimate and measure the mass of different objects
* use metric units of mass, their abbreviations, conversions between them and appropriate choices of units including consideration of the importance of accuracy
* solve problems involving household energy running costs and efficiency ratings
know that a watt: W, is the International System of Units, SI, derived unit of power and is equal to one joule per second
interpret the energy rating of household appliances and compare running costs of different models of the same type of appliance, considering costs of domestic electricity; for example, calculate the cost of running a 200-watt television for six hours if the average peak rate for domestic electricity is $0.15 per kWh
investigate local council requirements for energy-efficient housing.
Time and motion
* use units of time including conversion between units and fractional, digital and decimal representations
* calculate time intervals, such as time between, time ahead, time behind
* represent time using 12-hour and 24-hour clocks
* interpret timetables, such as bus, train and ferry timetables
* interpret complex timetables, such as tide charts, sunrise charts and moon phases
* use several timetables and electronic technologies to plan the most time-efficient routes
* compare the time taken to travel a specific distance with various modes of transport
* optimise distances through trial-and-error and systematic methods; for example, shortest path, routes to visit all towns, and routes to use all roads
* use scales to find distances, such as on maps; for example, road maps, street maps, bushwalking maps, online maps and cadastral maps
* identify the appropriate units for different activities, such as walking, running, swimming and flying
calculate speed, distance or time using the formula speed = distance time
*
* calculate the time or costs for a journey from distances estimated from maps
* calculate and interpret average speed; for example, a 4-hour trip covering 250 km.
* interpret distance-versus-time graphs
Module 3 work requirements
This module includes the following work requirement:
* a connected series of short responses applying applications of measurement.
See Appendix 3 for the full specifications of the work requirements of this course.
Module 3 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 8.
Assessment
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect endpoint achievement.
A
Internal assessment of for each criterion to TASC.
Criteria
The assessment for Essential Mathematics – Personal Level 2 will be based on the degree to which the learner can:
1. communicate mathematical ideas and information and apply mathematical conventions
2. manage and take responsibility for learning and evaluate mathematical development
3. apply numeric and algebraic techniques and processes to investigate and represent real-world situations and solve problems
4. apply mathematical reasoning to interpret information, justify chosen approaches and explain the reasonableness of solutions
5. create, apply and reflect on mathematical strategies to solve problems, refine personal decisions and take informed action
6. interpret concepts and apply mathematical techniques to solve problems involving proportion, finance and money management
7. interpret concepts and apply mathematical techniques to solve problems involving probability and statistics
8. interpret concepts and apply mathematical techniques to solve problems involving measurement of energy and mass, and time and motion.
Standards
Criterion 1: communicate mathematical ideas and information and apply mathematical conventions
Criterion 2: manage and take responsibility for learning and evaluate mathematical development
Criterion 3: apply numeric and algebraic techniques and processes to represent real-world situations and solve problems
Criterion 4: apply mathematical reasoning to interpret information, justify chosen approaches and explain the reasonableness of solutions
Criterion 5: create, apply and reflect on mathematical strategies to solve problems, refine personal decisions and take informed action
Criterion 6: interpret concepts and apply mathematical techniques to solve problems involving proportion, finance and money management
Personal domestic expenses in this course include household electricity, water or gas usage, and costs from household bills and purchases, running and ongoing maintenance costs of a vehicle.
Criterion 7: interpret concepts and apply mathematical techniques to solve problems involving probability and statistics
Criterion 8: interpret concepts and apply mathematical techniques to solve problems involving measurement of energy and mass, and time and motion
Quality assurance
nominated range of criteria and the overall award to an annual review meeting organised by TASC. The work, while not necessarily be fully resolved, will be assessed by the provider against the range of nominated assessment criteria and the overall award. TASC will give each provider guidance regarding the selection of learners and the nominated criteria.
Each body of work that providers submit to the meeting will include sufficient and appropriate material evidence of student work. Providers are expected to act on this advice.
standards have been applied appropriately and/or undertake audits. The nature and scope of such requirements will be risk-based.
Qualifications and award requirements
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 8 ratings.
The minimum requirements for an award in this course are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
6 2 ratings
HIGH ACHIEVEMENT (HA)
COMMENDABLE ACHIEVEMENT (CA)
SATISFACTORY ACHIEVEMENT (SA)
PRELIMINARY ACHIEVEMENT (PA)
A learner who otherwise achieves the rating for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more
Course evaluation
Years 9-12 Learning will develop and regularly review and revise the curriculum. Course evaluation is informed by the experience of the course information about course evaluation can be found on the Years 11 and 12 website.
Course developer
This course has been developed by the Department of Years 9-12 Learning Unit in collaboration with Catholic Education Tasmania and Independent Schools Tasmania.
Accreditation and version history
Version 1. Accredited on 14 April 2022 for use from 1 January 2023 to 21 December 2027.
Appendix 1 – Line of sight
Appendix 2 – Alignment to curriculum frameworks Links to Australian Curriculum Foundation to Year 10
For all content areas of Essential Mathematics, the proficiency strands of understanding, fluency, problem-solving and reasoning from the F 10 curriculum are applicable and should be inherent in nd all are mutually reinforcing. For all content areas, practice allows students to develop fluency in their skills. They will encounter opportunities for problem-solving, such as finding the volume of a solid to enable the amount of liquid that is held in the container to be compared with what is written on the label or finding the interest on an amount in order to be able to compare different types of loans. In Essential Mathematics, reasoning includes critically interpreting and analysing information represented through graphs, tables and other statistical representations to make informed decisions. The ability to transfer mathematical skills between contexts is a vital part of learning in this subject. For example, familiarity with the concept of a rate enables students to solve a wide range of practical problems, such as fuel consumption, travel times, interest payments, taxation and population growth.
Alignment to Australian Curriculum Senior Secondary Framework
Almost all content in this course is drawn from the Australian Curriculum Senior Secondary Framework: Essential Mathematics. The content selected for this course comes from Units 1 to 4 and in most cases content descriptors are used verbatim. The content covered in the subtopic m Essential Mathematics Unit 1 Topic 1 and Topic 3 is embedded throughout the course and is assessed across the course content under Criterion 3.
has been included as it provides important knowledge and techniques that build a more conceptual understanding of measurement as a tool to be used in many aspects of life.
Summary of aligned content
1 This material has been sourced with approval from the NSW Education Standards Authority (NESA) curriculum.
2 Ibid.
Appendix 3 – Work requirements
The work requirements of a course are processes, products or performances that provide a significant need not be the sole form of assessment for a module.
Module 1 Work requirements specifications
Work requirement 1 of 1
Title of work requirement: Proportion and finance
Format: connected series of short responses
Description: This series of short responses will focus on the interpretation, analysis, examination and evaluation of ideas and information in response to questions, situations or stimuli relating to percentages, rates and ratio, finance and money management.
Learners will analyse and calculate percentage changes, including Goods and Service Tax. They will identify and use rates and ratios to solve practical problems and make comparisons using different rates or ratios. To demonstrate mathematical reasoning, learners will make recommendations to address problems asked in given situations.
Learners will take informed action by applying knowledge of percentages, rates and ratio to a given context involving comparison and calculation of costs associated with upfront and ongoing personal domestic expenses.
Learners should be given opportunities to work collaboratively to generate, refine and test ideas and strategies. They must reflect on how their own thinking has changed after engaging in collaborative discussion. Learners may complete the work requirement in collaborative groups; however, in this situation they must clearly identify which work is their own.
Size: 8 10 hours of class time
Timing: Dedicated class time should be provided throughout the module at the teacher ' s discretion.
Relevant criteria:
* Criterion 1: E1, 2, 3, 4
* Criterion 2: E1, 2, 3, 4, 5
* Criterion 3: E1, 2, 3
* Criterion 4: E1, 3
* Criterion 5: E1, 2, 3, 4
* Criterion 6: E1, 2, 3
Module 2 Work requirements specifications
Work requirement 1 of 1
Title of work requirement: Probability investigation
Format: investigation
Description: Individually or in small groups, learners will investigate the probability associated with a simple game of their choice or other familiar contexts such as simple traffic-light problems. Within the investigation, learners must submit an experimental design for approval from the teacher. Within this design they must:
* use a sample space or arrays or tree diagrams to show the theoretical probability of all different outcomes of the context
* describe and compare the probability outcomes occurring using fractions, decimals or percentages and common language of chance
* develop a methodology to simulate or test the outcomes of multiple trials of the focus of the context and describe how they will capture and analyse results.
Once the experimental design is approved by the teacher, learners will proceed with carrying out their experiment and must:
* capture and record the results appropriately as outlined in their experiment design
* analyse the results obtained in comparison to theoretical probability and provide possible explanations for any differences.
* analyse the results of the experiment, identifying relative frequency as probability and identifying factors that may have affected the results obtained
Additionally, learners should record reflections on how their thinking was challenged, confirmed or extended through collaborative discussion and problem-solving, and in response to their results. This reflection can take any format but must be submitted as part of the work requirement for assessment.
Size: 4
6 hours of class time
Timing: dedicated class time should be provided throughout the module at the teacher ' s discretion.
External agencies: at the teacher
' s discretion
Relevant criteria:
* Criterion 1: E1, 2, 3, 4
* Criterion 2: E1, 2, 3, 4, 5
* Criterion 3: E1, 2, 3
* Criterion 4: E1, 2, 3, 4
* Criterion 5: E1, 2, 3, 4
* Criterion 7: E1, 2, 3, 4, 5
Module 3 Work requirements specifications
Work requirement 1 of 1
Title of work requirement: Applications of measurement
Format: connected series of short responses
Description: Learners will complete a series of connected short responses to investigate, interpret and use timetables, graphs and charts, and to use scales to interpret and use maps. Within the series of responses, learners will calculate, solve problems and convert between units of energy, time and speed and metric units of mass. Learners will calculate errors in measurement and use mathematical reasoning to describe the possible implications of these errors and what is acceptable or not in given contexts.
Size: 4 6 hours of class time
Timing: Dedicated class time should be provided throughout the module at the teacher ' s discretion. Relevant criteria:
* Criterion 1: E1, 2, 3, 4
* Criterion 2: E1, 2, 3, 4, 5
* Criterion 3: E1, 2, 3
* Criterion 4: E1, 2, 3, 4
* Criterion 5: E1, 2, 3, 4
* Criterion 8: E1, 2, 3, 4
Appendix 4 – General capabilities and cross-curriculum priorities
Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).
General capabilities:
The general capabilities play a significant role in the Australian curriculum in equipping young Australians to live and work successfully in the twenty-first century.
In the Australian curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.
The general capabilities include:
* Critical and creative thinking
* Ethical understanding
* Information and communication technology capability
* Intercultural understanding
* Literacy
* Numeracy
* Personal and social capability
Cross-curriculum priorities:
Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.
The cross-curriculum priorities include:
* Aboriginal and Torres Strait Islander histories and cultures
* engagement with Asia
* Sustainability
Appendix 5 – Glossary
Appendix 6 – Degree of difficulty of problems
Acknowledgement: The following material has been sourced with approval from the Queensland Curriculum and Assessment Authority curriculum.
Within this course, the degree of difficulty of problems a learner can answer correctly is a defining feature of their understanding. Within the criteria and standards, the expected depth of knowledge is described using the following terms.
Simple familiar
Problems of this degree of difficulty require learners to demonstrate knowledge and understanding of the subject matter and application of skills in a situation where:
* relationships and interactions are obvious and have few elements, and
* all of the information to solve the problem is identifiable; that is
the required procedure is clear from the way the problem is posed, or
in a context that has been a focus of prior learning.
Complex familiar
Problems of this degree of difficulty require learners to demonstrate knowledge and understanding of the subject matter and application of skills in a situation where:
* relationships and interactions have a number of elements, such that connections are made with subject matter within and/or across the domains of mathematics; and
* all of the information to solve the problem is identifiable; that is either:
the required procedure is clear from the way the problem is posed, or
in a context that has been a focus of prior learning.
Some interpretation, clarification and analysis will be required to develop responses.
Complex unfamiliar
Problems of this degree of difficulty require learners to demonstrate knowledge and understanding of the subject matter and application of skills in a situation where:
* relationships and interactions have a number of elements, such that connections are made with subject matter within and/or across the domains of mathematics; and
* all the information to solve the problem is not immediately identifiable; that is:
the required procedure is not clear from the way the problem is posed, and
in a context in which learners have had limited prior experience.
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George Horace Lorimer
Benefactor of Lorimer Park
George Horace Lorimer was born in Louisville, Kentucky in 1867. He went to high school in Chicago where he worked at a meat packing plant. After that he attended Yale for a short time. In 1899 he became Editor in Chief of The Saturday Evening Post.
He turned a struggling magazine into one of the most successful weekly publications in the country. He did this by selling twice the material of the average weekly magazine for half the price.
Some of the best authors of the time contributed to The Saturday Evening Post, including
Agatha Christie, Wil- liam Faulkner and F. Scott Fitzgerald. George H. Lorimer developed a policy where he guaranteed a response within 48 hours of every manuscript that was submitted. If he decided to use it, the author
would get paid immediately. This innovative policy is how The Saturday Evening Post attracted its brilliant writers.
Lorimer also discovered talented artists. In 1916 he found a young man named Norman Rockwell and began using his paintings for covers. Rockwell painted more than 300 covers for the Post.
Later in life, Lorimer served as Vice President and Chairman of Curtis Publishing Company. Lorimer was also a best selling author. His short stories first appeared in The Saturday Evening Post. Although he published them anonymously, the readers discovered it was Lorimer, and in 1902 his Letters of a Self-Made Merchant to His Son was turned into a book, which became a best seller in the United States, England, and Germany.
Lorimer loved to travel all over the country, especially to state and national parks. Some of his favorite parks were Estes Park, Roosevelt-Sequoia Park, and Glacier Park, however his favorite was the Grand Can- yon.
He did much of his travelling by car before highways across the country were built. Lorimer and his driver, George Smyth, developed their own road maps. They often found themselves stuck and used ropes to pull the car along tight hiking trails. George H. Lorimer is considered one of the Nation's first serious motorists.
Lorimer had two sons and a daughter. His son Greame was a successful writer and his son Burford owned and ran a 16,000 acre plantation in Georgia. His daughter Belle died in 1908 of spinal meningitis at the age of six.
Lorimer's wife Alma was interested in politics. In 1932 the Chamber of Commerce appointed her chairman of the Women's Washington Bicentennial Committee. Under her lead- ership, the committee created a "living memorial" of Japanese Cherry trees and pink and white dogwood trees stretching along River Drive in Fairmount Park.
Lorimer and The Park
Some of his passions were smoking pipes and cigars, collecting antiques, especially Navaho rugs, and eating sweet food and candy. One of his favorites was blueberry pie. Lorimer also enjoyed hiking in the woods where he did some of his best thinking for future literary works. He would spend most nights in front of a fire in his library smoking a pipe and reading manuscripts. It is said that he read about 100,000 words a night, although he probably skipped 75% of them.
Prior to 1683 the land where Lorimer Park sits was inhabited by The Lenni Lenape. In 1683, William Penn purchased this land from the Native Americans. In 1729, Edmund McVeagh II purchased the land and between 1735 and 1740 he built a house on the property, where it still stands. In 1915, George Horace Lorimer purchased the land.
In all, he accumulated about 2,000 acres of farm land in the area, including "Kings Oak." However, he soon realized that "the less land you farm, the less money you lose" and he started selling off most of the properties. One of these parcels is now the park and another is cur-
rently owned by The Sisters of The Holy Redeemer. When Lorimer died in 1936, he left his 132 acre Kings Oak estate to the county to be used as a public Lorimer had many famous friends, including 31st President of the United States, Herbert Hoover. Hoover was a pallbearer at Lorimer's funeral. Some other important people of the time who visited Lorimer were authors James Whitcomb Riley, Mary Roberts Rinehart and actor DeWolf Hopper.
Park in memory of his mother and his daughter, both named Belle, "For the enjoyment of its natural beauty."
Lorimer intended the park to be used as a home for wildlife and open for the public to study and observe birds, trees, flowers and other animals. While he was alive, Lorimer used the Kings Oak estate as a weekend retreat from his house in Wyncote. His favorite place in the park was Council Rock which overlooks the meadow across the Pennypack Creek.
This geographic formation was named for being a meeting place of the Lenni Lenape in the 16th and
17th century. It was an ideal location because of its height of nearly 100 feet.
Today, Council Rock remains a centerpiece for the modern Lorimer Park. Still an oasis of woodlands in the middle of suburbia, the park provides a natural escape for visitors from the noise and congestion of urban life. A picnic with the family, fishing in the stream, bird watching, nature photography, bicycling, and, as Lorimer himself enjoyed, hiking in the woods, all allow an individual to slow down, relax, and enjoy nature in all its beauty. George Horace Lorimer would be proud that his vision of a park "for little girls" is still being enjoyed by all. And, we thank him for it.
Information used in this brochure came from the following sources:
Tebbel, John. George Horace Lorimer, and The Saturday Evening Post. New York: Doublea day & Company, Inc., 1948.
Morrow, Edward. "Lorimer Park in Montgomery County, an Incomplete History." Old York a Road Historical Society Bulletin March 10, 1948: pp. 22-30. | <urn:uuid:9054a864-ef89-4f4c-b7e7-88a61ff104af> | CC-MAIN-2023-23 | https://www.montgomerycountypa.gov/DocumentCenter/View/2402/Lorimer_history?bidId= | 2023-05-28T10:32:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00337.warc.gz | 999,510,536 | 1,311 | eng_Latn | eng_Latn | 0.998824 | eng_Latn | 0.998824 | [
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Cockade Ribbon
Throughout history, special emblems, symbols and colors have been used to show patriotic support for a cause or country. During the American Civil War (1861-1865), a popular way of showing support in the North and South was to wear a cockade ribbon. A cockade, or rosette, is a decorative knot of ribbons or bows worn on a hat, lapel, jacket, dress, or sleeve.
What you will need:
* Scissors
* Ruler
* Pencil
* Stapler, glue, tape, or safety pins
* 3 colors* of thick paper (construction paper or cardstock works best) or fabric
* Velcro tab or safety pin *Patriotic ribbons were made using red, white, and blue ribbon. You can choose other colors or patterns based on the cause that you are supporting. For example, show support for healthcare workers with blue
ribbon, support animal rescues with paw print fabric, or celebrate Earth Day with green and blue recycled paper.
Make your ribbon
1. Measure and cut. Use a ruler, pencil, and scissors to cut the following shapes out of paper or fabric:
- Two 9" x 1" rectangles using the second color of paper or fabric (red for a patriotic ribbon)
- Two 9" x 1" rectangles using the first color of paper or fabric (white for a patriotic ribbon)
- One 4.5" x 1" rectangle using the third color of paper or fabric (blue for a patriotic ribbon)
2. Make the base. Cross the first two rectangles in the middle to form an X. Use white for the patriotic ribbon. Loop the top of each strip down to meet evently in the middle of the cross. Hold them together using a staple, glue, tape, or safety pin depending on the material you are using. The un-looped ends of each strip will be the streamers.
3. Add the second color. Take the two remaining long rectangles (red if you're making a patriotic ribbon) and old them together in the middle to make a plus sign. Fold each end inward to meet in the middle, creating four equal loops.
4. Put them together. Fit the looped cross over the base so that all of the loops and streamers are visible. Staple, glue, tape, or use a safety pin to attach them all together in the middle.
5. Finish your ribbon. Make a small loop using the remaining colored strip of paper or fabric. Attach it to the very center of your cockade using a staple, glue, tape, or safety pin. Make forked ends on the bottom of each streamer by making diagonal cuts with scissors.
6. Display it with pride! Use a safety pin or velcro to wear your ribbon on your shirt, or put it in your window or on your door.
Take it further!
The tradition of wearing cockades was strong in 18th and 19th-century Europe. In America, cockades were first used during the Revolutionary War. George Washington's Continental Army did not have enough money for uni forms to show rank, so soldiers from privates to officers were identified by colored cockades on their hats. By the Civil War, cockades were adopted as a patriotic accessory worn by men, women, and children to show support for the Union or Confederacy, and even to mourn loved ones or fallen leaders like President Abraham Lincoln.
This detail from a Harper's Weekly newspaper illustration dated June 1861, shows a Northern woman wearing a cockade ribbon while she and others sew clothing to send to soldiers at the front. | <urn:uuid:61939440-9434-48ac-a8c6-63cbdf072967> | CC-MAIN-2023-23 | https://media.alexandriava.gov/docs-archives/historic/features/activitycockaderibbon.pdf | 2023-05-28T09:19:38+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00338.warc.gz | 443,835,030 | 748 | eng_Latn | eng_Latn | 0.998464 | eng_Latn | 0.998451 | [
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Universal Journal of Educational Research 5(11): 1902-1911, 2017 DOI: 10.13189/ujer.2017.051107
The Study of the 5-6 Year-old Children's Appreciation the Humour at Preschool Education
Elif Yalçıntaş Sezgin * , Recep Hatipoğlu
İnegol Vocational School, Uludag University, Turkey
Copyright©2017 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License
Abstract The aim of this study is to determine how the 5-6 year-old preschool children evaluate the humour through pictural analysis of their drawings about humour. The study was conducted with 52 preschoolers aged 5-6 at independent preschools attached to the Ministry of National Education. The data were collected through drawing and interview techniques. The obtained data were analysed by using the content analysis technique. The drawings by the preschoolers were found to support the Absurd Theory, the incongruity and the stages of development in humour, Bariaud's and McGhee's theories about the preschoolers and their styles of expressing the humour.
Keywords Preschoolers' Drawings, Humour, Preschool Education
1. Introduction
There are various definitions of humour. İn the literature humour is defined as incongruity, fun laugh, joy, pleasure and good mood (8). Humorous is defined as everything which involves in all areas of life, a nonsense and absurd idea, and everything which contributes to a person's having a good time (29). An aspect of children's humour development is the way they explain pictorial humour. That is, pictorial humour takes place in the development of humour. Brown (3) stated that there are a limited number of studies bringing out the skills of children's appreciation and description of humour. Four categories helping to describe the given explanations when looked at a humorous picture were developed: Category 1 includes the situations in which humorous elements in the picture are described as comic without giving any explanations defining why they are comic. Children say explain only why they find it comic or not. Category 2 is similar to Category 1 but there is an explanation. In Category 3, children describe the Picture as comic but they do not explain what it is comic. Category is similar to Category 3 (3). Most of the studies done between 1970 and 1980 include the appreciation of humour with mental development and comprehension and they were carried out in the experimental situations in which humour was used as a smile and laughing material a sign and indicator by using graphic stimulants. Schultz (1972) used, in his/her study, pictural cards and caricatures to study the incompatibility and resolution in children's appreciation the humour (8). There are different theories of humour in literature. Especially at preschool, according to Bariaud (2) and McGhee (20, 21), four characteristics of pictorial humour are used to understand pictorial humour. These characteristics are classified as: a) transferring of characteristics or displacement of characteristics; b) deformity-exaggeration in size; c) abnormal behaviours or situations; and d) misfortune or misbehaviours. The Absurd and the Empowerment Theory by Loizu (12) explains the children's sense of humour. The Theory of the Absurd consists of three categories: 1) comic gestures/ attitudes/ voices/words; 2) inconvenient activities and 3) the use of inconvenient materials. McGhee (19), the pioneer of humour development, emphasizes the importance of incongruity. According to McGhee (19), incongruity underlies in every kind of humour. Incongruity, a situation which causes an unexpected situation instead of an expected coherent situation in a case by stunning, creates a tension on a person. When the person restructures this situation as humorous, the ach laughing happens, the tension decreases and the relaxation happens (27). McGhee separates the development of humour into five phases. The children at the first phase laugh at the figure at which they attach (6 month / 12/15 months). The first humour reaction of babies is seen as a result of the experience with their parents. For example, a 6-7 months-old baby can laugh at his/her mother who controls the feeder from which milk does not come by taking it in her mouth or at his/her father walking like a penguin (21). The children begin to use an abject instead of another object at the second phase (inconsistent behaviours) (12/15 months – 3,4,5 years old). For example, 18 months-old Sally's laughing when she uses a toy cube as if it was a telephone and then she hangs up (6, 21). The children laugh by naming people, objects or body parts in a different way at the third phase (the naming of event, people in an inconsistent way)
(2,3,4 years old). They find miscalling on purpose comic. For example, they can laugh by naming a cat as a dog, a hand as a foot or they become happy they show a cat as a dog, a hand as a foot, an eye as a nose. The child must notice that there is an incongruity between the real and what he/she did so that such a situation can be perceived as a humorous situation (6, 21).
At the fifth stage (multiple senses and the beginning of humour like the adults') (6/7 years old and later), children can understand and find funny the jokes in which there are words having several meanings thanks to their knowledge about the doubleness of the words. Rhymes are funny for children at this stage (21).
McGhee (21) evaluates the fourth phase (conceptual incongruity) in different categories: 4a) playing with the sounds of the words: Children like playing with the sounds (not meanings) of the words at this stage. For example, they laugh by producing combinations like daddy, paddy, faddy or silly, dilly, willy, etc.; 4b) The combination of meaningless and real words: Children like combining words in an absurd way even though they know it is wrong. For example, they say "I want more potato/dirt/guitar juice, chair soup, apple shoes, butter hats, etc. (11, 21); 4c) the distortion of characteristics of objects, people or animals: Children, at this stage, like adding some characteristics which do not belong to people, animals or objects, removing the present characteristics, changing the size, color, shape of the known things. They laugh at the situations, objects, and people having exaggerated characteristics and the inconsistent and impossible behaviours. For example, a person has a dog head, a cat that doesn't have a tail, a person having a square head, big ears, a skating cow (21). 4d) Giving names related to the opposite sex: Children, at this stage, laugh at naming as opposite sex. For example, telling 'This is Mary' by showing Tommy or saying 'hello Bobby' to Susie (11, 21).
According the psychoanalytic theory, desires and fears underlie in children's drawing works. Children can express these feelings symbolically or secretly, which shows that children's mood can be understood through their drawings and their drawings can be used for this purpose. Drawings provide an advantage to observe individuals give also the opportunity to evaluate cultural and social determinants having a role in choosing topic and figure (31). Drawing is an image of the most natural imaginations of emotional and intellectual life that a child expresses in a typical and simple way. This characteristic, which is a reflection of the child's inner world and general development, shares similarities with the emotional period that important artists (painters) experience. Some drawings, symbols and signs that children obtain through perception are extremely meaningful in terms of activity period and they can be seen as important factors reflecting their world in a plain, pure and direct way (1). Children can reflect their feelings through drawings and they can express their sentiments and opinions about events. Drawings by children are accepted as a mirror of their inner worlds. Many researches have been done on his subject (5).
When the related literature is examined there are limited studies that examine how humorous situations are seen by preschool children. The children were shown certain drawings and the ways by which the children appreciated the humorous situation were examined or they were asked to take photos of the situations they find comic (2, 12, 14). It is seen that the situations in which children appreciate humour by looking at the pictures they drawn themselves were not studied. Therefore, The aim of this study is to examine the drawings in which the preschoolers aged 5-6 express the situations at which they laugh and the situations they find funny picture analysis. In this regard, the following questions were tried to answer:
In the children's drawings related to humour, which people, objects or animals did they draw as a funny element?
In the children's drawings related to humour, which situations did they draw as a funny state?
In the children's drawings related to humour, which behaviour, conduct and attitude did they draw as a funny situation?
2. Method
2.1. Study Group
To determine the study group, purposive sampling method, which is often used for qualitative research, was preferred. The participants in the study determined the purposeful sampling method. The purposeful sampling gives the opportunity of studying the situations giving abundant information in depth. The situation sampling, which is one of the purposeful sampling methods, is a sampling that provides speed and practicability for a study (35). For this reason, in this study, the convenience sample, which is one of the purposeful sampling methods, was used. A criterion to determine the children was designated from the convenience sampling. 5-6 year-old children were selected as a criterion. 5-6 year-old children are at the pre-schema period and they are eager to talk about their drawings and they are aware that they draw pictures representing their feelings and thoughts. Towards 6 years old, the proportions begin to become more realistic and the details increase. Transparent pictures, which are called as rontgen or transparent, show up. The use of colors is accidental. The details in human figures (like skirt, pants, etc.) begin to increase (31).The study group consists of 52 preschoolers (28 female, 24 male), of whom 25 preschoolers aged 5 and 27 aged 6 at Public independent preschools attached to the Ministry of National Education, in the centre of Bursa. The study was conducted with voluntary preschoolers who show normal development.
2.2. Data Collection Means
In this study based on qualitative research techniques, the
semi-structured interview and expressing through drawings were combined.
The researcher came in the class with the class teacher and introduced herself. She stated that she would do drawing activities with them at that day. Then she interviewed with the child alone in another classroom. Every child was asked what makes him/her laugh the most and who is the funniest person for him/her? The children were encouraged to answer.
Semi-structured interview:
2.3. Drawing Technique
Drawing is a nonverbal technique for the children and teenagers who can't express himself/herself. Drawing technique is a kind of technique opening a window to children's opinions and emotions and revealing the image in the child's mind (30). In addition, the usage of drawing technique is also important in multiple fields. For example, drawings are used to gather information about the child's communication, expressing himself/herself and feelings, his/her problem solving, the problematic children's feelings and memory development (15). The quality of drawings in the picture and the content of the drawing reveal the perception of the child about himself/herself, the people around himself/herself (28). In this study, the children were interviewed by asking them questions about people or situations that make them laugh the most in order to encourage the children to draw pictures and remember them of the events which make them laugh. They were asked which event makes him/her laugh; who or what/ which animal or object makes him/her laugh and when they laugh. After the meeting, he/she was asked to draw the picture of the person, object, animal or event that makes him/her laugh. After he/she had drawn, the researcher interviewed with them face-to-face and she asked them to express their drawings and she wrote what the child said.
2.4. Data Collection
Each child was introduced into another room by the researcher and he/she was given a sheet of A4 paper and pastels of every color so that they can draw a picture. While the children were drawing, the researcher kept notes and the figures drawn by the children were recorded.
2.5. Data Analysis
The data obtained from this study were analyzed according to the content analysis approach. The researcher composed the codes and themes directly, which were not determined before, from the obtained data in conformity with the content analysis utilizing the related literature. The notes kept during the interview with every child were organized and prepared for a general coding before the content analysis. Content analysis is a general term which contains several strategies to analyze a composition (23). Content analysis is formed at the stages of obtaining data through interview, observation and documents, coding of data, finding the themes, organizing the codes and themes, defining the findings and interpreting them (35). In the study, validity and reliability were obtained by applying triangulation technique. The researcher triangulation, which is done by more than one researcher in the same research at the stages of data collection and analyses within the context of triangulation techniques (16), was applied in the study. In this context, all the researchers worked together at the stage of data collection and two researchers coded separately. The analyses realized by these two researchers were looked over with a third researcher. The analyses were completed by discussing on the different and incompatible codes. However, the obtained data were examined if they were compatible with each other and then the reliability was obtained. The analyses and the decisions related to the types of significant made by the experts were coded separately and the reliability of the research was estimated by using the formula Reliability = Consensus/Consensus + Disagreement x 100 (17).
3. Findings
Table 1. In children's drawings, the humour signs in the situations they found funny (N: 52)
*Since the child used more than one item, the general total is more than the total number of children.
Table 2. General categories of drawings by children in terms of humour
At the table 1, it was seen that the majority of the children preferred to draw, as person, elder brother/sister (f=10), friend (f=9) and mother (f=8) when they were asked to draw at which they laugh. However, the most preferred person to draw was father (f=7) after mother. They drew clown (f=5) as entertainment hero.
The obtained findings and categories as well as the interview with the children and their drawings were indicated below.
The drawings by the children related to humour were categorized below according to Bariaud (2), Loizou (12, 14) and McGhee (20, 21).
Incongruity: Humorous gestures: Gestures such as laughing, smiling, sticking out his/her tongue, and other facial expressions (for example, sticking out his/her tongue, tweaking cheeks, etc.) are humorous signs. Below are examples related to the children's humour category:
C 26: My mother and my elder sister.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 26: My mother and my sister are raising their eyes and they do imitation like a cross–eyed(Figure1)
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 50: My elder brother.
C 50: My brother is sticking out his tongue.
C 44: My elder brother.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 44: My brother is pulling his ears and sticking out his tongue.
The incongruous behaviours of animals:
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 30: A bear climbing the tree.
C 30: The breech of the bear is seen while it is climbing the tree.
Transferring/giving the human characteristics to animals:
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 4: A horse.
C 4: The horse is speaking like a man.
C 2: A Child having donkey ear and tail
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 2: because he has two donkeys ear and tail (Figure 2) The researcher: What did you draw?
C 2: He looks like a donkey but his face is like a man's. The researcher: So why is this drawing funny?
C 30: A lamb and a sheep.
C 30: Their faces look like a man's. They look like a man.
The researcher: Why is this drawing funny according to you?
Incongruous behaviours of people: Children find the incongruous behaviours of people funny. Here are some examples: The fact that his/her mother wears socks on her hands, that his/her father wears his shirt inside out, that his/her father wears a clown nose, that his/her elder brother or sister cocks a snook, that his/her elder sister does imitation like a monkey, that his/her brother raises his/her hands and makes a strange noise, that his/her father plays the halay at home, different gestures of the teacher, a man mounting a horse backwards, a man doing acrobatics on a cycle, the fact that his/her mother's using shoes like a telephone, the fact that his/her elder sister sucks a nipple…
The researcher: What did you draw?
Some examples were given below:
C 56: My mother's shoes.
C 56: While my mother plays house with me, she uses shoes like a telephone.
The researcher: Why is this drawing funny according to you?
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 51: A man riding a horse.
C 51: Because the man mounted a horse backwards and he, as if he went back
Incongruous appearance:
C 20: My father and my elder brother.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 20: My elder brother and father look small while they are coming.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 17: My elder brother, myself, socks with child figures.
C 17: Because my elder brother wears socks with child figures. (Figure 3)
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 22: Myself, my mother, my father, distorting mirror.
C 22: Because we look different (funny) in front of the mirror.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to
C 52: I drew my mother and father's wedding photo.
you?
The researcher: Why is it comic?
C 52: My father's wedding suit is comic.
C 52: his hat is comic (A family from Azerbaijan) (Figure
4)
The researcher: What did you draw?
The researcher: Why is this drawing funny according to
C 49: My friend wearing a hairclip like a crown, flower, star, cloud, sun.
you?
C 49: Because my friend's crown is too big, moreover it bigger than her head (Figure 5)
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 35: A dwarf.
C 35: The dwarfs walking on the road make me laugh a lot.
The researcher: Why is it funny? C 35: They are adults but they look like a child.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 20: A dwarf.
C 20: The fact that the dwarf's dancing makes me laugh.
The naming of objects, events and people in an incongruous way and the naming inaccurately: The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 6: My friend and I are talking.
C 6: He/she calls me inaccurately and I'm laughing at it a lot.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 9: My mother.
C 9: Because my mother sings
C 9: She sings in a wrong way.
The researcher: Why is it funny?
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 11: My mother.
C 11: While she is talking to me, she calls me Çiçek, so I laugh at it a lot.
Misfortunes or misbehaviours: Another situation at which children laugh a lot is clumsinesses or misbehaviours that people or animals do. In the study, children stated, through drawings and verbally, that they find their elder brother's or friend's falling, the clown's dropping the balls funny. Here are some examples:
C 4: The clown is playing with the balls.
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 4: The clown is dropping the balls on the floor. Isn't is funny? (Figure 6)
The researcher: What did you draw?
The researcher: Why is this drawing funny according to you?
C 28: child (girl), ice cream cone, ice cream
C 28: Dropped the ice cream from the cone (Figure 7 )
Table 3. Below are the numbers of drawings according to the categories of humour in the drawings of children.
4. Conclusions and Discussion
The results of this study were discussed under two headings: the concept of humour in the drawings by children in terms of drawing technique and the Absurd theory– incongruity.
5–6 year old children are at the period of the developments stages. The preschematic period (4–7 years old) are the period at which children begin to use symbolic systems. At this stage, children use symbols reflecting certain characteristics about the real world and reflect the similar ones of the objects he/she saw and knew through materials belonging to drawing plane (9,22). Even though children use symbols belonging to the real world to draw humorous situations, asking them questions about their drawings are important in order to obtain the validity and reliability of the study. In this study, even though the interviews were before the drawing activities, they were asked questions by the researcher about their drawings after they completed them and their responses were recorded. Thus, the humorous situations drawn by the children became more explicative.
Drawing technique and incongruity:
According the findings of the study, it was seen that the children preferred mostly elder brother/sister as person to draw in the situations they find funny. Then friend, mother and finally father were mostly preferred. They preferred clown as an entertainment person. In the drawings related to elder brother/sister, the situations about incongruity and clumsiness were reflected. In the drawings related to friend, the expressed humorous gestured were clumsiness, misfortune, naming of objects, events and people an incongruous or inaccurate way. Mother was expressed mostly by her using humorous gestures, naming of objects, events and people an incongruous or inaccurate way and incongruous gestures. Father was expressed mostly by incongruity, misfortune, humorous gestures and incongruous appearance. Clown was mostly expressed by misfortune, clumsiness, incongruous appearance categories.
It can be clearly seen, in the drawings by the children, that there are traces of humorous gestures and incongruous behaviours taking place in the categories of the Absurdity theory (12). İn the drawings by the children, there are sticking out his/her tongue, different facial gestures, sticking out his/her tongue by pulling his/her cheeks towards both sides.
When we talk about the distortion of the objects, people or animals, it can be seen that the children drew the transferring of human characteristics to animals (drawing human face on lamb or sheep, drawing a half human half fish picture, speaking of a horse, etc.); here, visual humorous is the transferring of a characteristic belonging to a category to another category. A cow wearing a hat or a man having dog ears is good example for this. Preschoolers find funny the transferring of human characteristics to animals in their drawings and expressing of humorous situation (2, 13, 21).
As for incongruous gestures, they drew and expressed mostly, as humorous gestures, the incongruous gestures and behaviours of their family members (mother, father, elder brother/sister); for example, his/her elder sister's mimic of monkey, his/her father's playing halay at home).
When we examine the drawings by the children according to the incongruous appearance category, it can be seen that dwarf, their images in front of distorting mirrors, the reduced appearance of his/her father and elder brother crossing the road, his/her friend's wearing an exaggerated hairpin reflect an humorous situation. Children also find the appearance of abnormal object or people (14). In the Loizou's study (14), the photos about humorous situation taken by the children were analyzed. In the photos taken by children, it was seen that they found funny the whiteness of his/her grandmother's hair, baby dolls with long legs. Another important situation that children find funny is the naming in incorrect way (for example, calling collar instead of head…). Children like naming objects, people and events in a different way. They laugh at naming people, objects and body parts in a different way. They fing comic to name incorrectly on purpose. For example, they laugh by telling dog instead of cat, socks instead of shoes (6, 21). In the study, it is seen, in the drawings by the children, that his/her mother's calling him/her by a false name, his/her mother's singing incorrectly, his/her friend's calling him/her by a false name are humorous situations.
In the study, it was seen that the children drew pictures compatible with the humorous and incongruous development stages of the Absurdity theory (12) and the four characteristics of Bariaud (2) and McGhee's (20,21) preschooler's pictorial humour (transfer or displacement of characteristics, distortion or exaggeration of the size,
Misfortunes or misbehaviours: Another situation at which children laugh is misfortune or misbehaviours people or animals make. For example, a cat's spilling milk while it tries to reach it, the ejecting of water by a fish at the man looking at it… (2,21). In the study, the fact the clown' dropping the balls, his/her friend's causing to fall him/her by holding his/her leg, etc. are called humorous situations by the children.
abnormal behaviours or situations, misfortunes or misbehaviours). Similarly, in the study by Loizou (14), it was seen that the photos taken by the children were compatible with the incongruity category. The expressions of humour by the children and their understanding the photos were examined from different points of view. In these studies, even though the researchers worked on the understanding the joke, the humorous pictures and the comedies a lot (18, 3,25 32; 13), researches on linguistic humour are little. In this study, the children were asked to draw the situations that they find funny. Drawing is one of the ways to express themselves cosily for children (26). It was difficult to find a satisfactory study on linguistic humour since children express humorous situations through drawing. It was understood the humorous situations only by asking them questions about their drawing through face–to–face interviews and it was seen that his/her mother's calling him/her by a false name, his/her mother's singing inaccurately, his/her friend's calling him/her by a false name were called humorous situations. At the third stage (naming the objects, people or events in an incongruous way – 2–3–4 years old), children like naming the objects, events or people in an incongruous way. They laugh by naming the objects, events or body parts in a different way). They find comic to nickname on purpose. For example, telling dog instead of cat, socks instead of shoes, etc. (6, 21). This category belongs to incongruity category.
When the literature was examined, it is seen that there are a few studies about pictural humour at preschool period. A similar study was carried out by Pitri (36) 578 children (between 4,5 – 12 year-old) participated in this study which was conducted to find out better the children's untutored graphical presentations as a form of visual development rather than a form of perceptive development. The children were asked to draw something comic and to explain them. The aim of the study is to determine the themes of children's humour art. It was found out that there were different categories and characters of humorous art among children and there were not differences in children's humorous images according to their genders. Similarly, Loizou asked six children (5-6 year-old) to take pictures of the things they find comic at home and at school by using a portable camera to study children's appreciation and perception skill of humorous situations in 2011. He analyzed the pictures taken by children in the context of the theory of the absurd and empowerment. He explained the humorous elements according to the absurd and empowerment theory. Pushe-Navarro (24), in his study, two experiments were done to examine pictorial humour as an unusual but legitimate way to approach the study of children's representational activity and the transition from implicit to explicit knowledge. In both experiments, the participants were 3-4 year-old children. In the experiment 1, he studied the understanding of two pictorial jokes using two conditions, choice and verbal production. In the experiment 2, he compared the results of the experiment 1 with the comprehension that children had two versions of three pictorial jokes presented in two different sessions. The results showed three levels of comprehension. Changes according to the level were analyzed. The data suggest a tendency to stay at the same level although a few children descended or ascended. These changes occur within a short period of time and provide support for a particular conceptualization of cognitive development. Implications for illustrated mechanisms of change and representational redescriptions in young children were discussed. Loizou, in his study in (13), he showed comic drawings including multiple inconsistency to 80 preschoolers and examined the responses and reactions about the drawings. Both male and female preschoolers could explain equally the inconsistencies and comic parts in the drawings. Guo, Zhang, Wang and Xeromeritou (8) examined, in their study conducted with Chinese and Greek children of 4,5 – 5,5 year-old, the relation between humour and cognitive development. The drawings including humorous elements were shown to the children and they were asked to determine and explain the inconsistencies in the pictures. It was seen that there was a significant and positive relationship with both Chinese and Greek children's describing humour and their cognitive development.
This study was conducted to understand children's perception of humour. In the following studies, it can be done studies on younger children and on how they make their friends, parents and elder brothers/sisters laugh. In order to increase data diversity in the studies on children, drawings by children, interviews with children and photos taken by children can be used.
In this study, it was aimed at children's expressing humorous situation. It was seen that the study supports the Absurdity theory (12), the humorous development stages of the preschoolers, and Bariaud's ( 2) and McGhee's (20, 21) understanding of pictorial humour by preschoolers.
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[37] Pitri, E. Children's funny art and the form it can take over time. International Journal of Education through Art, 7(1), 81-96, 2011. | <urn:uuid:82a11e93-426d-4790-b2ff-165963dc9db0> | CC-MAIN-2023-23 | https://www.hrpub.org/download/20171030/UJER7-19509997.pdf | 2023-05-28T09:35:24+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00338.warc.gz | 908,231,019 | 8,570 | eng_Latn | eng_Latn | 0.911102 | eng_Latn | 0.997074 | [
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Geography: Habitat and Biome Destruction: the drainage of the fens compared to The Camargue
1. What is a Biome? Biomes are areas of our planet with similar climates, landscapes, animals and plants. Within a biome lives different ecosystems
2. What are the 5 main types of Biome? Aquatic, desert, tundra, grassland, forest
3. In which Biome does the Fens belong? The aquatic Biome is split into: marine, coral reef and freshwater. The freshwater is split into: ponds/lakes, streams/rivers and wetlands. The Fens is part of the wetlands Biome.
4. Where is The Camargue? A region of the Rhone delta in south-eastern France
5. How is The Camargue different to The Fens? It is characterised by numerous shallow salt lagoons; also the region is known for its white horses.
DT: Lever and Pulley Project
1. What do we mean by a lever? A lever is a strong, sturdy body that rests on a support called a fulcrum.
2. What is a fulcrum? The fulcrum is where the lever pivots.
3. What do we mean by the load? The load is the objected being lifted or affected, for example, with a seesaw, whoever is being lifted up is the load
4. Why are levers useful? They allow us to lift heavy weights by applying a smaller force.
5. Define the term 'pulley.' A pulley is a type of simple machine that uses a wheel with a groove in it and a rope. A pulley helps to move the load or change the direction of force.
Gymnastics
1. How do we perform a rocket jump? Rocket Jump with a turn (¼, ½ and full turn involves an explosive burst of energy from a bended leg position
2. What is important when performing a roll? Control
3. What makes a good cartwheel? Control, strength, body tension, lunge into Cartwheel, rhythm, straight legs, pointed toes.
4. What rhythm do we need to follow when performing a cartwheel? Foot – hand – hand – foot – foot rhythm.
5. What do you need to perform a vault? Speed, strength, balance, control
Hockey:
1. Which side of the stick do we use when dribbling the ball? The flat side of the stick
2. What do you need to remember when dribbling the ball? Head up, ball close to stick, rotate your wrist to move the ball side to side across your body.
3. What is important about tackling? Timing, keeping balanced, use flat side of stick, tackle the ball not the stick!
4. What do we need to remember about how to hold the stick? Pick up the stick using a handshake technique hands spaced apart on the stick
5. When shooting, what does a player need to think about? Head up to see the goal, wide grip on the stick, use a push or a slap shot.
New Road Primary and Nursery School Spring Term 2 2022
(February - April) Year 5
Information for parents
Mrs Bowyer, Mrs Warrener and Mrs Purell
Dear Parent/Carer,
This letter is to inform you of what your child will be learning this half term through a range of questions that they should be able to answer by the Easter holidays. We have provided the answers for you as well.
Mathematics
1. What do we mean by equivalent fractions? Fractions with the same value, although they look different, e.g.
2. What is an improper fraction? A fraction whose numerator (top number) is larger than its denominator (bottom number)
3. What is a mixed number? It is one integer (whole number) and one proper fraction making up a number, e.g. 1 ½
4. How can we convert tenths into decimals? We divide the numerator by the denominator, e.g. 1/10 = 1 divided by 10 = 0.1
5. What is a percentage? It is a proportion of a whole number expressed as a value out of 100.
English: Fiction/Non-Fiction (balanced argument)
Class book: 'The Explorer' by Katherine Rundell
1. What are the two purposes of using apostrophes? To shorten words (contractions), such as don't (do not) and to show possession (something belongs to someone, e.g. the boy's bag)
2. What are rhetorical questions? Questions that make a point, rather than requiring an answer
3. Where would you see a relative pronoun? Relative pronouns (who, which, where, when, whose, that) are used at the beginning of a relative clause (a type of subordinate clause giving extra information)
4. What is a balanced argument? A discussion where you consider both sides of the argument
5. In a balanced argument, what are the key features? Opening paragraph (to explain the issue being discussed), reasons IN FAVOUR, reasons AGAINST and a conclusion (including writer's own opinion)
Science: Plants
1. Name the male parts of a flower. Stamen (anther and filament)
2. Name the female parts of a flower. Carpel (Stigma, style and ovary)
3. What is the difference between sexual and asexual reproduction? Sexual reproductions is where you need 2 parents to create offspring whereas asexual is where you only need 1 parent
4. Name 3 different ways that seed dispersal can occur. Wind, being carried by animals, animals eating them, water and explosion
5. What is a hypothesis? What you think will happen/ what you think you will see.
French: I Am The Music Man
1. How do we say 'Do you play? Tu joues…?
2. How do we say 'I play the…'? Je joues du…
3. How do we say 'He/she plays'? Il/Ell joue
4. How do we say 'I don't play…? Je ne joue pas…
5. How do we say 'Head, shoulders, knees and toes'? Tete, Epaules, Genoux et Pieds
R.E: Christianity – The Resurrection of Jesus
1. What does the term 'resurrection' mean? Bringing someone back to life after they have died.
2. On what day was Jesus's tomb found empty? Easter Sunday.
3. Who is believed to be the first person to find the tomb empty? Mary Magdalene
4. Why did Jesus stay on Earth for 40 days after the Resurrection? Gave his disciples instructions regarding what to expect and to do in remembrance of Him and to carry out His work on earth.
5. What do Christians call the "rising up" of Jesus when he went up to Heaven? The ascension
PSHE: Feeling and Emotions - Anger
1. What is anger? Anger is a strong feeling that makes you want to hurt someone or be unpleasant because of something unfair or unkind that has happened.
2. What is aggressive anger? Aggressive anger refers to hurting others physically/emotionally.
3. How is passive anger different? Passive anger refers to when we avoid dealing with situations we're angry about, such as sulking or seeking revenge.
4. What do we mean by assertive anger? When we're feeling calm and controlled enough to talk about and listen to others about why we were angry.
5. What do we mean by the term 'trigger'? A cause or reason for feeling a particular way.
Art: 9 th Century Scandinavian art
1. In which country was the Oseberg ship found? Norway
2. In which Century had it been buried? 9 th Century.
3. Which countries were classed as Scandinavia in the 9 th Century? Norway, Denmark and Sweden
4. Name two of the weaving/looping techniques. Pretzel knots, S-shapes, single loops, curly loops
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Preliminary Technologies Stage 2
This course is current for 2023.
Preliminary Technologies is designed to assist learners to develop basic knowledge and skills for living and vocational pathways
Using a practical skills-based approach, this course is designed to encourage learners to develop a range of skills in the safe use of equipment and digital systems around the home and other learning environments. It also assists in building independent living skills.
Course Description
Preliminary Technologies is designed to assist learners to develop basic knowledge and skills for living and vocational pathways. Using a practical skills-based approach, this course is designed to encourage learners to develop a range of skills in the safe use of equipment and digital systems around the home and other learning environments. It also assists in building independent living skills.
Learners will develop their personal skills in decision-making based on their own or community-identified needs and preferences. They will begin to develop an understanding of design thinking in the creation of designed solutions within everyday contexts.
This course is organised into four sequential stages. Each stage includes a learning focus statement and examples of student learning. Each stage is designed to accommodate a learner's level of readiness and reflects their stage of development. It is possible that a learner may engage in only one stage of learning in their study of this course.
The learning program focuses on ideas, skills, techniques and processes. It includes engagement in concepts that emerge from a range of starting points and stimuli. Learners explore experiences, ideas, feelings and understandings through using, responding and making.
Introduction to Preliminary to Level 1 courses
This course has been accredited under Section 55ZI of the Office of Tasmanian Assessment, Standards and Certification Act 2003 - Other education. 'Other education' is defined by the Act as including 'education specifically designed for a person with a disability'.
Section 55ZM of the Act requires that providers of this course issue qualifications to learners who achieve a Preliminary Achievement (PA) award or higher at any stage or size value. For further information and examples, see the Supporting Documents section of this course.
In addition to provider-issued qualifications, course providers may report learner results to the Office of TASC in late November each year using prescribed methods. Reported results will be used by TASC for inclusion on students' Qualification Certificates (QCs) and may form part of the evidence base for a Tasmanian Certificate of Educational Achievement (TCEA) for eligible learners.
Achievement in courses Preliminary to Level 1 does not contribute to the Tasmanian Certificate of Education (TCE). This allows for greater flexibility in regard to learner movement between stages and their learning time (reflected in variable size values for this course) than are available in Level 1 and higher senior secondary courses.
Learners
The Preliminary to Level 1 suite of courses are designed for learners whose circumstances significantly impact their learning in an ongoing manner or for extended periods of time.
These learners include:
learners with disability as defined by the Disability Discrimination Act (DDA) 1992, whose disability requires educational adjustments to support access and participation in learning
learners whose circumstances have significantly impacted their ability to attend school for extended periods of time or engage in courses with higher levels of complexity
learners who require significant support for learning English as an additional language or dialect.
Course Relationship to Australian Curriculum
This Preliminary to Level 1 course is aligned to Australian Curriculum: Technologies, which describes two distinct but related subjects:
Design and Technologies, in which learners use design thinking and technologies to generate and produce designed solutions to meet authentic needs and opportunities.
Digital Technologies, in which learners use computational thinking and information systems to define, design and implement digital solutions.
The strands and sub-strands of Preliminary Technologies are closely aligned to those in the Australian Curriculum: Technologies subjects, as shown in the table below.
Table 1: Australian Curriculum Technologies subjects, strands and sub-strands
Table 2: Preliminary Technologies subjects, strands and sub-strands
Rationale
Preliminary Technologies is one of a suite of courses designed to provide basic skills to learners with high needs, many of whom have a learning difficulty or disability. Some learners may need the full suite of courses for study in both Years 11 and 12, some may need it for only part of their course load, and other learners may need only some courses in Year 11 before moving to other programs for Year 12.
The study of technologies involves learners using technologies to create innovative solutions that meet current and future needs. Learners are encouraged to make decisions about the development and use of technologies, considering the impacts of technological change and how technologies may contribute to a sustainable future. This course provides practical opportunities for learners to be users, designers and producers of new technologies.
In Preliminary Technologies, learners are beginning to use design thinking and technologies to generate and produce designed solutions. Learners use computational thinking and information systems to design and develop digital solutions.
Through the practical application of technologies, learners may develop dexterity and coordination. This course offers learners a broad range of learning experiences, readily transferable to their home, life, leisure activities, the wider community, and to work.
Preliminary Technologies caters for learners who require flexible and individualised programs. Learning experiences in this course are designed to move learners from an emergent level of responding to a level where the response indicates intention. Preliminary Technologies aims to offer better outcomes in all aspects of learners' lives, and assist learners' access to achievable pathways to further education, training and/ or employment outcomes.
Aims
With coactive support Preliminary Technologies aims to develop learners:
ability to take into account the ethical, legal, aesthetic and functional factors that inform the design processes
skills to use technologies to meet an identified need
understanding and application of protocols and practices that support safe use of tools, equipment and digital technologies.
Additionally, learners may:
develop a sense of pride, satisfaction and enjoyment from their ability to create innovative designed solutions.
Learning Outcomes
On successful completion of this course, learners will be able to:
1. recognise that technology impacts on everyday life
2. safely use technologies, including materials, tools, equipment and digital systems
3. identify design challenges in practical situations
4. use design processes in practical situations.
Stages of Learning at Preliminary to Level 1
This course focuses on progressing learners from an emergent to early intentional state. It encourages learners to develop their independence as they explore, participate and engage in the world around them. Curriculum expectations for learner achievement are set at four stages. These stages are not associated with any set age or year level that links chronological age to cognitive progress. As learners progress through these stages the level of support decreases as they proceed towards becoming independent learners. The stages focus largely on foundational literacy and numeracy skills and the development of physical, personal and social capacities.
This document is Stage 2 in four Stages of the course Preliminary Technologies.
STAGE 1
At this stage learners experience a range of learning activities that will assist them to attend to and explore the world around them with as much independence as possible. Experiences are designed to move learners from an emergent level of responding to a level where the response indicates beginning intention. Learners will need high levels of coactive support and focused attention from the teacher to help them initiate and refine their responses. Learners demonstrate some awareness and recognition of familiar people and routine activities.
STAGE 2
Learners at this level become less reliant on high levels of coactive support and become more reliant on verbal prompts and gestures to facilitate their learning. They begin to explore their world independently and engage in simple cause-and-effect activities. Learners are able to focus on structured learning activities for short periods of time. They respond to familiar people and events and begin to use 'yes/no' responses.
STAGE 3
Learners at this level are less dependent on coactive support and respond more consistently to prompts and simple clear directions from the teacher to support them in their learning. They are displaying the first signs of independence and becoming more peer focused. Learners participate in structured learning activities with others and they begin to use pictures, photos and objects to communicate personal interests and experiences. They start to use and link some familiar words and images to form a meaningful communication.
STAGE 4
With teacher support and curriculum scaffolding, learners at this level participate cooperatively in group learning activities. They express their feelings, needs and choices in increasingly appropriate ways and combine and sequence key words and images to communicate personal interests and to recount significant experiences. They indicate beginning understanding of social rules and expectations and are beginning to reflect on their own behaviour.
Access
Learners can enter the course at any of the four stages depending upon their level of readiness or ability. Providers will determine the entry point for learners based on each learner's level of readiness.
All learners have a right to an education that meets their needs through full participation and engagement with learning. Providers enhance the quality of all students' learning through responsive and planned learning programs that optimise achievement using inclusive practices.
Learners will have access to appropriate resources such as professional support staff (; or adult assistance), and equipment such as assistive technology or modified facilities, as required. The Disability Standards for Education, 2005 outline the obligations that educational providers must meet in supporting the needs of learners with disability through reasonable adjustments.
Adjustments include a range of supports and accommodations including but not limited to:
supportive learning environments
tailored delivery models
visual and organisational supports
multimodal learning and assessment opportunities
varying levels of prompting and adult assistance
access to appropriate technology.
'Adjustment' does not mean the lowering or removal of standards but rather it means allowing learners appropriate means to demonstrate their learning and achievement against standards.
In the instance of online, distance or flexible delivery, adjustments may be made in the delivery of the courses by providers to suit the individual student's learning environment. This may involve differentiation to reflect the resources readily available to the learner within their home or community.
Pathways
This course is preparatory to several Level 1 TASC Technologies courses:
Workshop Techniques – Introduction, Level 1
Food and Cooking Essentials, Level 1
Basic Computing, Level 1.
Resource Requirements
Learners will need access to a range of digital technologies (hardware and software) which includes but is not limited to their personal assistive technologies. Technologies could include: tablet computers, digital cameras, mobile phones, desktop computers with input devices such as a keyboard, mouse and/or, graphics tablet. Output devices could include monitors and printers.
Each elective unit has its own requirements to provide appropriate learning spaces for the technologies contexts selected:
food specialisations – access to a domestic kitchen or wet area
food and fibre production – access to growing facilities such as garden beds or pots, and/or facilities suitable for animals
materials and technologies specialisations – tools and environment appropriate to the chosen material(s), for example: wood; paper; metal; textiles; or composite materials
engineering principles and systems – a range of age-appropriate models, malleable materials and construction equipment such as building blocks.
Course Size And Complexity
This course has a complexity Preliminary to Level 1.
Each stage of the course has a size value of 5 or 10 or 15 depending upon learners' needs. A learner will undertake a minimum of 50 hours study in this course, through to a maximum of 150 hours dependent on learner needs.
There are many possible ways of combining the Stages of learning and the size value of 5 or 10 or 15 depending upon learners' needs.
For example:
A learner might study Preliminary to Level 1, Stage 3 of the course and complete it in 50 hours. This learner might then study Preliminary to Level 1, Stage 4 of the course and require 100 hours to achieve this. After successful completion, this learner might then undertake Food and Cooking Essentials Level 1 in the following year.
In one year a learner might study Preliminary to Level 1, Stage 2 of the course and complete it in 50 hours. This learner might then also study Preliminary to Level 1, Stage 3 of the course and require 100 hours to achieve this.
A learner may study Preliminary to Level 1 Stage 1 in 150 hours.
Course Structure
This course is organised into four sequential stages. Learners can enter the course at any of the four stages depending upon their level of readiness or ability. Providers will determine the entry point for learners.
Course Delivery
The sequence of delivery is at the discretion of the provider. A personalised learning program will be developed for each learner, dependent on their needs. Not all learners will achieve all stages of the course content.
The Design and Technologies sub-strands of Technologies and society, Technologies contexts and Creating designed solutions; are interrelated, and the learning of one often supports and extends learning of the others. Similarly the Digital Technologies sub-strands of Digital systems, Representation of Data and Creating digital solutions are inter-related, and the learning of one often supports and extends learning of the others. In addition, Digital Technologies strands can be inter-related with Design and Technologies strands. The personalised learning program will acknowledge the incorporation of the strands in both an integrated and interdependent way.
There are many possible ways to plan a learning program around the units. There may be advantages in teaching some units concurrently with others in an integrated way, rather than as discrete units.
Course Requirements
In each stage of Preliminary Technologies, there are six units. Learners are required to undertake four units in total (Units 1 and 2 and two other elective units). It is noted that some learners may need more time to undertake the work.
The units are:
Course Content
STAGE 2: (50, 100 AND 150 HOURS)
This stage has a size value of 5, 10 or, 15.
Learners must complete Units 1 and 2 and TWO elective units .
UNIT 1: TECHNOLOGIES AND SOCIETY – Compulsory unit
Technologies and society focuses on how people use and develop technologies to meet identified needs. It takes into account economic, environmental, ethical, legal, aesthetic and functional factors, and the impact of technologies on individuals, families, local, regional and global communities, and the environment.
In Stage 2, learners explore technologies, including its purpose and how technologies meet personal and social needs. Learners examine the characteristics and properties of some technologies from digital systems and at least one of the technologies contexts:
engineering principles and systems
food and fibre production
food specialisations
materials and technologies specialisations.
Content
Learners explore the characteristics and properties of familiar designed solutions in at least one technologies context. For example:
visit and use designed solutions, for example parks, gardens, playgrounds
select an appropriate tool to meet a need, for example, a spoon to stir or the type of knife to cut or spread
explore and select a product based on personal need, for example, a comfortable cushion, headphones that suit their ears.
UNIT 2: DIGITAL TECHNOLOGIES – Compulsory unit
In Stage 2, learners become less reliant on high levels of co-active support and become more reliant on verbal prompts, partially physical, physical and visual. Learners will have opportunities to create a range of digital solutions through structured learning experience, guided activities and integrated learning, such as using a switch to access a variety of cause and effect programs, and devices and recording mathematical data with software applications.
Learners begin to experience the use of common digital systems and begin to explore and sort data. They assist to organise, manipulate and present this data in various creative ways.
Learners experience examples of schedules and sequenced steps to complete routine tasks and manage everyday problems. They begin to develop their ability to carry out instructions through sequenced steps.
Through structured learning experiences, students learn about the safe use of devices for learning and communicating.
Content
Digital Systems
Learners explore the purpose and use of some common digital systems (hardware and software components). For example:
observe the use of basic digital systems in everyday routines and copying them, for example using a tablet or phone to take a photograph
copy the use of various digital devices and assistive systems, for example use touch and reaction-linked devices that are in close proximity, using a voice-activated device
copy how to carry out an instruction, for example tapping or activating an icon, or swiping a screen.
Representation of Data
Learners collect and sort familiar data, and with assistance use digital systems to represent the findings as images. For example:
sort data by size for example display the objects from largest to smallest
assist to sort data through structured learning experiences, for example sort classroom objects into categories based on them being 'the same'
use software to select images and sounds to represent the findings of sorted data.
Creating Digital Solutions
Learners follow a sequence of steps and decisions needed to solve a problem. For example:
follow a simple single step instruction (step-by-step using verbal and visual prompts) to complete everyday routine activities
follow a sequence of instructions or events presented as pictures or images for familiar routing activities and commonly experienced events.
UNIT 3: FOOD SPECIALISATIONS – Elective unit
Food specialisations explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues. Learners come to understand the importance of eating a variety of foods, food preparation skills and food safety.
In Stage 2, learners examine the characteristics and properties of some technologies from the context of food specialisations.
Learners experience how designed solutions meet their needs.
Content
Learners explore the characteristics and properties of familiar designed solutions in the food specialisations context. For example:
begin to use tools and equipment needed to prepare food
discover the characteristics of different foods – dry or wet, heavy or light, solid or liquid.
Learners experience and explore how designed solutions are created and produced safely to meet personal needs. For example:
communicate a design idea by selecting and indicating materials, for example, identifying what ingredients to put on a pizza
collect, give and share materials when prompted.
UNIT 4: FOOD AND FIBRE PRODUCTION – Elective unit
Food and fibre production focuses on food and fibre as human-produced or harvested resources, and how food and fibre are produced in managed environments such as farms or plantations, or harvested from wild stocks. Learners develop an understanding of the challenges involved in managing these resources within sustainable agricultural systems. They develop their knowledge and understanding about the managed systems that produce food and fibre through creating designed solutions.
In Stage 2, learners examine the characteristics and properties of some technologies from the context of food and fibre production.
Learners experience how designed solutions meet their needs.
Content
Learners explore the characteristics and properties of familiar designed solutions in the context of food and fibre production. For example:
learn how to complete some processes in the care of a plant or animal
learn how to harvest plants.
Learners experience and explore how designed solutions are created and produced safely to meet personal needs. For example:
communicate a design idea by selecting and indicating materials, such as, identifying what ingredients to put in a smoothie
work with others by helping hold tools, direct a hose to water plants.
UNIT 5: MATERIALS AND TECHNOLOGIES SPECIALISATIONS – Elective unit
Materials and technologies specialisations explores a broad range of traditional, contemporary and emerging materials, and specialist areas that involve an extensive use of technologies. Students learn to make ethical and sustainable decisions about designed solutions and processes by learning about and working with materials and production processes.
In Stage 2, learners examine the characteristics and properties of some technologies from the context of materials and technologies specialisations.
Learners experience how designed solutions meet their needs.
Content
Learners explore the characteristics and properties of familiar designed solutions in the context of materials and technologies specialisations. For example:
begin to use tools and equipment needed to make an object in a given material, for example, wood, metal, textiles, paper or composite materials
discover the characteristics of materials, for example, colour, texture and pattern, hardness, malleability.
Learners experience and explore how designed solutions are created and produced safely to meet personal needs. For example:
communicate a design idea by selecting and indicating materials, for example, identifying what materials to use for making a greeting card
collect, give and share materials when prompted.
UNIT 6: ENGINEERING PRINCIPLES AND SYSTEMS – Elective unit
Engineering principles and systems explores how forces can be used to create light, sound, heat, movement, control or support in systems. Learners develop and understanding of how forces and the properties of materials affect the behaviour and performance of designed engineering solutions.
In Stage 2, learners examine the characteristics and properties of some technologies from the context of engineering principles and systems.
Learners experience how designed solutions meet their needs.
Content
Learners explore the characteristics and properties of familiar designed solutions in the context of engineering principles and systems
begin to appropriately push or pull an object to make it work, for example, push a button or spin a top.
Learners experience and explore how designed solutions are created and produced safely to meet personal needs. For example:
communicate a design idea by selecting and indicating components, for example, identifying which building block pieces to use
collect, give and share materials when prompted.
Assessment
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course.
The standard of achievement each learner attains on each criterion is recorded as a rating of 'C' (satisfactory standard) according to the outcomes specified in the standards section of the course document.
A 't' notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the 'C' rating. The 't' notation is not described in course standards.
A 'z' notation is to be used where a learner provides no evidence of achievement at all.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual learner performance, the standards of the course and the learner's award.
NOTATION ON EVIDENCE OF LEARNING
Some of the criteria standard elements use the terms reacting, responding and recognising.
In the context of this preliminary level course reacting/responding might be defined as:
an intentional repeatable and observable behaviour that can be interpreted simply, objectively and conclusively.
In the context of this preliminary level course recognising might be defined as:
intentionally signalling identification of (someone or something) through gesture, facial expression or sound from having encountered them before.
Quality Assurance Process
Each provider is responsible for ensuring the integrity and validity of their assessment results against the requirements of the course, including standards, and for maintaining records and documentation that will demonstrate the integrity, accuracy and validity of the award decisions they make each year.
Under Section 55ZN of the Office of Tasmanian Assessment, Standards and Certification Act 2003, TASC may give a provider written direction regarding the provision and assessment of an accredited other education course.
Criteria
The assessment of Preliminary Technologies Stage 2 will be based on whether the learner can:
1. respond to designed solutions to meet personal and community needs
2. create designed solutions
3. create digital solutions to meet personal needs
Criterion 1: respond to designed solutions to meet personal and community needs
The learner:
Rating C
use a familiar designed solution appropriately to meet their needs explores and responds to a designed solution
uses a familiar designed system for a specific purpose.
Criterion 2: create designed solutions
The learner:
Rating C
recognises key steps involved in producing a designed solution follows a single step instruction to produce a designed solution
uses a design idea and selects materials and components based on personal preferences to solve a problem or complete a task copies the safe use of a tool or piece of equipment when prompted.
Criterion 3: create digital solutions to meet personal needs
The learner:
Rating C
collects and sorts different data through matching uses a familiar digital system to display data as an image.
Qualifications Available
Preliminary Technologies Preliminary to Level 1: Stage 1, 2, 3 or 4 (with the award of):
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT.
Award Requirements
The final award for Preliminary Technologies Stage 2 will be determined by the provider from three (3) ratings.
The minimum requirements for an award in each Stage of this course are as follows:
Satisfactory Achievement (SA)
3 'C' ratings
Preliminary Achievement (PA)
1 'C' rating
Course Evaluation
The Department of Education's Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course's implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forward by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
Course Developer
The Department of Education acknowledges the significant leadership of Janine Bowes in the development of this course.
Accreditation
The accreditation period for this course is from 1 January 2019 until 31 December 2023.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version History
Version 1.0 - This course was accredited on 4 December 2018 for use from 1 January 2019 until 31 December 2023.
APPENDIX 1 - GLOSSARY OF VERBS
choose
Decide or select the most suitable from a number of different options.
APPENDIX 2 - GLOSSARY
(AC) indicates that the definition comes from the Australian Curriculum.
local community or wider community.
Data collection describes the numerical, categorical and textual facts measured, collected or calculated as the basis for creating information and its binary representation in digital systems.
- Microphone
- jelly bean
system or event.
Appendix 3
APPENDIX 3 – COURSE RELATIONSHIP TO THE AUSTRALIAN CURRICULUM GENERAL CAPABILITIES
Literacy
This course provides many opportunities to develop literacy. Learners may experience and learn vocabulary specific to technologies, interact with a variety of visual and multimodal texts to develop understanding through listening, reading and viewing. Learners may also begin to compose texts through speaking, drawing and creating with or without assistive technologies.
Numeracy
This course provides opportunities for learners to experience and start to develop underpinning concepts for all six of the elements of the Numeracy general capability:
While creating designed solutions, learners develop skills and understanding in the concepts underpinning the numeracy elements of:
estimating and calculating with whole numbers
using measurement
using fractions
using spatial reasoning.
When creating digital solutions, learners collect, sort and represent data which lays foundations for the numeracy elements of:
estimating and calculating with whole numbers
recognising and using patterns and relationships
interpreting statistical information.
ICT
Preliminary Technologies builds on the Australian Curriculum ICT general capability. The ICT capability is about being able to use ICT effectively and know which ICTs to select for specific tasks. It also involves learning about safe and effective use. The ICT capability is developed through the learning areas, including technologies. In Design and Technologies, the ICT capability is developed through learners
Digital Technologies is about understanding how those ICTs actually work, learning a literacy in coding which underpins being able to create technology and learning about digital systems: hardware and software. It also emphasises a way of thinking that is important to creating solutions.
Critical and creative thinking
Preliminary Technologies offers opportunities to develop this capability through design processes: investigating and defining; generating and designing ideas, possibilities and actions; identifying exploring and organising information and ideas; reflecting on processes; and evaluating designed solutions including digital solutions.
Personal and social capability
Personal and social capability elements of self-management, self-awareness, social management and social awareness may be developed through the Preliminary Technologies sub-strand of Technologies and society, and through the design processes when working with others.
Intercultural Understanding
Preliminary technologies offers opportunities to develop this capability through experiencing technologies from other cultures. Learners may recognise other cultures, develop respect, and interact and empathise with others. Aboriginal and Torres Strait Islander cultures are a natural source of focus as are other cultures represented within the cohort. In particular, the elective units that focus on specific technologies contexts, offer specific opportunities that include but are not limited to:
food specialisations – experiencing foods from Aboriginal and Torres Strait Islander cultures, Asian and other cultures
food and fibre production – growing herbs and vegetables used in Asian cooking; producing fibres used by Aboriginal and Torres Strait Islander cultures, for example, kelp
materials specialisations and technologies – experiencing day to day utensils and tools used in Aboriginal and Torres Strait Islander, Asian and other cultures, and the design and production processes involved in making them
engineering principles and systems – experiencing everyday objects from Aboriginal, Torres Strait Islander, Asian and other cultures and how movement, light or sound are made with them.
Appendix 4
APPENDIX 4 – COURSE RELATIONSHIP TO THE AUSTRALIAN CURRICULUM CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures
Preliminary Technologies provides opportunities for Aboriginal and Torres Strait Islander learners to celebrate their identities and cultures by learning with materials and technologies that are commonly used in their culture. The inclusion of materials and technologies from Aboriginal and Torres Strait Islander cultures may assist all learners to engage in reconciliation, respect and recognition of the world's oldest continuous living cultures. Refer to specific examples provided above for the Intercultural Understanding general capability.
Asia and Australia's engagement with Asia
Preliminary Technologies provides learners with opportunities to learn about and recognise the diversity within and between the countries of the Asian region. The technologies contexts of Food specialisations and Food and Fibre production, offer many opportunities to learn about the contribution Asian cultures to the food grown, prepared, cooked and consumed in Australia. In the technology context of materials specialisations, Asian designed solutions and their production could be part of learners' range of learning experiences, for example origami objects, a range of fans, chopsticks.
Sustainability
Preliminary Technologies is rich in opportunities to begin to develop the key concepts of sustainability – systems, world views and futures. Learners can experience and help design systems such as composting, worm farming or watering systems. Learners can experience a diversity of views and values when co-actively considering design decisions. Learners can learn to re-use and recycle materials when designing solutions, beginning to understand the finiteness of resources and considering the future.
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51
Designing Environmental Science Worksheets
Chandrika Soni
Environmental Science (EVS) is an academic subject that gives children an opportunity to learn through continuous interaction with the environment. Children understand this subject better because it gives them opportunities to develop various skills, like observing, learning by doing, discovering, gathering information, drawing conclusions by doing experiments and presenting these etc. We, as teachers, also have new experiences while working with children on this subject which enrich our teaching-learning process. The teaching of EVS gives us many opportunities to talk to the children about our society, culture, health and conservation. Children also share their views and experiences.
a topic. With the help of worksheets, we are not only able to expose children to various aspects of a topic, but we can also assess the children.
Textbooks include many things that are useful for children at their (grade) level, but there are limitations. For example, the textbook of Chhattisgarh state has limited information – the whole chapter on agriculture is only around the cultivation of paddy. The same is the case with chapters on festivals, historical places, food and modern family etc. So, while working on these topics, we feel the need to widen the scope of the classroom discussion. In order to do that, we use different types of teaching-learning materials (TLMs), videos and other resources. Videos help us to a great extent, but when it comes to working on skills like reading, writing, and comprehension, worksheets are the best option. Therefore, worksheets are used as per the requirements of
We used worksheets regularly during the pandemic period; they became a medium for us to connect with the children and their parents. We were able to send the subject matter to them with the help of worksheets. Sometimes we were successful, and sometimes we failed; because if the children are able to answer the worksheet themselves or with the help of someone else, then its purpose is served. But if the child gets the whole worksheet answered by someone else, then it becomes a futile exercise. Therefore, while preparing a worksheet, we should keep some important things in mind.
The instructions on the worksheet should be clear, the language used should be simple, the content should be according to the level of the child, appropriate illustrations should be used, and the tasks should cater to the children at different levels so that the children can solve the worksheet on their own. While working on the worksheet, we also realised that we should try to get the opinion of the children about the worksheet given to them. We should ask them whether they like it; if they enjoy doing it. Is there any difficulty? What other information do they want? Do they have any questions?
How did you like this workbook? What was the problem in understanding or solving this? Tell us in writing. You can also give your suggestions.
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Figure 1. Questions for children
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Premji University Learning Curve, April 2022
Allowing space for such questions creates opportunities for self-assessment. Such questions, thoughts or suggestions from children open up avenues for us to do better. Children answered these questions in writing, expressing their enjoyment in solving the worksheet, or that they did not understand certain questions, or liked a particular piece of information and so on. In this way, the worksheet is a link that connects the teacher with the children because it conveys their understanding and ideas to the teacher.
Worksheets as an assessment tool
There can be no better way of assessment than when children are solving worksheets in front of the teacher in the classroom because while solving the worksheet, children read, write and look at the pictures with full attention, take help from the teacher when they face a problem. This helps the teacher to check and know each child's level of understanding, their confusion, challenges and also know whether their problem pertains to language or the subject.
We took several things into account when creating a good worksheet on EVS, for example, in addition to the contents of the textbook, we included information from various sources, such as magazines and the Internet. We included a variety of short stories, poems and pictures so that children could get reading material beyond their books.
For example, in Figure 2, a mouse is searching for his mother. On the way, he meets the animals seen in the picture, but they do not resemble his mother. He meets a frog first. But the mouse felt that the frog did not look like his mother. Further, he meets a parrot. Even the parrot did not look like his mother. Similarly, all the animals he saw on the way, looked different to him. Children are asked to look at the picture and answer questions, such as:
* Is the frog like its mother? _____
* What are the differences between a frog and a mouse? _____
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Premji University Learning Curve, April 2022
52
53
For example, while preparing the worksheet on My Family for classes III and IV, a short pictorial story was included from the EVS textbook to retain the interest of the children. Similarly, poems and
Figure 3. My family worksheet
Rationale and structure
In the picture, single-parent families are shown. Nowadays, such families are common, where only one parent is taking care of the children. There could be many reasons for this, which will be discussed later. Some more family patterns are shown in the next worksheets, look at them carefully and imagine how these types of families must be.
While preparing the worksheet, we kept in mind the essential elements that are required to achieve the prescribed learning outcomes. What should be our objectives when we work on the topic of 'the family' with children who are at this (the current) level? Which skills will we be able to develop better with the help of this topic? How should children solve the worksheet, how much of a topic should they read or solve in a day?
Having decided how much work the children should do on a particular day; the worksheets were divided into day-wise tasks so that the children could work on other subjects as well. The worksheet began with
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Premji University Learning Curve, April 2022
activities on 'Our Environment' (NCERT) were also included. We also took pictures from the Internet and made an attempt to portray different types of modern families and familiarise the children with them.
a short story and the children had to write down their feelings after reading the story. A poem given in the textbook was also included in the first day's work. Children have often been able to connect the ideas of a poem with their personal experiences. I tried to cover all the important things in this worksheet, such as types of relationships; where families live; structure of the family -- joint family, nuclear family; modern family; the importance of family; benefits or problems of living in different types of family structures; reasons for changes in family structure etc.
Other than human beings, we included pictures of animal families so that children could understand that even animals have families, they also live in groups and understand that they are dependent on each other for their existence. Another reason for including pictures of animal families was to develop sensitivity in children for those animals and to understand the co-existence of humans and animals in the environment.
Figure 4. Animal families worksheet
One more section called 'Family Yesterday, Today and Tomorrow' was added for the children to give them a new experience. Here different types of families were shown, like a single-parent family, same-sex family, and a family having only pets. We asked the children, according to them, which kind of families do not exist or are impossible to imagine and the children's answers were very amusing.
A final word
In the worksheet for class III on this theme, the task of collecting information about adults was also included, so that children could talk to their elders and write answers. Thus, efforts have been made to help the children be aware of and understand various matters. We tried to rectify any shortcomings that were found when children worked on the worksheets.
We know that there are challenges in whatever we do; in working with worksheets too we constantly face challenges. Some of these include, children not completing the work in the prescribed time or not completing their work at all; getting someone else to do their work instead of doing it themselves. It is not easy to make children, who have some basic difficulty with reading and writing, fill out a worksheet. Despite this, we keep giving them work continuously. Many children are doing well, they are being helped, parents are happy that the children are doing something different, they (especially grandparents) are also learning with the children, and it is very encouraging for us to know all this. And our journey continues.
Chandrika Soni is an EVS teacher in the Azim Premji School, Dhamtari, Chhattisgarh. As a teacher, her special interests include working collaboratively with children, giving new dimensions to their talents through creative pursuits, and skill-oriented teaching of the environment. She can be contacted at email@example.com
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Premji University Learning Curve, April 2022
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Money Math for Teens
The Emergency Fund
This Money Math for Teens lesson is part of a series created by Generation Money, a multimedia financial literacy initiative of the FINRA Investor Education Foundation, Channel One News and America Saves. Special thanks to Rudy Gawron for preparing the lesson and to Jill Sulam of Transformations Editing LLC for editorial guidance. Money Math for Teens. © Copyright 2014 by the FINRA Investor Education Foundation or FINRA Foundation. Reproduction for nonprofit, educational purposes is permitted and encouraged. All rights reserved.
Introduction
The Emergency Fund
Lesson Plan
OBJECTIVE
To teach students the importance of being financially prepared for unexpected expenses by providing tips on establishing an emergency fund, which will help them manage financial obstacles.
Students will:
0 0 Understand the need to have an emergency fund
0 0 Develop a plan to create and build their own fund
0 0 Examine alternative account types and financial products for housing their money
0 0 Calculate the future value of their funds
0 0 Create a frugal budget that includes provisions for building their emergency fund.
TEACHING MATERIALS
0 0 Lesson plan with solutions for student exercises and answer key for assessment
0 0 The Emergency Fund student handout
0 0 Student assessment worksheet
LESSON ACTIVITY
1. Get students' attention by asking a series of pointed questions:
* How many of them plan to be wealthy?
* What are the recurring expenses they expect to have while living their ideal lifestyle?
* Have they ever estimated how much their lifestyle will cost them each month?
* How many already live on a budget? How many have never experienced living within a budget?
* What do they think are "budget buster" events? What are some examples?
The Emergency Fund
2. Introduce the student handout.
* Ask students to read from the beginning through the What Is a Financial Emergency? section.
* Ask them to review the charts and make sure they can correctly interpret the data.
* It can be fun to discuss with students how different people may have different views when it comes to a true emergency.
* Ask students to create a list of questionable emergencies (events that some might see as an emergency, while others see as trivial).
* See if the group can come to a consensus on true emergencies.
3. Discuss why having an emergency fund is important, how much money is enough, how to get a fund started and where to house the fund.
* Students should realize that more is better when building and maintaining an emergency fund.
* Expert opinions on how much money the fund should contain vary, but many suggest 3 to 12 months of expenses. The longer the protection period, the more security the fund will provide.
* It doesn't matter if you start small, as long as you get started.
* A good first goal to set is saving $1,000.
* The fund should be somewhat difficult to access, but not too difficult.
* Options for housing an emergency fund include safe and liquid investments, such as CDs, United States Treasury Bills, and money market mutual funds, as well as regular savings accounts.
Introduction
The Emergency Fund
4. Discuss fund growth and the compound interest formula.
* Even if you stop contributing to an emergency fund at a certain point, it will grow on its own, thanks to compound interest.
* The compound interest formula is used to calculate the future value of an investment given an interest rate, the number of times interest is compounded per year and the time period over which funds are accumulated.
A = Accumulated balance
P
= Principal r = Annual interest rate (APR) expressed as a decimal
n = Number of compounding periods per year
t = Number of years the investment lasts
* An example for using the formula is in the lesson, along with an example for students to try.
Solution to the Now You Try problem using the formula above:
P
= 1850
r
= 2.75% = 0.0275
n
= 12
t
= 3
A
= 1850(1 + 0.0022917)
36
A
= 1850(0.0022917)
36
A = 1850(1.0858975)
A = $2,008.91
Introduction
The Emergency Fund
5. Discuss tips for building an emergency fund.
* Nine suggestions are offered that will help students find extra money they can use to build their emergency fund.
* Ask for other suggestions—students may mention additional creative ideas.
* The concept of extra money makes sense once students know what expenses are essential and which are not.
6. Discuss advanced savings for an emergency fund, which requires creating a strict, frugal budget.
* Students can follow the suggested eight-step formula to set a budget that will help them meet their savings goals.
* The Now You Try example emphasizes discerning essential and nonessential expenses.
* Five of Tyler's 11 expenses can be classified as nonessential.
−− Movie night
−− Buying lunch
−− Date night
−− Shoes
−− Morning coffee.
* Nonessential expenses provide opportunities to find extra money for savings either by reducing expenses or simply eliminating them.
* Remind students that budgeting money for entertainment can help them stick to their budget. A budget that is too restrictive can be hard to follow.
* Question 1: Tyler's essential expenses total $1,720.45 per month. A fully funded three-month cushion would then total $5,161.35.
* Question 2: Students should work together as a group to recommend adjustments. Essential expenses should remain unchanged, and nonessential expenses can be reduced or eliminated.
* Question 3: Calculate the adjustments to nonessential expenses to determine how much he will save per month under his new budget.
Introduction
The Emergency Fund
* Question 4: Divide $5,161.35 by the savings calculated. This will yield the number of months it would take Tyler to live with the reduced expenses and redirect the savings toward building a three-month emergency fund. It would take him twice as long to build a sixmonth fund.
* Question 5: Using the compound interest formula:
7. Evaluate students' comprehension (see assessment worksheet).
* Allow students to use the lesson handout as a resource because the assessment uses formulas presented in the handout.
```
P = 5161.35 r = 2.5% = 0.025 n = 12 t = 1 r A = P (1+ ) nt n A = 5161.35(1 + 0.0022917) 36 A = 5161.35(0.0022917) 36 A = 5161.35(1.0858975) A = $5,291.85
```
Assessment Answer Key
1. A
2. B
3. D
4. C
5. C
6. D
7. D
8. B
9. A
10. C
Introduction
The Emergency Fund
Student Handout: The Emergency Fund
What's next on your financial to-do list? Save for college, pay off your car, get a new job, save for retirement? Not so fast. Almost every article or book offering financial advice will agree: the very first thing you should do, after budgeting and meeting basic financial needs, is to start building an emergency fund.
What Is an Emergency Fund?
An emergency fund, also known as a rainy day fund, is a stash of easily accessible money that has been set aside for emergencies. Having money stashed away to deal with unexpected events can give you a sense of security—you'll know that such an event won't destroy or derail your financial plans.
But most people don't have emergency funds. According to the 2012 National Financial Capability Study, 56% of Americans don't have money set aside. Following is data from the study:
Student Handout:
The Emergency Fund
The news changes a bit as you look at data by state. Here is a sample of data taken from the National Financial Capability Study based on a few states:
How does your state match up with the national averages? The most recent Financial Capability Study can be accessed at www.usfinancialcapability.org.
What Is a Financial Emergency?
It's important to understand the true meaning of an emergency. Wanting new clothes, a new video game or even a new car is not an emergency. Real emergencies include getting injured, losing your job or your air conditioner breaking in the middle of summer. A good rule of thumb: if you're not sure if it's an emergency, it probably isn't.
Why Is It Important to Have an Emergency Fund?
If a real emergency happens, will you have the money to pay your bills? Insurance is one way to protect yourself against certain situations, but even the best insurance doesn't protect against every financial problem.
The unexpected is inevitable. People who have an emergency fund to protect them from unanticipated events are going to come out in far better shape than people who do not. Those without an emergency fund are more likely to turn to credit and incur new debt to help them out when emergencies arise. Even if it feels like you can't afford to have an emergency fund, you really can't afford not to have one.
The Emergency Fund
Student Handout:
The Emergency Fund
How Much Should an Emergency Fund Have?
It's hard to say exactly how much an emergency fund should have because the amount of money you might need is based on personal factors, so it's different for everyone. The sum of money in your fund may not necessarily provide the same sense of comfort to someone else. You may require a larger or smaller fund than another person to achieve the same feeling of security.
However, just because there isn't a foolproof answer to this question doesn't mean there isn't expert financial advice you can follow. Some experts believe $1,000 is sufficient, while others advise that it's enough to have the money to cover 3 to 6 months' worth of expenses. More conservative experts suggest having an absolute minimum of 8 to 12 months of expenses.
Most experts agree that setting up your emergency fund is a critical step to financial health, and once you've saved enough for a cushion, then you can move to other financial goals. You will find out how much is enough by examining your own situation and doing what works for you.
Getting Started
The most important step you can take toward having a fully funded emergency fund is to get started now. A step-by-step approach works best.
1. Starting an emergency fund is as easy as depositing a small amount, such as $25, $50 or $100, into an interest-bearing account. Before you decide how much money to start with, be sure you have enough cash to cover your basic living expenses.
2. Keep reminding yourself of the fund's importance.
3. Set a goal of $500 and save until that goal is met.
4. Grow the fund to $1,000, and stop contributing to it until all of your debts, aside from your mortgage, are eliminated.
5. Begin adding to the emergency fund again until you have a full three to six months' worth of expenses.
Your monthly budget should contain enough money to reduce and eventually eliminate your debt, but don't confuse a debt reduction fund with your emergency fund. Debt reduction gets you out of debt; your emergency fund helps you stay out of it in the first place.
Here are three tips for finding the money to build your initial emergency fund:
0 0 Earn more money: Work extra hours if you can, or find a part-time job. Direct all extra earnings into your emergency fund.
0 0 Spend less money: Look at your current expenses and find things you can do without. Be sure to direct the money you save into your fund.
0 0 Sell old or unused items: We all have extra things we no longer use or need.
The Emergency Fund
Student Handout:
The Emergency Fund
David Bach recommends these three simple steps to growing your emergency fund in The Automatic Millionaire:
1. Decide how big a cushion you need: The author recommends a minimum of three months' worth of expenses but stresses that more is better.
2. Don't touch it: According to Bach, the reason most people don't have emergency money in the bank is that they think they have an emergency every month. A real emergency is something that threatens your survival, not just your desire to be comfortable.
3. Put it in the right place: The author recommends putting emergency money to work so it grows.
Small steps are inevitably going to be your first steps, and they definitely count. Once you have put aside $25.00 one week and discovered that you can live without that $25.00 in your spending account, then you have the confidence to know that you can do it again. You may even have the confidence to think, "Well, hey, if I put aside $25.00 and I didn't miss it, I'm going to try to put $50.00 aside and not miss it."
—Jean Chatzky, Bankrate.com interview, July 2007
Choosing the Best Place for Your Money
Picking the right account to house your emergency fund is important. Because you'll need quick access in an emergency, the money in your fund should be easily accessible, but not too easily. If you can get to your cash too easily, you might be tempted to dip into it for nonemergencies. Here are some tips for making your fund a little harder to access:
* Use a bank closer to work instead of home
* Use an account not linked to a debit card
* Use an online brokerage account
* Use an online savings account.
In addition to being neither too easy nor too difficult to access, the account you choose should:
* Pay a decent interest rate
* Have minimal or no fees.
The Emergency Fund
Student Handout:
10
The Emergency Fund
Some people choose a certificate of deposit (CD) for their emergency fund, or a series of CDs of approximately equal value, with one maturing every six months or every year. This approach is called laddering because you can roll over the CDs as they mature to keep your "ladder" intact. If your money is in CDs, you'll lose interest for taking money out early, which may motivate you to keep the fund intact. But in a real emergency, the interest you may lose is a small price to pay for having the money you need.
You might also consider buying United States Treasury Bills with part of your emergency fund. They can be timed to mature on a regular schedule, and like CDs, they tend to pay more interest than a simple savings account. While they aren't bank products, they are backed by the federal government, which means there is no risk of losing principal if you hold them to maturity. Since they have very short terms — 4, 13, 26 or 52 weeks — they usually don't expose you to inflation or interest rate risk.
Other options for an emergency fund include money market mutual funds, which are funds that must, by law, invest in low-risk securities, such as government securities and CDs. Compared with other types of mutual funds, money market funds are highly liquid, low-risk securities. Unlike money market deposit accounts offered by commercial banks and insured by the US government, money market mutual funds are not federally insured. While they are intended to pay dividends that are comparable to prevailing short-term interest rates, they can lose value.
Will My Fund Grow?
Savings accounts, CD laddering, mutual funds and Treasury Bills all offer interest that will help grow your fund. But how much exactly will it grow?
There is a formula that computes the final amount of a deposit, taking compounding into consideration. Each time interest is paid into an account, interest is paid on that interest. The formula is called the compound interest formula, and it looks like this:
A = Accumulated balance
P = Principal r = Annual interest rate (APR) expressed as a decimal
n = Number of compounding periods per year t = Number of years the investment lasts
The Emergency Fund
Student Handout:
11
The Emergency Fund
Example >>>
An emergency fund of $2,100 is accumulated in an account paying an annual interest rate of 3.75%, compounded quarterly. Find the balance after four years.
Using the formula above:
```
The balance after four years is $2,438.15.
```
Now You Try
An emergency fund of $1,850 is accumulated in several accounts. Together, they pay an annual interest rate of 2.75%, compounding monthly. Find the balance of the fund after three years.
Student Handout:
12
The Emergency Fund
Creative Ways to Build Your Fund
Here are a few tips that might help when you are thinking about ways to find extra money to devote to building your emergency fund.
0 0 Start small: As you know, the important thing is to get started. Your fund will grow over time.
0 0 Automatic savings deduction: If you are able to devote a set amount toward your emergency savings plan, have it taken from your primary checking account automatically. You are less likely to miss it if it is already taken out of your account.
0 0 Treat saving as if it were a bill: Add your emergency fund contribution to your list of bills and pay it as if it were a bill.
0 0 Reduce one expense and save the difference: Find something you already spend money on and cut back. Do you buy a cup of coffee each morning? Skip that purchase one or two days a week and put the cash into your fund.
0 0 Redirect eliminated debt payments: Once you've paid off a recurring debt, put the amount of that payment into your emergency fund.
0 0 Budget big on groceries and save the difference: If you usually spend $100 each week on groceries, budget $125 and save the difference.
0 0 Save your change: Pay for items with only dollars. At the end of each day, empty your pockets of change and put it into a jar. Once a month, go to the bank and deposit the change. It adds up!
0 0 Brown bag approach: If you buy lunch out most of the time, try bringing your lunch one or two days a week, and put the money you would have spent on lunch into your fund.
0 0 Try one month of no extra spending: Buy only bare necessities for one month. This means no extra activities such as dining out, clothes shopping or movies. Put all of the money you saved into your emergency fund. You'll be amazed at the quick savings boost.
Advanced Savings
Now that you've started saving, found creative ways to put away extra money and reached $1,000 in savings, it's time to get serious and increase your emergency fund to three to six months' worth of expenses. But just how much money is that? This is where your monthly budget will come in handy. You've become really good at living within your means and finding ways to cut back, and you've found ways to include your emergency fund in your necessary expenses. Document your anticipated expenses for the next three to six months on paper and calculate how much you'll need to fully fund your permanent emergency fund.
The Emergency Fund
Student Handout:
13
The Emergency Fund
Create and Stick to a Strict Budget
A good budget will help you achieve your goals and will be flexible enough to adapt to changing circumstances. Here is a step-by-step formula for building a flexible, effective and efficient budget.
1. List your regular monthly expenses: Necessary items include rent, mortgage, car expenses and payments to reduce debts. However, don't forget to leave room for monthly entertainment or shopping.
2. Calculate your earnings: This includes income from your paycheck, as well as interest, investments or side jobs.
3. Subtract expenses from earnings: The difference between these two numbers will determine your budget. For some, this number will be negative. If you have leftover money, that's great. If not, there is work to be done.
4. Rework the budget: If your budget turned out negative, go back over your expenses and look for items you can reduce or cut. It will be important for these numbers to balance, and you may have to make sacrifices to do so. This is also a good time to find ways to make regular contributions to your emergency fund.
5. Don't forget about debt reduction: It will be very important for your budget to include payments against your debts so you can eliminate them more quickly. Look closely at your budget and try to direct as much money toward debt reduction as you can.
6. Work your budget and stick to it: Once your budget is ready, test it out, and try to live within the numbers you have created. Make necessary adjustments, but try to stick to it as closely as you can. You'll know right away if you are able to live within the budget.
7. Monitor and adjust: Review your budget each month to see if anything has changed. Do you need to dedicate more resources to some things and less to others? Have any of your debts been eliminated?
8. Keep assessing: A good budget is never finished. It constantly evolves and changes as your situation changes. Keep crunching numbers, catch any overspending, and correct it.
The Emergency Fund
Student Handout:
14
Now You Try
Tyler is an 18-year-old recent high school graduate who is examining his financial situation. He has no emergency fund, is exposed to unexpected events that make it difficult or impossible for him to pay his bills, and spends every cent he earns, except for a college savings fund he is building. He would like an emergency fund consisting of three months' worth of essential expenses but has no idea how to find extra cash.
He looks at his checkbook, debit receipts and credit card statements and makes a list of all of his expenses from the past month. Below is a table showing those expenses. Take a look at Tyler's spending, and in the column provided, indicate if you think each expense is necessary.
1. For Tyler to build a fully funded three-month emergency fund, how much must he save?
Student Handout:
15
2. Make recommendations for how Tyler should adjust his spending, and indicate how much you will save him each month.
3. How much did you trim from Tyler's spending?
4. How long must Tyler follow your recommendations to save three to six months' worth of money in his new emergency fund?
5. If Tyler's three-month emergency fund is in an account paying 2.5% interest each year, compounding monthly, what is the balance after one year?
Being in control of your finances is empowering, and an effective budget will help you get there. The emergency fund is an important component of your financial stability, and it also helps you keep your budget realistic. Unexpected expenses happen to everyone at some point, and if you are prepared for them, those expenses won't break your budget or force you into taking on more debt. The combination of a fully funded emergency fund and a frugal, yet realistic budget will empower you to take control of your finances and enjoy financial stability.
Student Handout:
16
Name
Date
Assessment: The Emergency Fund
1. What percentage of Americans have not prepared for unexpected expenses by having an emergency fund?
A. 56%
B. 35%
C. 68%
D. 47%
2. Which of the following would you classify as a true emergency?
A. Overdrawing your checking account
B. Losing your job
C. Wanting tickets to a sold-out concert
D. Having a balance on a credit card with 19.5% interest
3. What is the foolproof formula for the amount of money you need in an emergency fund?
A. Start with $500, build it to $1,000, then stop saving
B. 3 to 6 months of essential expenses
C. 8 to 12 months of essential expenses
D. There is no single, foolproof formula for everyone
4. If you took $1,000 and put it into an interest-bearing savings account compounding quarterly at 3%, how much would your fund be worth at the end of one year?
A. $1,030.00
B. $1,120.00
C. $1,030.34
D. $1,120.33
5. According to the National Financial Capability Study, what percentage of 18- to 34-year-old Americans have no emergency fund established?
A. 47%
B. 65%
C. 62%
D. 60%
Assessment:
17
6. People without an emergency fund:
A. Are more likely to turn to credit and new debt to help them out of an unexpected event
B. Will find themselves in a worse financial situation than before an unexpected event
C. Are likely to feel uneasy or panic when an unexpected event causes a financial crisis
D. All of the above
7. According to the state data from the National Financial Capability Study presented in the lesson, which state listed is in the best shape for 18 – 34-year-olds? Worst shape?
A. Florida in best shape; New York in worst shape
B. Illinois in best shape; New York in worst shape
C. New York in best shape; California in worst shape
D. New York in best shape; Florida and Illinois in worst shape
8. Opening a series of certificates of deposit (CDs) and staggering their maturities is a saving strategy called:
A. Interest rate staggering
B. CD laddering
C. Term staggering
D. CD series
9. What would be the final balance of an emergency fund containing three to six months' worth of expenses totaling $4,700 that is held in a money market account compounding monthly and earning 2.75% interest for two and a half years?
A. $5,034.10
B. $5,023.13
C. $5,127.64
D. $5,099.16
10. Which of the following does not belong in a frugal budget?
A. College savings payment
B. Rent
C. Completing your Beatles CD collection
D. Car insurance payment
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Parents as Case Managers: A Roadmap for ADHD Management
by Dulce Torres, LPCS, BCC, Maureen Gill, MSW, and Elaine Taylor-Klaus, CPCC, ACC
hile parents are ultimately the CEOs of their families, they play dozens of roles in their children's lives—cook, driver, nurse, referee, tour guide, teacher, counselor, buyer, and many others.
The parent-manager roles of MEDICAL GUIDE, EDUCATIONAL ADVISOR and SOCIAL DEVELOPER are particularly important in the lives of children with ADHD.
W
Many parents have their first child with no special training, with the exception of observing the style of their own parents. As a result, many new parents leave the hospital wondering how they could be allowed to take this defenseless baby home. Isn't that dangerous?
After a month, when the baby is still healthy and alive, parents tend to sigh in relief. But the truth is that infancy is only a precursor to the expanded roles parents play when their children start interacting with the world more independently. Once a child is ready for preschool or elementary school, the whole playing field changes!
Throughout infancy, your child's world is generally limited to your immediate family, doctor, friends, child-care providers and neighbors. Once your child is preschool age, a network of community programs, schools, sport coaches, dance teachers, and many others begin to interact with your child.
If your child has ADHD—even if it's not diagnosed at this early stage—the intensity of your involvement with others can be more frequent, and less positive, than expected. For example, you may begin hearing from preschool staff that your child does not sit at circle time, doesn't listen, or is annoying to other children (message to self: "bad parent"). Or, perhaps you're hearing that a staff member has to be with your child continuously (message to self: "bad child").
You are asked to stop these challenging behaviors. But, truth be told, you do not know how.
Parenting responses to such challenges in preschool are all across the board. Some parents will search for the help they need, tirelessly seeking guidance and support; others will throw up their hands and give up; and still others will turn to the schools to solve their problems for them.
The most successful role for parents of children with ADHD—both for the children and the parents—is to
In this three-part series, three experienced "parent" case managers share their insights aad make suggestions to parents and caregivers. If you are ready to tackle your child's challenges head-on by learning from the experts about how to advocate for your child's health, education and social development, read on.
see themselves as a "case manager" for their child in three critical areas of medical health, education, and social development.
What is a case manager?
According to the Case Management Society of America, a case manager is a person involved in the "collaborative process of assessment, planning, facilitation and advocacy for options and services to meet an individual's … needs." In other words, a case manager coordinates services and ongoing support for someone with complex needs.
Professional case managers are trained and have on-thejob supervision. Their job requires that they be knowledgeable in their field, do research and assessments, understand the personalities of the people involved, offer options and recommend solutions. Generally, they aid with decisionmaking, find financial funding, and monitor and coordinate the details of a treatment or wellness plan.
As case managers for children with ADHD, parents do not have the benefit of training or supervision. They must design their own "instructional course" to:
* ● educate themselves about ADHD and executive functioning difficulties
* ● develop an in-depth understanding of school, health and social issues, and
* ● do research to find the people and resources that can help them.
While this can be a difficult role for parents, it is very effective and rewarding. With attention to all aspects of a child's social, emotional, physical and educational development, a parent can take a comprehensive approach to managing the child's ADHD. The long-term benefits support entire families, enabling success in elementary, secondary, college years and beyond.
In particular, children learn to develop healthy relationships, manage their health care, fulfill work and educational obligations, and become independent and successful. As an added benefit, they have an increased opportunity to grow into happy and fulfilled adults—which is, ultimately, what we want most for our kids.
Inherent challenges
While case management is an apt description for the role parents must play to effectively manage their children's health, education, and social development, it is fraught with potential complications.
October 2013
15
First, a case manager's effectiveness is improved by a certain amount of distance. That's not really possible for a parent, and even if it were, it's not preferable. A parent is the only person in the world whose "job" is to be totally invested in the success of a child. Professional distance is not exactly part of the plan.
Second, objectivity is also not generally part of a parent's job description. Investment is key to parenting. Sometimes that makes it difficult for parents to get a complete or unbiased picture of what is happening with their child. While a case manager looks objectively at the big picture, a parent might not be able to see the child's needs—or potential solutions—as clearly.
Third, clear acceptance of the challenges at hand is necessary for case managers, but can be a challenge for many parents. Denial is powerful and a common experience for parents. It's only natural—we don't want to see problems for our children, and we want to protect
them whenever we can. But the best of case managers
What I love about being a case manager
Maureen:
aggressively fight for the rights of their clients. They are matter-of-fact about the challenges they are supporting, and this can be a difficult stance for parents to take.
Finally, case managers must be experts in their field. By contrast, parents are called upon to make complex medical, educational, and developmental decisions with insufficient training and information. Especially early on in the diagnostic process, parents are not likely to know the difference between:
* ● an IEP or a 504
* ● an accommodation or a modification, or
* ● special education or a gifted classroom.
Parents are often not well informed about the intricacies or range of support needed, and yet must serve as advocates, nonetheless.
Opportunities for parents
On the other hand, parents have opportunities available to aid them in the role of case manager that a professional case manager does not.
First, parents ARE invested. As such, they can be tenacious and relentless. We have seen parents become experts, advocate skillfully, testify, and argue. Some parents will go to great lengths to advocate for their child, and that investment fuels them in a way that is unlikely for any other advocate. Nothing motivates better than self-interest, particu- larly if it's the interest of a "mother bear" for her "cub."
Being a case manager taught me the skills I needed to help my child succeed. As a parent of a school-aged child with ADHD, it was like being in the middle of a riptide current. In a riptide, you experience the hopelessness of not being able to handle the currents coming at you, and you know that you may drown. The number-one rule is to stay calm and keep a clear head. Thrashing around and fighting against the currents makes things worse, and is exhausting. You can learn the techniques to reach smoother water, such as swimming parallel to the shore, by calling for help from people with expertise. This is similar for parents as case managers. As you learn what resources are available to guide you, you can learn the special ways that help your child survive in a turbulent world.
Dulce:
Second, no one knows a child better than a parent who has been paying attention. Parents understand intuitively, deeply, what their children need. Sometimes they can't express it, but they UNDERSTAND it—and that knowledge is powerful. When parents begin to match their understanding of their child's needs with an awareness of the services and supports available, the possibilities for their children expand exponentially.
As a parent of a young adult with ADHD and three foster boys, being a mental health provider was my biggest challenge. There was an expectation from other professionals that I would be a "good" parent (because "she knows better") and that I knew how to manage their needs. In reality, as a parent, my emotions ran high—very high. I wanted my kids to get what they needed, but I was very intimidated with all those professional colleagues. Trust in myself and believing my children deserve the best is what gave me the courage to educate myself about the needs of my family, the needs of my foster children, and my own biological son. Getting to know my children, trusting them (as they knew what would work for them), and finding support were my greatest tools to become the best case manager/advocate for them.
Elaine:
Thinking of myself as my daughter's case manager can be empowering. When she was younger, before I understood all the complexities involved with ADHD and other co-occurring conditions, I had a lot of doubt about whether I was doing the "right" thing. Once I understood that my role was to be the case manager— that I was really the ONLY one looking at the big picture—my confidence improved. I realized that I needed to learn to trust myself and stop looking to every other professional out there to "fix" the situation or tell me what to do. I knew my child better than anyone, and once I really came to accept that, everything changed. I still get a lot of support from other professionals and parents, but my sense of myself is stronger.
Finally, parents have their children's trust. To the extent that the case manager needs a child to trust her in order to advocate for her, the parent has a major head start in that department. At the end of the day, the goal is to help our children become independent, successful adults. We cannot do that for them. But we can empower them, teach them, inspire them and encourage them to do it for themselves. Children look to their parents for guidance and support, and want nothing more than to know that their parents believe in them.
16
Attention
Getting Started as a Parent Case Manager
The following resources can help you in your training to be a knowledgeable case manager.
CHADD. International nonprofit organization for children and adults with ADHD. www.chadd.org.
National Parental Information and Resource Centers (PIRC).
* ● 2013 Annual International Conference on ADHD, "Meeting the ADHD Challenge," November 7-9, 2013, Alexandria, VA. Regional conferences held throughout the year.
* ● Parent-To-Parent Training—Multi-session family training program provides education and resources for managing children with ADHD. Classes in local communities, online, and on-demand.
* ● Local CHADD chapters—provide parental support and ongoing speaker series.
National Resource Center on ADHD. Federally funded program that provides relevant and up-to-date information on ADHD. (800-233-4050) www.help4adhd.org
When parents can offer that guidance, that belief, and use it to shape and inspire their children to take responsibility for their growth and development—it's a win-win for everyone involved.
Parents as case managers: Next steps
In this first of the three-part series, we've set the stage for understanding the role of the parent as case manager. Despite its inherent challenges, the benefits to families, and ultimately to children, is clear. When parents take a comprehensive approach to managing their child's ADHD, families thrive.
So what are the steps to becoming an effective case manager?
The foundation is strong education. In the next article, we will focus on the three areas where parents would benefit from becoming well educated and informed in order to manage the complex issues surrounding their child's ADHD. We will go into detail in each of these three areas: Medical, Educational and Social Development.
Finally, in the last of the three-part series, we'll address the five steps parents can take to actively become their children's case managers.● A
Glossary of Terms
EARLY INTERVENTION
—
process of assessment and therapy provided for children to prevent or manage developmental disability or delay and facilitate normal cognitive and emotional development.
SOCIAL SKILLS—personal skills related to social and emotional development that are needed for successful communication and human interaction.
EXECUTIVE FUNCTIONING
—
the brain's ability to handle everyday functions related to learning and behavior, such as, memory, activation, emotions, problem solving, and impulsivity.
CASE MANAGER—someone who coordinates services for an individual with complex needs requiring help in multiple areas of life.
ADVOCATE—someone who represents or works with a person needing support and encouragement to exercise his/her rights.
Funded by the US Department of Education, PIRC provides resource material and educational programs for parents, and links them with schools and local professionals. www.national pirc.org
Parent 2 Parent Organization. A nonprofit organization providing information and emotional support to families of children with special needs. Also matches parents with other "experienced parents." www.P2PUSA.org
Impact ADHD. Founded by mothers who are ADHD coaches, supports families with training and coaching for parents to learn skills and strategies to improve life with ADD/ADHD. All services online and on the phone. www.ImpactADHD.com. (888-535-6507).
Dulce Torres, LPCS, BCC, is the founder of DST Counseling & Coaching Services, specializing in ADHD therapy and coaching. She is the mother of a young adult with ADHD and has been a therapeutic foster parent for children with ADHD and coexisting conditions. She coordinates the North Texas Chapter of CHADD and serves as a certified Parent to Parent teacher in both English and Spanish. She coauthored the book, 365 Ways to Succeed with ADHD (Coaching for ADHD, 2011).
Maureen Gill is a licensed social worker and parent of two adults with ADHD. She gives local and national parent workshops and is a CHADD Teacher To Teacher trainer. Her latest endeavor is coaching parents of children with ADHD (ADHDcoachingforparents.com).
Elaine Taylor-Klaus, CPCC, ACC, is the cofounder of ImpactADHD, a training and coaching support resource for parents of children with ADHD. The mother of three children with complex needs, Elaine is a certified coach and public speaker. She writes regularly for ImpactADHD.com and other publications, is the author of the eBook, ADHD in Reality: Tips FOR Parents FROM Parents, and coauthor of 365 Ways to Succeed with ADHD.
EDUCATIONAL ADVOCATE—
professional who works with an individual student and family, in coordination with school staff, to assure the student gets necessary services in school and is able to reach full potential.
PARENT TRAINING—shortterm sessions, in person or online, with an ADHD specialist who educates parents about ADHD specifics, effective behavioral strategies, medical treatment options, and practical advice about school issues.
PARENT COACHING—private or group sessions for parents, in person, on the phone or via email, that focus on guiding parents to effectively foster independence and teach their children critical life and coping skills.
STUDENT COACHING—pri-
vate sessions for students that focus on understanding the impact of ADHD on the student's life and developing strategies for management and mastery.
October 2013
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Rose-Hulman Institute of Technology
Water without Worry
A demonstration to inspire 4th and 5th grade students to pursue STEM studies.
Table of Contents
Team Hydra RH330 February 7, 2014
Water without Worry: Water Filter Demonstration
Part 1: Information
Time: 5-10 min
First go through and explain what STEM (science, technology, engineering, and math) is, how these fields can change the world, and what they have brought to everyday life; such as bridges, buildings, cars, hip replacements, and toothpaste. Next, talk about the Grand Challenges and how they are all problems that STEM fields need to solve in order to improve our world. Last, discuss how one of the grand challenges is the lack of clean water. Discuss facts about how many people lack access to clean water, relate it to them through visuals of kids their age, and discuss a school that may be struggling to get clean water to their students. Some of the ways that clean water is brought to people in developing countries is by wells that are built miles away from them, or by having to pay to use a closer well. An easy way for them to help purify water is by using a water filter.
Context
Over 780 million people across the globe lack the access to clean water. This is more than twice the US population. With this large of a water crisis, it is very clear that something needs to be done to fix it, hence why it is a Grand Challenge. The fact that will most likely shock the children the most is that every 21 seconds, a child somewhere dies from a water related disease. This is a fact that the children can very easily relate to; this is one of the own so to speak. Another good fact the kids can relate to is that a 5 minute shower uses the same amount of water as a person in an underdeveloped country uses in an entire day. Showing how the water crisis is a Grand Challenge is helped not only by these facts, but also by the visuals shown in the next section. Getting the children to make their own filter, to physically see the difference in the water that comes out of it hopefully will show them how important STEM careers are and how they truly can help save so many lives.
Visuals and graphs
1. Hope for Haiti. This picture shows a class of students in Haiti close to the student's age. This picture will connect the students to their mission: to build a water filter for the students in Haiti who lack clean water.
http://hfhfnews.blogspot.com/2010/11/gettin-schooled-in-haiti.html
2. It is difficult to get clean water to kids in these developing countries and even a well like this is hard to travel to and may charge them money.
http://www.flickr.com/photos/waterdotorg/11227135095/
3. This visual will show the students what many developing countries' water sources look like.
http://www.nyabushozi.org/2010/06/nyabushozi-photos/attachment/19/
4. This picture compares the drinking water in Haiti with the drinking water the students may have at home. This shows them how bad the situation is there and how they could help these kids. http://thesproutingseed.com/give-clean-water-christmas/
5. This picture gives the students a basic idea of how the water filter can be built and a depiction of the setup.
http://www.hometrainingtools.com/water-filtration-science-project/a/1803/
Materials List
These numbers were calculated for a class size of 24 students, split into eight groups of three. Below are links to some of the less common items.
Beads (Walmart):
http://www.walmart.com/ip/Kids-Craft-Plastic-Bead-Value-Pack/19515700
Gravel (Lowes):
http://www.lowes.com/pd_92130-76450-
GP05RC_0__?productId=3471471&Ntt=gravel&pl=1¤tURL=%3FNtt%3Dgravel &facetInfo=
Sand (Hobby Lobby):
http://shop.hobbylobby.com/products/white-bottled-sand-550780/
Part II: The Demo
Test Set-Up Information (prepared before class):
1. Obtain necessary materials, including premade dirty water.
2. Dirty water is comprised of water, oil, food coloring, Styrofoam, and shredded paper towels. Use appropriate judgment on amount of each substance in water.
3. Put gravel, sand, cotton balls, and beads into separate 5oz Dixie cups. Make enough for each group to have one cup of each material.
4. Remove the lids to 1L water bottles and cut the bottles in half. Enough so that each group of 2-3 can have a bottle.
5. Attach the coffee filter to the outside mouth of the bottle using a rubber band.
6. Invert the top half of the bottle and nest it inside of the bottom half.
7. Create teacher's filter by repeating steps 4-6 using a single 2L bottle.
Demo Procedure
Time: 20-25 min
1. Break class into groups of 2 or 3 depending on class size.
2. Give each group 5 minutes to discuss what materials they wish to use to build their filter.
3. Have one representative from each group collect their chosen two or three materials to use in their filter along with their precut and correctly inverted water bottle with the coffee filter attached.
4. Have them add their chosen first layer to the top portion of the bottle.
5. Have them then add their chosen second layer on top of the first layer.
6. If you decide to have them choose a third material, have them add this next.
7. Have each group draw their filter on their hand out.
8. Collect all filters and display them in the front of the class.
9. Pour ¾ cup of the premade dirty water slowly through the filter.
Note: Depending on the size of the layers and materials used, the water may take a few minutes to pass through the filter.
Part 3: Discussion
Time: 10-15min
Have the kids look at and observe what materials are working well for each filter and what materials aren't working well. Have them look for what each material is taking out of the water. Record their observations on the hand out. Go through each question on the hand out in order for each student to have a better grasp on the how water filters work and help others.
Questions to Engage Students
What does each material do?
Does the order of the materials in the filter matter?
What other materials could they use?
Why are STEM fields important for the Grand Challenges?
Student Activity
Draw your filter in the triangle below.
1. Observations about the filters:
_____________________________________________ _____________________________________________
_________________________________
2. How did each material effect the water?
_____________________________________________ _____________________________________________
_________________________________
3. What would changing the material and the order do to your filter?
_____________________________________________ _____________________________________________
_________________________________
4. What is the importance of STEM in the Grand Challenges?
_____________________________________________ _____________________________________________
_________________________________
Additional Sources
Video on the Grand Challenges, which includes information on each challenge: http://www.engineeringchallenges.org/cms/challenges.aspx
Collection of online resources for Indiana educators in STEM fields:
http://www.rose-prism.org/moodle/
Information on STEM careers, including experiments to increase interest:
http://www.sciencebuddies.org/science-fair-projects/science_careers.shtml
Water Treatment Process Video:
http://www.youtube.com/watch?v=9z14l51ISwg
How It's Made: Drinking Water http://www.youtube.com/watch?v=eIoSt0-K7wI
Interactive Water Filtration Lesson for Students:
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Nature-Watch Activity Kit Make Your Own Compass
(Nature Watch Kit #142)
Kit Contents
Kit Size
This page includes the Next Generation Science Standards (NGSS) mapping for this kit and Science, Technology, Engineering, and Math (STEM) extensions (on back) to use in adapting and extending this activity to other subject areas.
Next Generation Science Standards Alignment
K2‐ETS1‐1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
3‐PS2‐3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
3‐PS2‐4. Define a simple problem that can be solved by applying scientific ideas about magnets.
5‐PS1‐1. Develop a model to describe that matter is made of particles too small to be seen.
5‐PS1‐3. Make observations and measurements to identify materials based on their properties.
MS‐PS2‐3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS‐PS2‐5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
See Back for STEM Extensions
This Nature Watch Activity Kit contains an Instructor Manual and materials to implement the curriculum. The kit was designed to be used with adult supervision only. Unsupervised use is not recommended.
142
Make Your Own Compass
(Nature Watch Kit #142)
STEM Extensions
Science
Choose 15 objects in your classroom or your bedroom and hold your lodestone up to each one to check if it is attracted to the magnet. Record the result for each object. What similarities and differences do you see between the objects that were attracted to the magnet and those that weren't?
Go around your school building and hang up signs with the letter "N" for North and an arrow pointing in the direction of North from various points in the school. Use your compass at each point to confirm which direction is North.
Separate out the iron in your iron‐fortified cereal! Place some cereal in a bag and add enough water to wet it all. Seal the bag and let it sit for 20 minutes. Rub your magnet all over the bag, then run the magnet from the bottom to the top of the bag to draw out the iron.
Technology
Use a GPS device and your compass simultaneously to take a walk around the neighborhood. At one‐ minute intervals, stop to check if the two are matching up in the directions they show.
Try geocaching, which is a real‐life scavenger hunt with hidden objects all over the world. All you need is a GPS device and (free) access to the geocaching website or app.
Engineering
A compass must be held level to the ground to work accurately. Design and build an accessory that will help you keep your compass level when you are using it.
Try using other small objects other than a needle to build your compass. Does the compass still work the same, or does it behave differently than it did with the needle? Experiment with a several objects to see what works and what doesn't.
Math
(Younger) Follow the directions for the Compass Quest activity on page 3. Have participants use tiny steps as they follow the instructions, and ask them to count their steps. Then have them repeat the same course with giant steps. How many more steps did it take the first time?
(Older) Follow the directions for the Compass Quest activity on page 3. To go along with the instructions, draw a map of the course to the scale of 5 steps: 1 inch or 10 steps: 1 inch, depending on the size of the space.
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TRUMBULL PUBLIC SCHOOLS
Trumbull, Connecticut
History and Influence of Rock and Roll on Society
2016
Curriculum Writing Team
Justin Elkins
Orchestra/Theory Instructor
Michael McGrath
K-12 Music Team Leader
Jonathan S. Budd, Ph.D. , Director of Curriculum, Instruction and Assessments
History and Influence of Rock and Roll on Society
Table of Contents
The Trumbull Board of Education will continue to take Affirmative Action to ensure that no persons are discriminated against in its employment.
CORE VALUES AND BELIEFS
The Trumbull School Community, which engages in an environment conducive to learning, believes that all students will read and write effectively, therefore communicating in an articulate and coherent manner. All students will participate in activities that address problem-solving through critical thinking. Students will use technology as a tool in decision making. We believe that by fostering self-confidence, self-directed and student-centered activities, we will encourage independent thinking and learning. We believe ethical conduct to be paramount in sustaining our welcoming school climate.
We believe:
- Music is an inextricable part of the human experience, and every individual is inherently musical.
- Every student should be assured a high-quality course of music instruction, taught by qualified music educators.
- Music is a pillar of cultural heritage and a means for interdisciplinary learning.
- Music is an essential, core subject, and providing a musical education is a necessary part of educating the whole child. Therefore, every student should be offered opportunities to perform, create, respond, and connect musically.
- Learning music gives students a mode of artistic expression, a sense of music appreciation, and the tools needed for becoming lifelong musical learners.
- All individuals should have the high-quality resources and facilities necessary to achieve success within a challenging curriculum.
INTRODUCTION
History and Influence of Rock and Roll on Society is a high school elective course designed for any student regardless of musical experience. Using Rock and Pop music, students will be introduced to how music is structured and how music, specifically of the 1950's to the present, was and is intertwined with societal events. Students will discover how events in society shaped the music as a means of expression, and how music shaped the events surrounding it. In the end, students will have a greater appreciation for and understanding of music, will be able to listen more critically, and will be able to connect music with the world in a more meaningful way.
PHILOSOPHY
Music is one of the most universal of all arts, existing from the very beginnings of human civilization, and has been and continues to be a way for people to express their emotions. Just as the societal events surrounding music affect the way music sounds and the type of music that people create, so too has music affected the events surrounding it, helping to shape history. By studying and listening to music from various decades more critically, one can appreciate (more meaningfully) both the music and the times it was created in.
COURSE DESCRIPTION
Course Name
History and Influence of Rock and Roll on Society
Prerequisites
Elective course – open to any ninth, tenth, eleventh, or twelfth grade students.
Materials Required
Students will keep materials, handouts, and a music listening journal organized in a binder.
General Description of the Course
Students will learn the fundamentals of music, including beat, rhythm, pitch, melody, form, and harmony, through studying a wide range of pop and rock music, from classic to the current. Students will gain greater understanding of how music is constructed, including the role of technology, and be able to understand the history and evolution of the beginnings of rock to the current trends.
Major Projects
Students will map out the structure and major elements of a song of their choice and present that research to the class..
Students will create a computer presentation on a band/artist of their choice; they will research and connect that band/artist to the materials learned over the semester.
Assessments
There will be ongoing journal checks in which teacher will provide feedback on journal/listening prompts.
There will be ongoing quizzes and tests.
GOALS
Students will:
- Develop critical/active listening skills
- Trace the evolution of Rock and Pop from the beginnings to the current, learning about key history, influences, and prominent artists
- Connect music on a broader scale to the events/thoughts/attitudes of the times it was created
MUSIC STANDARDS
The Performance Standards align with the 2014 National Core Arts Standards for Music.
I. CREATING
* Imagine: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
* Plan and Make: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
* Evaluate and Refine: Musicians evaluate and refine their wok through openness to new ideas, persistence, and the application of appropriate criteria.
* Present: Musicians' presentation of creative work is the culmination of a process of creation and communication.
ll. PERFORMING
* Select: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
* Analyze: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
* Interpret: Performers make interpretive decisions based on their understanding of context and expressive intent.
* Rehearse, Evaluate, and Refine: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
* Present: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
III. RESPONDING
* Select: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
* Analyze: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
* Interpret: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
* Evaluate: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
IV. CONNECTING
* Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
* Understanding connections to varied contexts and daily life enhances musicians' creating, performing, and responding.
Unit 1 – Overview of Rock and its Influence on Society
At the completion of this unit, students will:
Essential Questions
- What makes music vital to human existence?
- What role has music played in society and what role does it play right now?
Focus Questions
- How is active listening different from passive listening? What should I listen for?
- How does one define "pop" music?
- What is the importance of the chorus/verse song structure?
- How does society affect music and music affect society?
- What is the importance of "Rock around the Clock" by Bill Haley and the Comets and what does it show about the birth of Rock and Roll?
- What major influence did Elvis have on Rock?
- What led to and what was the significance of the British Invasion?
- How did the Hippie culture influence music?
- How did other genres of music, such as Folk and Soul, compete/co-exist with Rock?
- How was the message of music of the beginning of Rock (mid-1950's) different from the message of later rock of the 1960's?
Scope and Sequence
- Basic elements of music and practice in listening actively
- Topics of how music affects society and society affects music
- The origin of and key facts of Rock and Roll from 50's rock, British Invasion, Folk/Soul, and Woodstock-era music
Instructional/Teaching Strategies
- Having students listen to contrasting songs and describe the difference between musical elements used.
- Modeling and having students map out sections of two contrasting songs in the same song structure, and then map out songs of their choice
- Assigning students to read essays on the Civil Rights movement and music and Beyoncé and female empowerment and compare and connect the two in their own writing
Assured Experiences/Projects
- Students will complete an essay on how music affects society and society affects music.
- Students will map out the structure and main musical elements of a song of their choice and present that research to the class.
Evaluation/Assessment Methods
- On a regular basis, teacher will give immediate verbal feedback to students on class discussions/activities.
- Teacher will regularly collect student' listening journals and assess their responses to listening prompts.
Time Allotment/Pacing Guide
Approximately 7 weeks
Unit 2 – Fame, Money and Technology
At the completion of this unit, students will:
MU:Cn10.0.IIa
Demonstrate how interest, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Cn11.0.C.IIa Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Essential Questions
- How does fame and money impact the artistic quality of music?
- How does technology shape the way music is composed, performed, and played?
Focus Questions
- What connections did Rock of the 1970's have with the beginning of Rock and Roll?
- What kind of influence does fame and money have on a musician/band?
- Why is the electric guitar so essential to Rock and Roll?
Scope and Sequence
- Key facts and influential rock artists/bands of the 1970's and 1980's and their styles
- Hip-Hop, Disco, and Punk and their connections to societal events
- Guitar unit on history, parts, and influence
Instructional/Teaching Strategies
- Having students view and respond to questions on "The Coolest Year in Hell" comparing Hip-Hop, Disco, and Punk in 1977 in New York City
- Presentation of both acoustic and electric guitars, and, time allowing, allowing students to learn basic guitar technique
- Having students view and listen to playing and commentary of influential guitarists describing the importance of the guitar and evolution of its playing
- Having students view music videos and discuss their effect and then create their own music videos
Evaluation/Assessment Methods
- On a regular basis, teacher will give immediate verbal feedback to students on class discussions/activities.
- Teacher will regularly collect students' listening journals and assess their responses to listening prompts.
Time Allotment/Pacing Guide
Approximately 7 weeks
Unit 3 – Evaluating Artists and Their Music
At the completion of this unit, students will:
MU:Cn10.0.C.IIa Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Cn11.0.C.IIa Demonstrate understanding of relationships between music and the other arts, other disciplines, varied context, and daily life.
MU:Re7.2.C.1a Analyze aurally the elements of music (including form) of musical works, relating them to style, mood, and context, and describe how the analysis provides models for personal growth as composer, performer, and/or listener.
Essential Questions
- What makes the difference between a "one-hit" sensation and a widely famous musician/group?
- What is the difference between a live performance/concert experience and a recorded performance, and how might the concert experience be different in the future?
- How do personal hardships impact an artist's/group's artistic output?
Focus Questions
- How did Michael Jackson break down the color barrier in Pop music?
- What copyright issues affect music/artists?
- How is music marketed, and what influence does that have on the artists, the listeners, and the music industry?
Scope and Sequence
- The musical characteristics and goals of Pop music and Rock music
- Pop Icons such as Michael Jackson and Madonna and the artistic qualities they possess that enable them to have a lasting legacy/influence
- Live performances and recorded performances, and their comparison
- Current copyright issues present in the music scene, and as compared to the past
Instructional/Teaching Strategies
- Asking students to respond to the difference between a recorded performance and a live performance of the same song/piece
- Modeling and having students create their own MIDI electronic compositions using Garage Band
- Asking students to rank current Pop artists in terms of whether they will be remembered as Icons, Stars, or Idols
History and Influence of Rock and Roll on Society Property of Trumbull Public Schools
10
Assured Experiences: Projects
Students will, connecting information and topics learned over the course of the semester, create computer presentations on artists/bands of their choosing, and present to the class.
Evaluation/Assessment Methods
- On a regular basis, teacher will give immediate verbal feedback to student on class discussions/activities.
- Teacher will regularly collect students' listening journals and assess their responses to listening prompts.
Time Allotment/Pacing Guide
Approximately 7 weeks
History and Influence of Rock and Roll on Society Property of Trumbull Public Schools
11
Technology Competency Standards
1. Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
4. Critical Thinking, Problem Solving, and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship – Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
Resources
www.nationalartsstandards.org/
nccas.org/
www.nafme.org
History and Influence of Rock and Roll on Society Property of Trumbull Public Schools
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3 Modelling the spread of an epidemic: SIR models
Numerical Solvers
We often rely on numerical solvers to numerically integrate ordinary differential equations, ODEs. Because of the complexity of many ODE systems, these numerical solvers allow us to solve complex ODE systems that may not be solvable symbolically, or are high dimensional. In this lab we will be using solve_ivp, which is a part of scipy.integrate, to solve ODE systems related to epidemic models. You can read the documentation for solve_ivp at https://docs.scipy.org/doc/scipy/ reference/generated/scipy.integrate.solve_ivp.html.
solve_ivp takes the ODE as a function, a tuple containing the start and end time, and an array with the initial conditions as arguments, and returns a bunch object containing the solution and other information. We can solve the following ODE system with the following code.
```
import numpy as np from scipy.integrate import solve_ivp # define the ode system as given in the problem def ode(t,y): return np.array([y[1], np.sin(t) - 5*y[1] - y[0]]) # define the t0 and tf parameters t0 = 0 tf = 3*np.pi # define the initial conditions y0 = np.array([0,1]) # solve the system sol = solve_ivp(ode, (t0,tf), y0) # Plot the system
```
```
import matplotlib.pyplot as plt # plot y_1 against y_2 plt.plot(sol.y[0],sol.y[1]) plt.xlabel('$y_1$') plt.ylabel('$y_2$') plt.show()
```
Figure 3.1: Solution to (3.1)
The SIR Model
The SIR model describes the spread of an epidemic through a large population. It does this by describing the movement of the population through three phases of the disease: those individuals who are susceptible, those who are infectious, and those who have been removed from the disease. Those individuals in the removed class have either died, or have recovered from the disease and are now immune to it. If the outbreak occurs over a short period of time, we may reasonably assume that the total population is fixed, so that S ′ (t) + I ′ (t) + R ′ (t) = 0. We may also assume that S(t) + I(t) + R(t) = 1, so that S(t) represents the fraction of the population that is susceptible, etc.
Individuals may move from one class to another as described by the flow
Let us consider the transition rate between S and I. Let β represent the average number of contacts made per unit time period (one day perhaps) that could spread the disease. The proportion of these contacts that are with a susceptible individual is S(t). Thus, one infectious individual will on average infect βS(t) others per day. Let N represent the total population size. Then we obtain the differential equation
Now consider the transition rate between I and R. We assume that there is a fixed proportion γ of the infectious group who will recover on a given day, so that
Note that γ is the reciprocal of the average length of time spent in the infectious phase.
Since the derivatives sum to 0, we have I ′ (t) = −S ′ (t) − R ′ (t), so the differential equations are given by
dI
dt
=
βIS
−
γI,
(3.3)
Problem 1. Suppose that, in a city of approximately three million, five people who have just become infectious have recently entered the city carrying a certain disease. Each of those individuals has one contact each day that could spread the disease, and an average of three days is spent in the infectious state. Find the solution of the corresponding SIR equations using solve_ivp for fifty days, where each time period is half a day, and plot your results. Use the percentages of each state, not the actual number of people in the state.
At the peak of the infection, how many in the city will still be able to work (assume for simplicity that those who are in the infectious state either cannot go to work or are unproductive, etc.)?
Hint: Use the t-values paramter in solve_ivp to pass in an array of t-values. Compare your plot to Figure 1.
SIR is an effective model for epidemic spread under certain assumptions. For example, we assume that the network is what's called "fully mixed." This implies that no group of members of a network are more likely to encounter each other than any other group. Because of this assumption, we should not use SIR to model networks we know to be poorly mixed. In fact, we should be clear in stating that almost no network is truly fully mixed; however this model is still effective for networks that are reasonably well mixed. In the next problem we will be using SIR to model data from the recent COVID-19 outbreak. To adhere to the "reasonably well mixed" criteria, we will be using only data from one county at a time.
Problem 2. On March 11, 2020, New York City had 52 confirmed cases of COVID-19. On that day New York started its lock-down measures. Using the following information, model what the spread of the virus could have been, using solve_ivp(), if New York did not implement any measures to curb the spread of the virus over the next 150 days:
* There are approximately 8.399 million people in New York city.
* The average case of COVID-19 lasts for 10 days.
* Each infected person can spread the virus to 2.5 people.
Plot your results for each day and compare to Figure 3.3.
1. At the projected peak, how many concurrent active cases are there?
2. Assuming that about 5% of COVID-19 cases require hospitalization, and using the fact that there are about 58,000 hospital beds in NYC, how many beds over capacity will the hospitals in NYC be at the projected peak?
Modeling Covid-19 in NYC
Variations on the SIR Model
The SIS model is a common variation of the SIR model. SIS Models describe diseases where individuals who have recovered from the disease do not gain any lasting immunity. There are only two compartments in this model: those who are susceptible, and those who are infectious. Here, f is the rate of becoming susceptible again.
The basic equations are given by
Another alteration we can make to the SIR model is to add a birth and death rate. In the equations below we are assuming that the natural death rate together with the death rate caused by the disease is equal to the birth rate. This model is given by
where µ represents the death rate and equal birth rate, noting that any new person born is born into the susceptible population.
If we combine the last two variations we made on the SIR model we come to this formulation, which is an SIRS model. This SIRS model allows the transfer of individuals from the recovered/removed class to the susceptible class and includes modeling of the birth and death rates.
Problem 3. There are 7 billion people in the world. Influenza, or the flu, is one of those viruses that everyone can be susceptible to, even after recovering. The flu virus is able to change in order to evade our immune system, and we become susceptible once more, although technically it is now a different strain. Suppose the virus originates with 1000 people in Texas after Hurricane Harvey flooded Houston, and stagnant water allowed the virus to proliferate. According to WebMD, once you get the virus, adults are contagious up to a week and kids up to 2 weeks. For this lab, suppose you are contagious for 10 days before recovering. Also suppose that on average someone makes one contact every two days that could spread the flu. Since we can catch a new strain of the flu, suppose that a recovered individual becomes susceptible again with probability f = 1/50. The flu is also known to be deadly, killing hundreds of thousands every year on top of the normal death rate. To assure a steady population, let the birth rate balance out the death rate, and in particular let µ = .0001.
Using the SIRS model above, plot the proportion of population that is Susceptible, Infected, and Recovered over a one-year span (365 days). Compare your plot to Figure 3.4.
Modeling COVID-19 with Social Distancing
Social distancing upsets the main assumption that is made when trying to model epidemic spread using SIR models. During the periods of lockdown instituted by governments, the interaction networks between people in a city or county were disrupted to the point that standard SIR models were no longer effective at modeling the spread of COVID-19. A paper released in May of 2020 presented some alternative models for COVID-19 that have some success in modeling its spread during periods of social distancing.
This model claims that the growth of I(t) is polynomial with exponential decay (PGED). So we get the following form,
which results in the following SIR type model
where α and TG are simply model parameters. In this model αTG can be interpreted as the time of epidemic peak.
Fitting Models
Model fitting can be a frustrating task if we only use our intuition and guess and check. Thankfully, SciPy's optimize library has tools we can use to make these problems a lot easier. Many of the functions in this library are designed to take an arbitrary function and find whatever input makes the output close to zero. Our job is to create a function that outputs zero at the right values.
Suppose we have some data that we believe to follow a cubic trend with the following model
In order to fit the data to this model we can use scipy.optimize.minimize and create a function that will output zero when the correct parameters are input. scipy.optimize.minimize will then return an OptimizeResult object, which contains the optimal paramters.
```
# import the minimizer function from scipy.optimize import minimize # load the data and get the x and y values data = np.load('to_fit.npy') xs = data[:,0] ys = data[:,1] # define the function we want to minimize def fun(params): # unpack the parameters a,b,d = params # get the model output based on the parameters out = a*xs**3 + b*(xs**2 + 2*xs) + d # find the difference between out and the data diff = out - ys # must return a float return np.linalg.norm(diff) # make a guess for the parameters p0 = (1,1,1) # find the best parameters for this model minimize(fun,p0)
```
Problem 4. Fit the PGED model to the COVID-19 data provided in new_york_cases.npy. Plot your results against 1 − S(t).
Hint: Set t0 = 1 as the PEGD model requires to divide by t, so we must have t ̸= 0.
Modeling
NYC
covid cases
with
SIR
Figure 3.5: Solution to (4)
Boundary Value Problems
The next exercise uses a variation of the SIR model called an SEIR model to describe the spread of measles 1 . This new model adds another compartment, called the exposed or latency phase. It assumes that the rate at which measles is contracted depends on the season, i.e. the rate is periodic. That allows us to formulate the yearly occurrence rate for measles as a boundary value problem. The boundary value problem looks like
Parameters µ and λ represent the birth rate of the population and the latency period of measles, respectively. η represents the infectious period before an individual moves from the infectious class to the recovered class. After recovery an individual remains immune, which is why R(t) is not included in the system. The set up of this problem is not normal since we are excluding R(t), but it results in a nice graph.
To solve this problem we will use a full-featured BVP solver that is available in SciPy. The code below demonstrates how to use solve_bvp to solve the BVP
Look at figure 3.6 for the solution.
1 Numerical Solution of Boundary Value Problems for Ordinary Differential Equations, by Aescher, Mattheij, and Russell
The BVP solver expects you to pass it the boundary conditions as a callable function that computes the difference between a guess at the boundary conditions and the desired boundary conditions. When we use the BVP solver, we will tell it how many constraints there should be on each side of the domain so it knows how many entries to expect. In this case, we have one boundary condition on either side. These constraints are expected to evaluate to 0 when the boundary condition is satisfied.
```
import numpy as np from scipy.integrate import solve_bvp import matplotlib.pyplot as plt epsilon, lbc, rbc = .1, 1, - 1/3 # The ode function takes the independent variable first # It has return shape (n,) def ode(x , y): return np.array([y[1] , (1/epsilon) * (y[0] - y[0] * y[1])]) # The return shape of bcs() is (n,) def bcs(ya, yb): BCa = np.array([ya[0] - lbc]) # 1 Boundary condition on the left BCb = np.array([yb[0] - rbc]) # 1 Boundary condition on the right # The return values will be 0s when the boundary conditions are met exactly return np.hstack([BCa, BCb])
```
```
# The independent variable has size (m,) and goes from a to b with some step ← size X = np.linspace(-1, 1, 200) # The y input must have shape (n,m) and includes our initial guess for the ← boundaries y = np.array([-1/3, -4/3]).reshape((-1,1))*np.ones((2, len(X))) # There are multiple returns from solve_bvp(). We are interested in the y ← values which can be found in the sol field. solution = solve_bvp(ode, bcs, X, y) # We are interested in only y, not y', which is found in the first row of sol. y_plot = solution.sol(X)[0] plt.plot(X, y_plot) plt.xlabel('t') plt.ylabel('y') plt.show()
```
Problem 5. Consider equations (3.11) and (3.12). Let the periodic function for our measles case be β(t) = β0(1 + β1 cos 2πt). Use parameters β1 = 1, β0 = 1575, η = 0.01, λ = .0279, and µ = .02. Note: in this case, time is measured in years, so run the solution over the interval [0, 1] to show a one-year cycle. The boundary conditions in (3.12) are just saying that the year will begin and end in the same state.
One issue that we encounter with this problem is that we have 6 boundary conditions but we only have 3 free variables. The 6 boundary counditions are the initial and final conditions of S, E, and I. solve_bvp only allows as many boundary conditions as there are free variables, so what we can do is include "dummy" variables in the ODE. This allows more boundary conditions in the BVP solver, while not changing the ODE system that we are solving. To deal with this, let C(t) = [C1(t), C2(t), C3(t)], and add the equation
to the system of ODEs given above (for a total of 6 equations) resulting in this final 6 variable system
We can then apply all 6 of the boundary conditions that we need. The boundary conditions can be separated using the following trick:
Now C1, C2, C3 become the 4th, 5th, and 6th rows of your solution matrix, so the 3 boundary conditions for the left are obtained by subtracting the last three entries of y(0) from the first three entries, giving you ya[0 : 3] − ya[3 :]. Similarly, your right boundary conditions will look like yb[0 : 3] − yb[3 :].
When you code your boundary conditions, note that solve_bvp changes the initial conditions to force all the entries in the return of bcs() to be zero. You can use the initial conditions from Fig. 3.7 as your initial guess (which will be an array of 6 elements). Remember that the initial infected proportion is small, not 0. | <urn:uuid:6f282e9d-14b7-4a20-9a81-a288005f9a1b> | CC-MAIN-2023-23 | https://acme.byu.edu/00000181-abe5-d0f9-a7bd-bfe7de280000/sir-models-pdf | 2023-05-28T09:45:39+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224643663.27/warc/CC-MAIN-20230528083025-20230528113025-00341.warc.gz | 107,768,283 | 3,604 | eng_Latn | eng_Latn | 0.98936 | eng_Latn | 0.996311 | [
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History 102: World Civilizations Reader University of Montevallo Dr. John R. Bawden
Primary sources are records created during a historical period. Typical primary sources include legal codes, speeches, sacred scriptures, letters, interviews, diaries, administrative records, poetry, plays, and autobiographies. Because of their connection to a specific time and place, primary sources offer an important perspective on the past. All of the documents in this reader are primary sources. For each, I have provided a short introduction as well as several questions to consider at the end of the document.
Table of Contents
0. How to Read a Primary Source
1. Bernal Díaz del Castillo, from The True History of the Conquest of New Spain, 1568
2. Excerpt from The Broken Spears, 16 th century
3. Olaudah Equiano, Excerpt from The Interesting Narrative of the Life of Olaudah Equiano, 1789
4. Martin Luther, Address to the Christian Nobility of the German Nation, 1520
5. Japan Encounters the West, 1587-1640
6. Ogier Ghiselin de Busbecq, Suleyman the Lawgiver, 16 th century
7. Jean Domat, "On Social Order and Absolutist Monarchy", 17 th century
8. Cesare Beccaria, On Crimes and Punishments, 1764
9. The Declaration of the Rights of Man and of the Citizen, 1789
10. Simón de Bolívar, Address to the Second National Congress, 1819
11. The Sadler Report: Child Labor in the United Kingdom, 1832
12. Elizabeth Caddy Stanton, The Declaration of Sentiments, Seneca Falls Conference, 1848
13. Karl Marx and Frederich Engels, from the Communist Manifesto, 1848
14. Charles Darwin, from The Origin of Species, 1859
15. President Millard Fillmore, Letter to the Emperor of Japan, 1852
16. The Treaty of Nanjing, 1842
17. Karl Pearson, Social Darwinism and Imperialism, 1900
18. Bal Gangadhar Tilak, Address to the Indian National Congress, 1907
19. Excerpts from the Writings of Mohandas Gandhi, 1920-1931
20. Vladimir Lenin, Imperialism, the Highest Stage of Capitalism, 1916
21. The Mexican Constitution, 1917
22. Sun Yat-sen, Fundamentals of National Reconstruction, 1923
23. Benito Mussolini, from "The Political and Social Doctrine of Fascism", 1935
24. Adolf Hitler, Excerpt from Mein Kampf, 1924
25. Japanese Total War Research Institute, Plan for the E. Asia Co-Prosperity Sphere, 1942
26. Joseph Stalin, excerpts from the "Soviet Victory Speech", 1946
27. Harry S. Truman, The Truman Doctrine, 1947
28. Nehru, "Why India is Non-Aligned", 1956
29. Gamal Abdel Nasser, Speech on the Suez Canal (Egypt), 1956
30. Frantz Fanon, Excerpt from The Wretched of the Earth, 1961
31. Kwame Nkrumah, from I Speak of Freedom: Statement of African ideology, 1961
32. Che Guevara, The Essence of Guerrilla Warfare, 1961
33. Deng Xiaoping, on "Introducing Capitalist Principles to China", 1979
34. Mikhail S. Gorbachev, Speech on Perestroika, 1986
35. Osama bin Laden, World Islamic Front Statement, 1998
36. The Information Revolution, The Internet Archive, 1996
0. How to read a primary source
When interpreting anything created at a time and place different from your own, you must ask good questions of it. A movie created during the 1980s, for instance, should undergo the same scrutiny as a legal code written 3,000 years ago. Here are questions historians routinely ask of primary sources.
How do the ideas and values in the source differ from the ideas and values of our time? How might the difference between our values and the values of the author influence the way we understand the text?
Who created the source? What is the background of the author - high status, low status, ruling group, subject group?
What portions of the text might we find objectionable, but which contemporaries might have found acceptable? In other words, what preconceptions do we, as readers living in the 21 st century, bring to the source?
Why was the source created, what is its purpose, and who (if anyone) was supposed to see it?
Is the author making an argument? If so, what is it? What is the text trying to do?
Different sources have different formats and expectations. Court records and political speeches are different than private letters or memoirs. Keep that bit of context in mind.
Some of the sources in this sourcebook are challenging because they contain hard to pronounce names or references to unknown person, places, or things. Try not to let the unfamiliar time and place of the text discourage you.
1. Bernal Díaz del Castillo, from The True history of the Conquest of New Spain, 1568
Bernal Díaz del Castillo was born around 1496 in Spain. As a boy, he heard stories about the "New World". In 1514, Díaz traveled to Cuba and lived there for several years before he joined Hernando Cortés (1485-1547 CE) on an expedition into modern day Mexico. A soldier of fortune, Bernal Díaz hoped to get rich and he did. From 1519-1521, Díaz witnessed incredible events related to the toppling of the Aztec Empire and establishment of Spanish authority in Mexico. Decades later while an old man living in Guatemala, Díaz wrote an account of his experiences that is noted for its readability and valuable descriptions of Spanish conquistadors such as Hernando Cortes, native allies such as Malinche (native woman who advised and translated for Cortes), and Aztec emperor Montezuma II. The excerpts below begin with an account of the Spanish arrival to Tenochtitlán (City of Mexico), a city located in the middle of a lake as well as the fateful meeting between Cortés and Montezuma. Cacique or Cacica refers to an indigenous noble person.
Source: A. P. Maudslay, trans., Bernal Díaz del Castillo, The True History of the Conquest of New Spain (New York, 1956).
ABOUT THE GREAT AND SOLEMN RECEPTION WHICH THE GREAT MONTEZUMA GAVE CORTES AND ALL OF US AT THE ENTERING OF THE GREAT CITY OF MEXICO
Early next day we left Iztapalapa with a large escort of those great Caciques (chiefs) whom I have already mentioned. We proceeded along the causeway which is here eight paces in width and runs so straight to the City of Mexico that it does not seem to me to turn either much or little, but, broad as it is, it was so crowded with people that there was hardly room for them all, some of them going to and others returning from Mexico, besides those who had come out to see us, so that we were hardly able to pass by the crowds of them that came; and the towers and cues were full of people as well as the canoes from all parts of the lake. It was not to be wondered at, for they had never before seen horses or men such as we are.
Gazing on such wonderful sights, we did not know what to say, or whether what appeared before us was real, for on one side, on the land, there were great cities, and in the lake ever so many more, and the lake itself was crowded with canoes, and in the causeway were many bridges at intervals, and in front of us stood the great City of Mexico, and we did not even number four hundred soldiers! and we well remembered the words and warnings given us by the people of Huexotzingo and Tlaxcala and Tlamanalco, and the many other warnings that had been given that we should beware of entering Mexico, where they would kill us, as soon as they had us inside.
Let the curious readers consider whether there is not much to ponder over in this that I am writing. What men have there been in the world who have shown such daring? But let us get on, and march along the causeway. When we arrived where another small causeway branches off (leading to Coyoacan, which is another city) where there were some buildings like towers, which are their oratories, many more chieftains and Caciques approached clad in very rich mantles, the brilliant liveries of one chieftain differing from those of another, and the causeways were crowded with them. The Great Montezuma had sent these great Caciques in advance to receive us, and when they came before Cortes they bade us welcome in their language, and as a sign of peace, they touched their hands against the ground, and kissed the ground with the hand.
There we halted for a good while, and Cacamatzin, the Lord of Texcoco, and the Lord of Iztapalapa and the Lord of Tacuba and the Lord of Coyoacan went on in advance to meet the Great Montezuma, who was approaching in a rich litter accompanied by other great Lords and Caciques, who owned vassals. When we arrived near to Mexico, where there were some other small towers, the Great Montezuma got down from his litter, and those great Caciques supported him with their arms beneath a marvellously rich canopy of green coloured feathers with much gold and silver embroidery and with pearls and chalchihuites suspended from a sort of bordering, which was wonderful to look at. The Great Montezuma was richly attired according to his usage, and he was shod with sandals. For so they call what they wear on their feet, the soles were of gold and the upper part adorned with precious stones. The four Chieftains who supported his arms were also richly clothed according to their usage, in garments which were apparently held ready for them on the road to enable them to accompany their prince, for they did not
appear in such attire when they came to receive us. Besides these four Chieftains, there were four other great Caciques, who supported the canopy over their heads, and many other Lords who walked before the Great Montezuma, sweeping the ground where he would tread and spreading cloths on it, so that he should not tread on the earth. Not one of these chieftains dared even to think of looking him in the face, but kept their eyes lowered with great reverence, except those four relations, his nephews, who supported him with their arms.
When Cortes was told that the Great Montezuma was approaching, and he saw him coming, he dismounted from his horse, and when he was near Montezuma, they simultaneously paid great reverence to one another. Montezuma bade him welcome and our Cortes replied through Doña Marina wishing him very good health. And it seems to me that Cortes, through Doña Marina, offered him his right hand, and Montezuma did not wish to take it, but he did give his hand to Cortes and then Cortes brought out a necklace which he had ready at hand, made of glass stones, which I have already said are called Margaritas, which have within them many patterns of diverse colours, these were strung on a cord of gold and with musk so that it should have a sweet scent, and he placed it round the neck of the Great Montezuma and when he had so placed it he was going to embrace him, and those great Princes who accompanied Montezuma held back Cortes by the arm so that he should not embrace him, for they considered it an indignity.
Then Cortes through the mouth of Doña Marina told him that now his heart rejoiced at having seen such a great Prince, and that he took it as a great honour that he had come in person to meet him and had frequently shown him such favour.
Then Montezuma spoke other words of politeness to him, and told two of his nephews who supported his arms, the Lord of Texcoco and the Lord of Coyoacan, to go with us and show us to our quarters, and Montezuma with his other two relations, the Lord of Cuitlahuac and the Lord of Tacuba who accompanied him, returned to the city, and all those grand companies of Caciques and chieftains who had come with him returned in his train. As they turned back after their Prince we stood watching them and observed how they all marched with their eyes fixed on the ground without looking at him, keeping close to the wall, following him with great reverence. Thus space was made for us to enter the streets of Mexico, without being so much crowded. But who could now count the multitude of men and women and boys who were in the streets and on the azoteas, and in canoes on the canals, who had come out to see us.
They took us to lodge in some large houses, where there were apartments for all of us, for they had belonged to the father of the Great Montezuma, who was named Axayaca, and at that time Montezuma kept there the great oratories for his idols, and a secret chamber where he kept bars and jewels of gold, which was the treasure that he had inherited from his father Axayaca, and he never disturbed it. They took us to lodge in that house, because they called us Teules, and took us for such, so that we should be with the Idols or Teules which were kept there. However, for one reason or another, it was there they took us, where there were great halls and chambers canopied with the cloth of the country for our Captain, and for every one of us beds of matting with canopies above, and no better bed is given, however great the chief may be, for they are not used. And all these palaces were coated with shining cement and swept and garlanded.
As soon as we arrived and entered into the great court, the Great Montezuma took our Captain by the hand, for he was there awaiting him, and led him to the apartment and saloon where he was to lodge, which was very richly adorned according to their usage, and he had at hand a very rich necklace made of golden crabs, a marvellous piece of work, and Montezuma himself placed it round the neck of our Captain Cortes, and greatly astonished his own Captains by the great honour that he was bestowing on him. When the necklace had been fastened, Cortes thanked Montezuma through our interpreters, and Montezuma replied, "Malinche you and your brethren are in your own house, rest awhile," and then he went to his palaces which were not far away, and we divided our lodgings by companies, and placed the artillery pointing in a convenient direction, and the order which we had to keep was clearly explained to us, and that we were to be much on the alert, both the cavalry and all of us soldiers. A sumptuous dinner was provided for us according to their use and custom, and we ate it at once. So this was our lucky and daring entry into the great city of Tenochtitlan Mexico on the 8th day of November the year of our Savior Jesus Christ 1519.
HOW ON THE FOLLOWING DAY OUR CAPTAIN CORTES WENT TO SEE THE GREAT MONTEZUMA, AND ABOUT A CERTAIN CONVERSATION THAT TOOK PLACE
The next day Cortes decided to go to Montezuma's palace, and he first sent to find out what he intended doing and to let him know that we were coming. He took with him four captains, namely Pedro de Alvarado, Juan Velasquez de Leon, Diego de Ordas, and Gonzalo de Sandoval, and five of us soldiers also went with him.
When Montezuma knew of our coming he advanced to the middle of the hall to receive us, accompanied by many of his nephews, for no other chiefs were permitted to enter or hold communication with Montezuma where he then was, unless it were on important business. Cortes and he paid the greatest reverence to each other and then they took one another by the hand and Montezuma made him sit down on his couch on his right hand, and he also bade all of us to be seated on seats which he ordered to be brought.
Then Cortes began to make an explanation through our interpreters Doña Marina and Aguilar, and said that he and all of us were rested, and that in coming to see and converse with such a great Prince as he was, we had completed the journey and fulfilled the command which our great King and Prince had laid on us. But what he chiefly came to say on behalf of our Lord God had already been brought to his [Montezuma's] knowledge through his ambassadors, Tendile, Pitalpitoque and Quintalbor, at the time when he did us the favour to send the golden sun and moon to the sand dunes; for we told them then that we were Christians and worshipped one true and only God, named Jesus Christ, who suffered death and passion to save us, and we told them that a cross (when they asked us why we worshipped it) was a sign of the other Cross on which our Lord God was crucified for our salvation, and that the death and passion which He suffered was for the salvation of the whole human race, which was lost, and that this our God rose on the third day and is now in heaven, and it is He who made the heavens and the earth, the sea and the sands, and created all the things there are in the world, and He sends the rain and the dew, and nothing happens in the world without His holy will. That we believe in Him and worship Him, but that those whom they look upon as gods are not so, but are devils, which are evil things, and if their looks are bad their deeds are worse, and they could see that they were evil and of little worth, for where we had set up crosses such as those his ambassadors had seen, they dared not appear before them, through fear of them, and that as time went on they would notice this.
The favour he now begged of him was his attention to the words that he now wished to tell him; then he explained to him very clearly about the creation of the world, and how we are all brothers, sons of one father and one mother who were called Adam and Eve, and how such a brother as our great Emperor, grieving for the perdition of so many souls, such as those which their idols were leading to Hell, where they bum in living flames, had sent us, so that after what he [Montezuma] had now heard he would put a stop to it and they would no longer adore these Idols or sacrifice Indian men and women to them, for we were all brethren, nor should they commit sodomy or thefts. He also told them that, in course of time, our Lord and King would send some men who among us lead very holy lives, much better than we do, who will explain to them all about it, for at present we merely came to give them due warning, and so he prayed him to do what he was asked and carry it into effect.
As Montezuma appeared to wish to reply, Cortes broke off his argument, and to all of us who were with him he said: "with this we have done our duty considering it is the first attempt."
Montezuma replied, "Señor Malinche, I have understood your words and arguments very well before now, from what you said to my servants at the sand dunes, this about three Gods and the Cross, and all those things that you have preached in the towns through which you have come. We have not made any answer to it because here throughout all time we have worshipped our own gods, and thought they were good, as no doubt yours are, so do not trouble to speak to us any more about them at present. Regarding the creation of the world, we have held the same belief for ages past, and for this reason we take it for certain that you are those whom our ancestors predicted would come from the direction of the sunrise. As for your great King, I feel that I am indebted to him, and I will give him of what I possess."
While this conversation was going on, Montezuma secretly sent a great Cacique, one of his nephews who was in his company, to order his stewards to bring certain pieces of gold, which it seems must have been put apart to give
to Cortes, and ten loads of fine cloth, which he apportioned, the gold and mantles between Cortes and the four captains, and to each of us soldiers he gave two golden necklaces, each necklace being worth ten pesos, and two loads of mantles. The gold that he then gave us was worth in all more than a thousand pesos and he gave it all cheerfully and with the air of a great and valiant prince. As it was now past midday, so as not to appear importunate, Cortes said to him: "Señor Montezuma, you always have the habit of heaping load upon load in every day conferring favours on us, and it is already your dinner time." Montezuma replied that he thanked us for coming to see him, and then we took our leave with the greatest courtesy and we went to our lodgings.
And as we went along we spoke of the good manners and breeding which he showed in everything, and that we should show him in all ways the greatest respect, doffing our quilted caps when we passed before him, and this we always did, but let us leave this subject here, and pass on.
OF THE MANNER AND APPEARANCE OF THE GREAT MONTEZUMA AND WHAT A GREAT PRINCE HE WAS
The Great Montezuma was about forty years old, of good height and well proportioned, slender, and spare of flesh, not very swarthy, but of the natural colour and shade of an Indian. He did not wear his hair long, but so as just to cover his ears, his scanty black beard was well shaped and thin. His face was somewhat long, but cheerful, and he had good eyes and showed in his appearance and manner both tenderness and, when necessary, gravity. He was very neat and clean and bathed once every day in the afternoon. He had many women as mistresses, daughters of Chieftains, and he had two great Cacicas as his legitimate wives, and when he had intercourse with them it was so secretly that no one knew anything about it, except some of his servants. He was free from unnatural offences. The clothes that he wore one day, he did not put on again until four days later. He had over two hundred chieftains in his guard, in other rooms close to his own, not that all were meant to converse with him, but only one or another, and when they went to speak to him they were obliged to take off their rich mantles and put on others of little worth, but they had to be clean, and they had to enter barefoot with their eyes lowered to the ground, and not to look up in his face. And they made him three obeisances, and said: "Lord, my Lord, my Great Lord," before they came up to him, and then they made their report and with a few words he dismissed them, and on taking leave they did not turn their backs, but kept their faces toward him with their eyes to the ground, and they did not turn their backs until they left the room. I noticed another thing, that when other great chiefs came from distant lands about disputes or business, when they reached the apartments of the Great Montezuma, they had to come barefoot and with poor mantles, and they might not enter directly into the Palace, but had to loiter about a little on one side of the Palace door, for to enter hurriedly was considered to be disrespectful.
For each meal, over thirty different dishes were prepared by his cooks according to their ways and usage, and they placed small pottery brasiers beneath the dishes so that they should not get cold. They prepared more than three hundred plates of the food that Montezuma was going to eat, and more than a thousand for the guard. When he was going to eat, Montezuma would sometimes go out with his chiefs and stewards, and they would point out to him which dish was best, and of what birds and other things it was composed, and as they advised him, so he would eat, but it was not often that he would go out to see the food, and then merely as a pastime.
I have heard it said that they were wont to cook for him the flesh of young boys, but as he had such a variety of dishes, made of so many things, we could not succeed in seeing if they were of human flesh or of other things, for they daily cooked fowls, turkeys, pheasants, native partridges, quail, tame and wild ducks, venison, wild boar, reed birds, pigeons, hares and rabbits, and many sorts of birds and other things which are bred in this country, and they are so numerous that I cannot finish naming them in a hurry; so we had no insight into it, but I know for certain that after our Captain censured the sacrifice of human beings, and the eating of their flesh, he ordered that such food should not be prepared for him thenceforth.
2. Excerpt from The Broken Spears, an Indian account of the conquest of Mexico
The Broken Spears is a collection of Aztec and other Indian records from the sixteenth century. The materials include codices originally written in the Nahuatl language plus later recollections written by indigenous persons in Spanish. The reassembly of the materials in rough chronological order provides an insight into the Native American view of the fateful encounter between Europeans and people from the New World.
Source: Miguel Leon-Portilla, The Broken Spears (Boston: Beacon Press, 1992).
Then Motecuhzoma [Moctezuma] gave the messengers his final orders. He said to them: "Go now, without delay. Do reverence to our lord the god. Say to him: 'Your deputy, Motecuhzoma, has sent us to you. Here are the presents with which he welcomes you home to Mexico."'...
One by one they did reverence to Cortes by touching the ground before him with their lips. They said to him: "If the god will deign to hear us, your deputy Motecuhzoma has sent us to render you homage. He has the City of Mexico in his care. He says: 'The god is weary."'
Then they arrayed the Captain in the finery they had brought him as presents. With great care they fastened the turquoise mask in place, the mask of the god with its crossband of quetzal feathers. A golden earring hung down on either side of this mask. They dressed him in the decorated vest and the collar woven in the petatillo style- the collar of chalchihuites, with a disk of gold in the center.
Next they fastened the mirror to his hips, dressed him in the cloak known as "the ringing bell" and adorned his feet... In his hand they placed the shield with its fringe and pendant of quetzal feathers, its ornaments of gold and mother-of-pearl. Finally they set before him the pair of black sandals. As for the other objects of divine finery, they only laid them out for him to see.
The Captain asked them: "And is this all? Is this your gift of welcome? Is this how you greet people?" They replied: "This is all, our lord. This is what we have brought you."
Then the Captain gave orders, and the messengers were chained by the feet and by the neck. When this had been done, the great cannon was fired off. The messengers lost their senses and fainted away. They fell down side by side and lay where they had fallen. But the Spaniards quickly revived them: they lifted them up, gave them wine to drink and then offered them food.
The Captain said to them: "I have heard that the Mexicans are very great warriors, very brave and terrible. If a Mexican is fighting alone, he knows how to retreat, turn back, rush forward and conquer, even if his opponents are ten or even twenty. But my heart is not convinced. I want to see it for myself. I want to find out if you are truly that strong and brave."
Then he gave them swords, spears and leather shields. He said: "It will take place very early, at daybreak. We are going to fight each other in pairs, and in this way we will learn the truth. We will see who falls to the ground!"
They said to the Captain: "Our lord, we were not sent here for this by your deputy Motecuhzoma! We have come on an exclusive mission, to offer you rest and repose and to bring you presents. What the lord desires is not within our warrant. If we were to do this, it might anger Motecuhzoma, and he would surely put us to death."...
Then they left in great haste and continued to the City of Mexico. They entered the city at night, in the middle of the night.
The messengers went to the House of the Serpent, and Motecuhzoma arrived. The two captives were then sacrificed before his eyes: their breasts were torn open, and the messengers were sprinkled with their blood. This
was done because the messengers had completed a difficult mission: they had seen the gods, their eyes had looked on their faces. They had even conversed with the gods!
When the sacrifice was finished, the messengers reported to the king. They told him how they had made the journey, and what they had seen, and what food the strangers ate. Motecuhzoma was astonished and terrified by their report, and the description of the strangers' food astonished him above all else.
He was also terrified to learn how the cannon roared, how its noise resounded, how it caused one to faint and grow deaf. The messengers told him: "A thing like a ball of stone comes out of its entrails: it comes out shooting sparks and raining fire. The smoke that comes out with it has a pestilent odor, like that of rotten mud. This odor penetrates even to the brain and causes the greatest discomfort. If the cannon is aimed against a mountain, the mountain splits and cracks open. If it is aimed against a tree it shatters the tree into splinters. This is a most unnatural sight, as if the tree had exploded from within."
The messengers also said: "Their trappings and arms are all made of iron. They dress in iron and wear iron casques on their heads. Their swords are iron; their bows are iron; their shields are iron; their spears are iron. Their deer carry them on their backs wherever they wish to go. These deer, our lord, are as tall as the roof of a house.
"The strangers' bodies are completely covered, so that only their faces can be seen. Their skin is white, as if it were made of lime. They have yellow hair, though some of them have black. Their beards are long and yellow, and their moustaches are also yellow. Their hair is curly, with very fine strands.
"As for their food, it is like human food. It is large and white, and not heavy. It is something like straw, but with the taste of a cornstalk, of the pith of a cornstalk. It is a little sweet, as if it were flavored with honey; it tastes of honey, it is sweet-tasting food...
When Motecuhzoma heard this report, he was filled with terror. It was as if his heart had fainted, as if it had shriveled. It was as if he were conquered by despair.
While the Spaniards were in Tlaxcala, a great plague broke out here in Tenochtitlan (the Aztec capital, now Mexico City]. It began to spread during the thirteenth month and lasted for seventy days, striking everywhere in the city and killing a vast number of our people. Sores erupted on our faces, our breasts, our bellies; we were covered with agonizing sores from head to foot.
The illness was so dreadful that no one could walk or move. The sick were so utterly helpless that they could only lie on their beds like corpses, unable to move their limbs or even their heads. They could not lie face down or roll from one side to the other. If they did move their bodies, they screamed with pain.
A great many died from this plague, and many others died of hunger. They could not get up to search for food, and everyone else was too sick to care for them, so they starved to death in their beds.
Some people came down with a milder form of the disease; they suffered less than the others and made a good recovery. But they could not escape entirely. Their looks were ravaged, for wherever a sore broke out, it.
Questions for Analysis: How does this Native American account of the conquest of Mexico differ from European accounts? According to this account what were the main factors for the Spanish conquest?
3. Olaudah Equiano, Excerpt from The Interesting Narrative of the Life of Olaudah Equiano (1789)
Olaudah Equiano (c. 1745-1797 CE) was a writer and abolitionist. According to his memoir, he was born in present day Nigeria before being captured in the interior of his country by a group of Africans and sold to European slave traders on the coast at the age of eleven. In Virginia, he became the slave of a British naval officer, with whom he traveled widely. Equiano also bought his freedom in 1766 and went into the trade business. In 1789, Equiano published his autobiography, which was translated into several languages and printed in several editions. He was active in the abolitionist movement, which succeeded in ending the British slave trade several years after his death.
Source: Olaudah Equiano, The interesting narrative of the life of Olaudah Equiano, or Gustavus Vassa, the Africian Norwich, 1794.
,
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I have already acquainted the reader with the time and place of my birth. My father, besides many slaves, had a numerous family, of which seven lived to grow up, including myself and a sister, who was the only daughter. As I was the youngest of the sons, I became, of course, the greatest favourite with my mother, and was always with her; and she used to take particular
Page 47 pains to form my mind. I was trained up from my earliest years in the art of war; my daily exercise was shooting and throwing javelins; and my mother adorned me with emblems, after the manner of our greatest warriors. In this way I grew up till I was turned the age of eleven, when an end was put to my happiness in the following manner:--Generally when the grown people in the neighbourhood were gone far in the fields to labour, the children assembled together in some of the neighbours' premises to play; and commonly some of us used to get up a tree to look out for any assailant, or kidnapper, that might come upon us; for they sometimes took those opportunities of our parents' absence to attack and carry off as many as they could seize. One day, as I was watching at the top of a tree in our yard, I saw one of those people
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come into the yard of our next neighbour but one, to kidnap, there being many stout young people in it. Immediately on this I gave the alarm of the rogue, and he was surrounded by the stoutest of them, who entangled him with cords, so that he could not escape till some of the grown people came and secured him. But alas! ere long it was my fate to be thus attacked, and to be carried off, when none of the grown people were nigh. One day, when all our people were gone out to their works as usual, and only I and my dear sister were left to mind the house, two men and a woman got over our walls, and in a moment seized us both, and, without giving us time to cry out, or make resistance, they stopped our mouths, and ran off with us into the nearest wood. Here they tied our hands, and continued to carry us as
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far as they could, till night came on, when we reached a small house, where the robbers halted for refreshment, and spent the night. We were then unbound, but were unable to take any food; and, being quite overpowered by fatigue and grief, our only relief was some sleep, which allayed our misfortune for a short time. The next morning we left the house, and continued travelling all the day. For a long time we had kept the woods, but at last we came into a road which I believed I knew. I had now some hopes of being delivered; for we had advanced but a little way before I discovered some people at a distance, on which I began to cry out for their assistance: but my cries had no other effect than to make them tie me faster and stop my mouth, and then they put me into a large sack…
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…I continued to travel, sometimes by land, sometimes by water, through different countries and various nations, till, at the end of six or seven months after I had been kidnapped, I arrived at the sea coast. It would be tedious and uninteresting to relate all the incidents which befell me during this journey, and which I have not yet forgotten; of the various hands I passed through, and the manners and customs of all the different people among whom I lived: I shall therefore only observe, that in all the places where I was the soil was exceedingly rich; the pomkins, eadas, plantains, yams, &c. &c. were in great abundance, and of incredible size. There were also vast quantities of different gums, though not used for any purpose; and everywhere a great deal of
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tobacco. The cotton even grew quite wild; and there was plenty of red-wood. I saw no mechanics whatever in all the way, except such as I have mentioned. The chief employment in all these countries was agriculture, and both the males and females, as with us, were brought up to it, and trained in the arts of war. The first object which saluted my eyes when I arrived on the coast was the sea, and a slave ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror when I was carried on board. I was immediately handled and tossed up to see if I were sound by some of the crew; and I was now persuaded that I had gotten into a world of bad spirits, and that they were going to kill me. Their complexions too
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differing so much from ours, their long hair, and the language they spoke, (which was very different from any I had ever heard) united to confirm me in this belief. Indeed such were the horrors of my views and fears at the moment, that, if ten thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition with that of the meanest slave in my own country. When I looked round the ship too and saw a large furnace or copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When I recovered a little I found some black people about me, who I believed were
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18 some of those who brought me on board, and had been receiving their pay; they talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten by those white men with horrible looks, red faces, and loose hair. They told me I was not; and one of the crew brought me a small portion of spirituous liquor in a wine glass; but, being afraid of him, I would not take it out of his hand. One of the blacks therefore took it from him and gave it to me, and I took a little down my palate, which, instead of reviving me, as they thought it would, threw me into the greatest consternation at the strange feeling it produced, having never tasted any such liquor before. Soon after this the blacks who brought me on board went off, and left me abandoned to despair. I now saw myself deprived
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of all chance of returning to my native country, or even the least glimpse of hope of gaining the shore, which I now considered as friendly; and I even wished for my former slavery in preference to my present situation, which was filled with horrors of every kind, still heightened by my ignorance of what I was to undergo. I was not long suffered to indulge my grief; I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life: so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste anything. I now wished for the last friend, death, to relieve me; but soon, to my grief, two of the white men offered me eatables; and, on my refusing to eat,
Page 74 one of them held me fast by the hands, and laid me across I think the windlass, and tied my feet, while the other flogged me severely. I had never experienced anything of this kind before; and although, not being used to the water, I naturally feared that element the first time I saw it, yet nevertheless, could I have got over the nettings, I would have jumped over the side, but I could not; and, besides, the crew used to watch us very closely who were not chained down to the decks, lest we should leap into the water: and I have seen some of these poor African prisoners most severely cut for attempting to do so, and hourly whipped for not eating. This indeed was often the case with myself. In a little time after, amongst the poor chained men, I found some of my own nation, which in a small degree gave ease to my mind. I
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inquired of these what was to be done with us; they gave me to understand we were to be carried to these white people's country to work for them. I then was a little revived, and thought, if it were no worse than working, my situation was not so desperate: but still I feared I should be put to death, the white people looked and acted, as I thought, in so savage a manner; for I had never seen among any people such instances of brutal cruelty; and this not
only shewn towards us blacks, but also to some of the whites themselves. One white man in particular I saw, when we were permitted to be on deck, flogged so unmercifully with a large rope near the foremast, that he died in consequence of it; and they tossed him over the side as they would have done a brute. This made me fear these people the more; and I expected
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nothing less than to be treated in the same manner. I could not help expressing my fears and apprehensions to some of my countrymen: I asked them if these people had no country, but lived in this hollow place (the ship): they told me they did not, but came from a distant one. 'Then, said I, 'how comes it in all our country we never heard of them?' They told me because they lived so very far off. I then asked where were their women? had they any like themselves? I was told they had: 'and why,' said I, 'do we not see them?' they answered, because they were left behind. I asked how the 19 vessel could go? they told me they could not tell; but that there were cloths put upon the masts by the help of the ropes I saw, and then the vessel went on; and the white men had some spell or magic they put in the water
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when they liked in order to stop the vessel. I was exceedingly amazed at this account, and really thought they were spirits. I therefore wished much to be from amongst them, for I expected they would sacrifice me: but my wishes were vain; for we were so quartered that it was impossible for any of us to make our escape. While we stayed on the coast I was mostly on deck; and one day, to my great astonishment, I saw one of these vessels coming in with the sails up. As soon as the whites saw it, they gave a great shout, at which we were amazed; and the more so as the vessel appeared larger by approaching nearer. At last she came to an anchor in my sight, and when the anchor was let go I and my countrymen who saw it were lost in astonishment to observe the vessel stop; and were now convinced it was
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done by magic. Soon after this the other ship got her boats out, and they came on board of us, and the people of both ships seemed very glad to see each other. Several of the strangers also shook hands with us black people, and made motions with their hands, signifying I suppose we were to go to their country; but we did not understand them. At last, when the ship we were in had got in all her cargo, they made ready with many fearful noises, and we were all put under deck, so that we could not see how they managed the vessel. But this disappointment was the least of my sorrow. The stench of the hold while we were on the coast was so intolerably loathsome, that it was dangerous to remain there for any time, and some of us had been permitted to stay on the deck for the fresh air; but now that the whole ship's cargo were
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confined together, it became absolutely pestilential. The closeness of the place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to turn him-self, almost suffocated us. This produced copious perspirations, so that the air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died, thus falling victims to the improvident avarice, as I may call it, of their purchasers. This wretched situation was again aggravated by the galling of the chains, now become insupportable; and the filth of the necessary tubs, into which the children often fell, and were almost suffocated. The shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost inconceivable. Happily perhaps
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for myself I was soon reduced so low here that it was thought necessary to keep me almost always on deck; and from my extreme youth I was not put in fetters. In this situation I expected every hour to share the fate of my companions, some of whom were almost daily brought upon deck at the point of death, which I began to hope would soon put an end to my miseries. Often did I think many of the inhabitants of the deep much more happy than myself. I envied them the freedom they enjoyed, and as often wished I could change my condition for theirs. Every circumstance I met with served only to render my state more painful, and heighten my apprehensions, and my opinion of the cruelty of the whites. One day they had taken a number of fishes; and when they had killed and satisfied themselves with as many as
Page 81 they thought fit, to our astonishment who were on the deck, rather than give any of them to us to eat as 20 we expected, they tossed the remaining fish into the sea again, although we begged and prayed for some as well as we could, but in vain; and some of my countrymen, being pressed by hunger, took an opportunity, when they thought no one saw them, of trying to get a little privately; but they were discovered, and the attempt procured them some very severe floggings. One day, when we had a smooth sea and moderate wind, two of my wearied countrymen who were chained together (I was near them at the time), preferring death to such a life of misery, somehow made through the nettings and jumped into the sea: immediately another quite dejected fellow, who, on account of his illness, was suffered to be out of irons,
Page 82 also followed their example; and I believe many more would very soon have done the same if they had not been prevented by the ship's crew, who were instantly alarmed. Those of us that were the most active were in a moment put down under the deck, and there was such a noise and confusion amongst the people of the ship as I never heard before, to stop her, and get the boat out to go after the slaves. However two of the wretches were drowned, but they got the other, and afterwards flogged him unmercifully for thus attempting to prefer death to slavery. In this manner we continued to undergo more hardships than I can now relate, hardships which are inseparable from this accursed trade. Many a time we were near suffocation from the want of fresh air, which we were often without for whole days together. This,
Page 83 and the stench of the necessary tubs, carried off many. During our passage I first saw flying fishes, which surprised me very much: they used frequently to fly across the ship, and many of them fell on the deck. I also now first saw the use of the quadrant; I had often with astonishment seen the mariners make observations with it, and I could not think what it meant. They at last took notice of my surprise; and one of them, willing to increase it, as well as to gratify my curiosity, made me one day look through it. The clouds appeared to me to be land, which disappeared as they passed along. This heightened my wonder; and I was now more persuaded than ever that I was in another world, and that everything about me was magic. At last we came in sight of the island of Barbadoes, at which the whites on board gave a great
Page 84 shout, and made many signs of joy to us. We did not know what to think of this; but as the vessel drew nearer we plainly saw the harbour, and other ships of different kinds and sizes; and we soon anchored amongst them off Bridge Town. Many merchants and planters now came on board, though it was in the evening. They put us in separate parcels, and examined us attentively. They also made us jump, and pointed to the land, signifying we were to go there. We thought by this we should be eaten by these ugly men, as they appeared to us; and, when soon after we were all put down under the deck again, there was much dread and trembling among us, and nothing but bitter cries to be heard all the night from these apprehensions, insomuch that at last the white people got some old slaves from the land to pacify us.
Page 85 told us we were not to be eaten, but to work, and were soon to go on land, where we should see many of our country people. This report eased us much; and sure enough, soon after we were landed, there came to us Africans of all languages. We were conducted immediately to the merchant's yard, where we were all pent up together like so many sheep in a fold, without regard to sex or age. As every object was new to me everything I saw filled me with surprise. What struck me first was that the houses were built with stories, and in every other respect different from those in Africa: but I was still more astonished on seeing people on horseback. I did not know what this could mean; and indeed I 21 thought these people were full of nothing but magical arts. While I was in this astonishment one of my
Page 86
fellow prisoners spoke to a countryman of his about the horses, who said they were the same kind they had in their country. I understood them, though they were from a distant part of Africa, and I thought it odd I had not seen any horses there; but afterwards, when I came to converse with different Africans, I found they had many horses amongst them, and much larger than those I then saw. We were not many days in the merchant's custody before we were sold
after their usual manner, which is this: On a signal given, (as the beat of a drum) the buyers rush at once into the yard where the slaves are confined, and make choice of that parcel they like best. The noise and clamour with which this is attended, and the eagerness visible in the countenances of the buyers, serve not a little to increase the apprehensions of the
Page 87
terrified Africans, who may well be supposed to consider them as the ministers of that destruction to which they think themselves devoted. In this manner, without scruple, are relations and friends separated, most of them never to see each other again. I remember in the vessel in which I was brought over, in the men's apartment, there were several brothers, who, in the sale, were sold in different lots; and it was very moving on this occasion to see and hear their cries at parting. 0, ye nominal Christians! might not an African ask you, learned you this from your God, who says unto you, Do unto all men as you would men should do unto you? Is it not enough that we are torn from our country and friends to toil for your luxury and lust of gain? Must every tender feeling be likewise sacrificed to your avarice?
Questions for analysis: How would you describe Equiano's reactions to the traumatic experience of becoming a slave? What is Equiano's attitude toward the white captors who transported and sold him and his fellow Africans?
4. Martin Luther, Address to the Christian Nobility of the German Nation, 1520
The Protestant Reformation that began in Germany during the sixteenth century divided Christendom into two branches: Protestants who rejected the authority of the pope and Catholics who accept the pope as head of the church. Martin Luther was a German monk and professor of theology at University of Wittenberg. In his thirties he wrote 95 theses protesting the sale of indulgences (papal remissions of sin), as well as other practices he regarded as abusive. Luther rejected the authority of the pope outright and developed a new theology about salvation, stating forcefully that humankind was saved by faith and grace alone. He also argued that individuals were free to read and interpret the scriptures for themselves. Luther's ideas sparked a large movement that successfully challenged the power of the Roman Catholic Church. For the readings below, you should know that "temporal" means worldly or secular.
Translated by C. A. Buchheim
The Romanists have, with great adroitness, drawn three walls round themselves, with which they have hitherto protected themselves, so that no one could reform them, whereby all Christendom has fallen terribly.
First, if pressed by the temporal power, they have affirmed and maintained that the temporal power has no jurisdiction over them, but, on the contrary, that the spiritual power is above the temporal.
Secondly, if it were proposed to admonish them with the Scriptures, they objected that no one may interpret the Scriptures but the Pope.
Thirdly, if they are threatened with a council, they pretend that no one may call a council but the Pope...
Now may God help us, and give us one of those trumpets that overthrew the walls of Jericho, so that we may blow down these walls of straw and paper, and that we may set free our Christian rods for the chastisement of sin, and expose the craft and deceit of the devil, so that we may amend ourselves by punishment and again obtain God's favour.
Let us, in the first place, attack the first wall.
It has been devised that the Pope, bishops, priests, and monks are called the spiritual estate; princes, lords, artificers, and peasants, are the temporal estate. This is an artful lie and hypocritical device, but let no one be made afraid by it, and that for this reason: that all Christians are truly of the spiritual estate, and there is no difference among them, save of office alone. As St. Paul says (i Cor. xii), we are all one body, though each member does its own work, to serve the
others, This is because we have one baptism, one Gospel, one faith, and are all Christians alike; for baptism, Gospel, and faith, these alone make spiritual and Christian people.
As for the unction by a pope or a bishop, tonsure, ordination, consecration, and clothes differing from those of laymen-all this may make a hypocrite or an anointed puppet, but never a Christian or a spiritual man. Thus we are all consecrated as, priests by baptism, as St. Peter says: 'Ye are a royal priesthood, a holy nation (i Pet. ii. 9); and in the book of Revelation: 'and hast made us unto our God (by Thy blood) kings and priests' (Rev. v. io). For, if we had not a higher consecration in us than pope or bishop can give, no priest could ever be made by the consecration of pope or bishop, nor could he say the mass or preach or absolve. Therefore the bishop's consecration is just as if in the name of the whole congregation he took one person out of the community; each member of which has equal power, and commanded him to exercise this power for the rest; in the same way as if ten brothers, co-heirs as king's sons, were to choose one from among them to rule over their inheritance, they would all of them still remain- kings and have equal power, although one is ordered to govern. And to put the matter more plainly, if a little company of pious Christian laymen were taken prisoners and carried away to a desert, and had not among them a priest consecrated by a bishop, and were there to agree to elect one of them and were to order him to baptise, to celebrate the mass, to absolve and to preach, this man would as truly be a priest, as if all the bishops and all the popes had consecrated him. That is why, in cases of necessity, every man can baptise and absolve, which would not be possible if we were not all priests. This great grace and virtue of baptism and of the Christian estate they have quite destroyed and made us forget by their ecclesiastical law . . .
Since then the temporal power is baptized as we are, and has the same faith and Gospel, we must allow it to be priest and bishop, and account its office an office that is proper and useful to the Christian community. For whatever issues from baptism may boast that it has been consecrated priest, bishop, and pope, although it does not beseem everyone to exercise these offices. For, since we are all priests alike, no man may put himself forward or take upon himself without our consent and election, to do that which we have all alike power to do.
For if a thing is common to all, no man may take it to himself without the wish and command of the community. And if it should happen that a man were appointed to one of these offices and deposed for abuses, he would be just what he was before. Therefore a priest should be nothing in Christendom but a functionary; as long as he holds his office, he has precedence of others; if he is deprived of it, he is a peasant or a citizen like the rest. Therefore a priest is verily no longer a priest after deposition. But now they have invented characters indelibles, and pretend that a priest after deprivation still differs from a simple layman. They even imagine that a priest can never be anything but a priest-that is, that he become a layman. All this is nothing but mere ordinance of human invention.
It follows then, that between laymen and priests, princes and bishops, or, as they call it, between spiritual and temporal sons, the only real difference is one of office and function, and not of estate. . . .
. . .Therefore I say, Forasmuch as the temporal power has been ordained by God for the punishment of the bad and the protection of the good, we must let it do its duty throughout the whole Christian body, without respect of persons, whether it strike popes, bishops, priests, monks, nuns, or whoever it may be....
Whatever the ecclesiastical law has said in opposition to this is merely the invention of Romanist arrogance. . . .
Now, I imagine the first paper wall is overthrown, inasmuch the temporal power has become a member of the Christian body; although its work relates to the body, yet does it belong to the spiritual estate. . . .
The second wall is even more tottering and weak: that they end to be considered masters of the Scriptures. . .
If of our faith is right, 'I believe in the holy Christian church,' the Pope cannot alone be right; else we must say, 'I believe in the Pope of Rome,' and reduce the Christian Church to one man, which is a devilish and damnable heresy. Besides that, we are all priests, as I have said, and have all one faith, one Gospel, one Sacrament ; how then should we not have the power of discerning and judging what is right or wrong in matters of faith ? ...
The third wall falls of itself, as soon as the first two have fallen; for if the Pope acts contrary to the Scriptures, we are bound to stand by the Scriptures to punish and to constrain him, according to Christ's commandment. 'tell it unto the Church' (Matt. xviii. 15-17). . . .
If then I am to accuse him before the Church, I must collect the Church together. . . .
Therefore when need requires, and the Pope is a cause of offence to Christendom, in these cases whoever can best do so, as a faithful member of the whole body, must do what he can to procure a true free council. This no one can do so we as the temporal authorities, especially since they are fellow-Christians, fellow-priests. . . .
Questions for Analysis: What is the central argument Luther makes in his "Address to the Christian Nobility of the German Nation?"
5. Japan Encounters the West
The Portuguese reached Japan in 1543 CE. The Japanese were curious and eager to interact with the Westerners at first. Japanese ships already dominated an active Asian trade network centered on the East China Sea and began vigorous interaction with Portuguese, Spanish, and Dutch merchants. Along with the merchants came Christian missionaries. Japan has a long history of intellectual and religious openness. In addition to native Shinto beliefs, various forms of Buddhism were well established in Japan and Confucian philosophy was influential among the educated. Christianity became very popular in the western regions of Japan in the century after contact with the West. By 1638, however, missionaries had been expelled, foreign merchants were virtually banned, and Japanese were prohibited from leaving. Shogun Hideyoshi (Japan's supreme feudal lord) and his successors issued the edicts you will read. Finally, 'padre' is what the Japanese Christians called Catholic priests in Japan.
Source: John David Lu, Sources of Japanese History, vo/. II, (McGraw-Hill)
LIMITATIONS ON THE PROPAGATION OF CHRISTIANITY, 1587
1. Whether one desires to become a follower of the padre is up to that person's own conscience.
2. If one receives a province, a district, or a village as his fief and forces farmers in his domain who are properly registered under certain temples to become followers of the padre against their wishes, then he has committed a most unreasonable illegal act.
3. When a vassal (kyu-nin) receives a grant of a province or a district, he must consider it as a property entrusted to him on a temporary basis. A vassal may be moved from one place to another, but farmers remain in the same place. Thus if an unreasonable illegal act is committed [as described above], the vassal will be called upon to account for his culpable offense. The intent of this provision must be observed.
4. Anyone whose fief is over 200 cho- and who can expect two to three thousand kan of rice harvest each year must receive permission from the authorities before becoming a follower of the padre.
5. Anyone whose fief is smaller than the one described above may, as his conscience dictates, select for himself from between eight and nine religions.
8. If a daimyo-who has a fief over a province, a district or a village, forces his retainers to become followers of the padre, he is committing a crime worse than the followers of Honganji who assembled in their temple [to engage in the Ikko riot]. This will have an adverse effect on [the welfare of] the nation. Anyone who cannot use good judgment in this matter will be punished.
EXPULSION OF THE MISSIONARIES, 1587
1. Japan is the country of gods, but has been receiving false teachings from Christian countries. This cannot be tolerated any further.
2. The [missionaries] approach people in provinces and districts to make them their followers, and let them destroy shrines and temples. This is an unheard of outrage. When a vassal receives a province, a district, a village or another form of a fief, he must consider it as a property entrusted to him on a temporary basis. He must follow the laws of this country, and abide by their intent. However, some vassals illegally [commend part of their fiefs to the church]. This is a culpable offense.
3. The padres, by their special knowledge [in the sciences and medicine], feel that they can at will entice people to become their believers. In so doing they commit the illegal act of destroying the teachings of Buddha prevailing in Japan. These padres cannot be permitted to remain in Japan. They must prepare to leave the country within twenty days of the issuance of this notice. However, the vassals must not make unreasonable demands on the padres, which shall be treated as a culpable offense.
4. The black [Portuguese and Spanish] ships come to Japan to engage in trade. Thus the matter is a separate one. They can continue to engage in trade.
5. Hereafter, anyone who does not hinder the teachings of Buddha, whether he be a merchant or not, may come and go freely from Christian countries to Japan.
This is our wish, and so ordered. Fifteenth year of Tensho [1587], sixth month, 19th day.
THE EDICT OF 1635 ORDERING THE CLOSING OF JAPAN: ADDRESSED TO THE JOINT BUGYO OF NAGASAKI
1. Japanese ships are strictly forbidden to leave for foreign countries.
2. No Japanese is permitted to go abroad. If there is anyone who attempts to do so secretly, he must be executed. The ship so involved must be impounded and its owner arrested, and the matter must be reported to the higher authority.
3. If any Japanese returns from overseas after residing there, he must be put to death.
4. If there is any place where the teachings of padres (Christianity) is practiced, the two of you must order a thorough investigation.
5. Any informer revealing the whereabouts of the followers of padres (Christians) must be rewarded accordingly. If anyone reveals the whereabouts of a high ranking padre, he must be given one hundred pieces of silver. For those of lower ranks, depending on the deed, the reward must be set accordingly.
6. If a foreign ship has an objection [to the measures adopted] and it becomes necessary to report the matter to Edo, you may ask the Omura domain to provide ships to guard the foreign ship, as was done previously.
7. If there are any Southern Barbarians (Westerners) who propagate the teachings of padres, or otherwise commit crimes, they may be incarcerated in the prison maintained by the 0_mura domain, as was done previously.
8. All incoming ships must be carefully searched for the followers of padres.
9. No single trading city [see 12 below] shall be permitted to purchase all the merchandise brought by foreign ships.
10. Samurai are not permitted to purchase any goods originating from foreign ships directly from Chinese merchants in Nagasaki.
11. A list of merchandise brought by foreign ships is sent to Edo, as before you may order that commercial dealings may take place without waiting for a reply from Edo.
12. After settling the price, all white yarns (raw silk) brought by foreign ships shall be allocated to the five trading cities and other quarters as stipulated.
13. After settling the price of white yarns (raw silk), other merchandise [brought by foreign ships] may be traded freely between the [licensed] dealers. However, in view of the fact that Chinese ships are small and cannot bring large consignments, you may issue orders of sale at your discretion. Additionally, payment for the goods purchased must be made within twenty days after the price is set.
14. The date of departure homeward of foreign ships shall not be later than the twentieth day of the ninth month. Any ships arriving in Japan later than usual shall depart within fifty days of their arrival. As to the departure of Chinese ships, you may use your discretion to order their departure after the departure of the Portuguese galeota (galleon).
15. The goods brought by foreign ships which remained unsold may not be deposited or accepted for deposit.
16. The arrival in Nagaski of representatives of the five trading cities shall not be later that the fifth day of the seventh month. Anyone arriving later than that date shall lose the quota assigned to his city.
17. Ships arriving in Hirado must sell their raw silk at the price set in Nagasaki, and are not permitted to engage in business transactions until after the price is established in Nagaski.
You are hereby required to act in accordance with the provisions set above. It is so ordered.
Kaga no-kami Masamori, et al, seals. To: Sakakibara Hida no-kami, Sengoku Yamoto no-kami
COMPLETION OF THE EXCLUSION, 1639
1. The matter relating to the proscription of Christianity is known [to the Portuguese]. However, heretofore they have secretly transported those who are going to propagate that religion.
2. If those who believe in that religion band together in an attempt to do evil things, they must be subjected to punishment.
3. While those who believe in the preaching of padres are in hiding, there are incidents in which that country (Portugal) has sent gifts to them for their sustenance.
In view of the above, hereafter entry by the Portuguese galeota is forbidden. If they insist on coming [to Japan], the ships must be destroyed and anyone aboard those ships must be beheaded. We have received the above order and are thus transmitting it to you accordingly.
The above concerns our disposition with regard to the galeota.
Memorandum
With regard to those who believe in Christianity, you are aware that there is a proscription, and thus knowing, you are not permitted to let padres and those who believe in their preaching to come aboard your ships. If there is any violation, all of you who are aboard will be considered culpable. If there is anyone who hides the fact that he is a Christian and boards your ship, you may report it to us. A substantial reward will be given to you for this information.
This memorandum is to be given to those who come on Chinese ships. (A similar note to the Dutch ships.)
THE FATE OF THE EMBASSY FROM MACAO, 1640 BY ANTONIO CARDIM, S.J.
Because many serious crimes have been committed over a number of years by the propagation of the Christian religion in defiance of his decree, the shogun last year forbade under grave penalties all voyages from Macao to Japan, laying down that if any ship were to come to Japan despite this prohibition, the vessel would be burnt and the sailors and merchants executed. This edict was promulgated both summarily and in detail.
Nevertheless, these men have blatantly violated the aforesaid decree by their voyage and are seriously at fault. Furthermore, in spite of their assertion that on no account will they send hereafter ministers of the Christian religion to Japan, the ambassadorial letters from Macao are silent on this point. Since, therefore, the shogu-n has prohibited such voyages on account of the Christian religion and since no mention of this matter is made in these letters, it is quite evident that the entire legation is but a pretence. For this reason, all who have come hither in this ship are to pay the extreme penalty.
It has accordingly been decided that the ship shall be consumed by f1ames and that the principal ambassadors shall be put to death along with their companions so that nothing may remain of this harbinger of evil. Thus the example which the shogu-n has made of them will be noticed abroad in Macao and the home country; as a consequence, all will learn to respect the rights of Princes and Kings. We nevertheless desire that the rabble among the crew be spared and sent back to Macao. But should any other ship come hither by force of adverse
circumstances or for any other reason whatsoever, let it be known that, in whatsoever port it may call, one and all will be put to death.
Given on the 3rd day of the 6th moon of the 17th year of the Kanei era, that is, the 25th day of July in the year 1640.
At the same time they also asked what they would say about this punishment to foreign peoples in the Orient and even in Europe, if by chance they should go tither. They replied that they would tell the truth; to wit, that the shogun of Japan had put the Portuguese ambassadors to death and had set fire to their ship because they professed the Christian religion and had disobeyed his edict, and that they, to the number of thirteen, had been spared this punishment and sent back so that they could recount what had happened; but they added that the kings and all the peoples of the world would most certainly condemn what had been done as a crime against international law.
They were then taken thence to the mount of execution in order to identify the heads of the executed men, which they found affixed to boards in three groups. The heads of the ambassadors were set apart from the rest; they did not appear pale or washed out, but rather the freshness and beauty of their features well indicated their fate. Now they were set up near a large pole, from the top of which hung the Tyrant's proclamation. Not faraway they espied a house wherein the corpses had been buried and cairns of immense stones had been set up over them; thus if at any time the Japanese should be silent about these men, the very stones would speak.
Inscribed on a pole which emerged from the midst of these stones was the name of the legation and the reason for the executions; it was indeed their monument for posterity and an everlasting trophy of their glory. With unfeeling barbarity the Tyrant had added this inscription: A similar penalty will be suffered by all those who henceforward come to these shores from Portugal, whether they be sailors, whether they come by error or whether they be driven hither by storm. Even more, if the King of Portugal, or Shaka, or even the GOD of the Christians were to come, they would all pay the very same penalty...
Questions for Analysis: Why do Japanese authorities suspect Christian missionaries in Japan? From 1587 to 1640 w hat specific measures are taken to suppress Christianity? How do the documents generally depict Europeans?
6. Ogier Ghiselin de Busbecq, "Suleyman the Lawgiver"
The energy of the Ottoman Empire perhaps reached its zenith under the direction of Sultan Suleyman "the Lawgiver" (r. 1520-1566 CE). One of the most important assessments of Suleyman's influence came from Ogier Ghiselin de Busbecq, the ambassador from Austria to Suleyman's court at Istanbul from 1554-1562. Busbecq had been dispatched in the recent wake of the unsuccessful Ottoman siege of Vienna in 1529, and his mission was to use his diplomatic skills to prevent another possible attack on the city. Busbecq's letters reveal much about Suleyman, his court, capital, Islamic traditions, and treatment of women.
Source: C. T. Foster and F. H. Blackburne Daniell, "Suleyman the Lawgiver," in The Life and Letters of Ogier Ghise/in de Busbecq, val. 1 (London: Hakluyt Society, 1881), pp. 152-156.
The Sultan's hall was crowded with people, among whom were several officers of high rank. Besides these, there were all the troopers of the Imperial guard, and a large force of Janissaries [the elite infantry corps], but there was not in all that great assembly a single man who owed his position to anything save his valor and his merit. No distinction is attached to birth among the Turks; the respect to be paid to a man is measured by the position he holds in the public service. There is no fighting for precedence; a man's place is marked out by the duties he discharges… It is by merit that men rise in the service, a system which ensures that posts should only be assigned to the competent. Each man in Turkey carries in his own hand his ancestry and his position in life, which he may make or mar as he will. Those who receive the highest offices from the Sultan are for the most part the sons of shepherds or
herdsmen, and so far from being ashamed of their parentage, they actually glory in it, and consider it a matter of boasting that they owe nothing to the accident of birth; for they do not believe that high qualities are either natural or hereditary, nor do they think that they can be handed down from father to son, but that they are partly the gift of God, and partly the result of good training, great industry, and unwearied zeal; arguing that high qualities do not descend from a father to his son or heir, any more than a talent for music, mathematics, or the like...Among the Turks, therefore, honors, high posts, and judgeships are the rewards of great ability and good service. If a man is dishonest, or lazy, or careless, he remains at the bottom of the ladder, an object of contempt; for such qualities there are no honors in Turkey!
This is the reason that they are successful in their undertakings, that they lord it over others, and are daily extending the bounds of their empire. These are not our ideas, with us there is no opening left for merit; birth is the standard for everything; the prestige of birth is the sole key to advancement in the public service.
The Turkish monarch going to war takes with him over 40,000 camels and nearly as many baggage mules, of which a great part, when he is invading Persia, are loaded with rice and other kinds of grain. These mules and camels also serve to carry tents and armor, and likewise tools and munitions for the campaign...The invading army carefully abstains from encroaching on its supplies at the outset, as they are well aware that, when the season for campaigning draws to a close, they will have to retreat over districts wasted by the enemy, or scraped as bare by countless hordes of men and droves of baggage animals, as if they had been devastated by locusts; accordingly they reserve their stores as much as possible for this emergency...
From this you will see that it is the patience, self-denial, and thrift of the Turkish soldier that enable him to face the most trying circumstances, and come safely out of the dangers that surround him. What a contrast to our men! ...
For each man is his own worst enemy, and has no foe more deadly than his own intemperance, which is sure to kill him, if the enemy be not quick. It makes me shudder to think of what the result of a struggle between such different systems must be; one of us must prevail and the other be destroyed, at any rate we cannot both exist in safety. On their side is the vast wealth of their empire, unimpaired resources, experience and practice in arms, a veteran soldiery, an uninterrupted s e r i e s of victories, readiness to endure hardships, union, order, discipline, thrift, and watchfulness. On ours arc found an empty exchequer, luxurious habits, exhausted resources, broken spirits, a raw and insubordinate soldiery, and greedy generals; there is no regard for discipline, the men indulge in drunkenness and debauchery, and, worst of all, the enemy are accustomed to victory, we, to defeat. Can we doubt what the result must be?
Questions for Analysis: According to Busbecq, what are the most important qualities for success and advancement in the Ottoman Empire? Busbecq maintained that between Christians and Muslims, "one of us must prevail and the other be destroyed." Why did he think Christian nations were at a disadvantage in 1550
7. Jean Domat, On Social Order and Absolutist Monarchy
Europe experienced a resurgence of aristocratic power in the eighteenth century and absolute monarchs such as France's Louis XIV, Frederick II of Prussia, and Peter the Great of Russia dominated society and politics. French legal scholar Jean Domat (1625-96) consistently explained the theory behind royal absolutism, linking the king's authority to that of God. A well-respected French legal philosopher during the reign of Louis XIV (1661-1715), Domat offers an explanation of why absolutism is such an important and valuable tradition, and how it conforms with natural law, ethical and religious principles.
Source: Jean Domat, Le droit public, suite des lois civiles dans leur ordre nature/, vol. 3, Oeuvres completes, nouvelle edition.Translated by Ruth Kleinman.
There is no one who is not convinced of the importance of good order in the state and who does not sincerely wish to see that state well ordered in which he has to live. For everyone understands, and feels in himself by experience and by reason, that this order concerns and touches him in a number of ways....
Everyone knows that human society forms a body of which each person is a member; and this truth, which Scripture teaches us and which the light of reason makes plain, is the foundation of all the duties that relate to the conduct of each person toward others and toward the body as a whole. For these sorts of duties are nothing else but the functions appropriate to the place each person holds according to his rank in society.
It is in this principle that we must seek the origin of the rules that determine the duties, both of those who govern and of those who are subject to government. For it is through the place God has assigned each person in the body of society, that He, by calling him to it, prescribes all his functions and duties. And just as He commands everyone to obey faithfully the precepts of His law that make up the duties of all people in general, so He prescribes for each one in particular the duties proper to his condition and status, according to his rank in the body of which he is a member. This includes the functions and duties of each member with respect to other individuals and with respect to the body as a whole.
NECESSITY AND THE ORIGIN OF GOVERNMENT
Because all men are equal by nature, that is to say, by their basic humanity, nature does not make anyone subject to others.... But within this natural equality, people are differentiated by factors that make their status unequal, and forge between them relationships and dependencies that determine the various duties of each toward the others, and make government necessary....
The first distinction that subjects people to others is the one created by birth between parents and children. And this distinction leads to a first kind of government in families, where children owe obedience to their parents, who head the family.
The second distinction among persons arises from the diversity of employments required by society, and which unite them all into a body of which each is a member. For just as God has made each person depend on the help of others for various needs, He has differentiated their status and their employments for the sake of all these needs, assigning to people the place in which they should function. And it is through these interdependent employments and conditions that the ties binding human society are formed, as well as the ties among its individual members. This also makes it necessary to have a head to unite and rule the body of the society created by these various employments, and to maintain the order of the relationships that give the public the benefit of the different functions corresponding to each person's station in life.
It is a further consequence of these principles that, since all people do not do their duty and some, on the contrary, commit injustices, for the sake of keeping order in society, injustices and all enterprises against this order must be repressed: which was possible only through authority given to some over others, and which made government necessary.
This necessity of government over people equal by their nature, distinguished from each other only by the differences that God established among them according to their stations and professions, makes it clear that government arises from His will; and because only He is the natural sovereign of men, it is from Him that all those who govern derive their power and all their authority, and it is God Himself Whom they represent in their functions.
THE DUTIES OF THE GOVERNED
Since government is necessary for the public good, and God Himself has established it, it is consequently also necessary for those who are subject to government, to be submissive and obedient. For otherwise they would resist God Himself, and government, which should be the bond of peace and unity that brings about the public good, would become an occasion for divisions and disturbances that would cause its downfall.
The first duty of obedience to government is the duty to obey those who hold the first place in it, monarchs or others who are the heads of the body that makes up society, and to obey them as the limbs of the human body obey the head to which they are united.
This obedience to him who governs should be considered as obedience to the power of God Himself, Who has instituted [the prince] as His lieutenant....
Obedience to government includes the duties of keeping the laws, not undertaking anything contrary to them, performing what is ordered, abstaining from what is forbidden, shouldering public burdens, whether offices or taxes; and in general everyone is obliged not only not to contravene public order in any way, but to contribute to it [positively) according to his circumstances.
Since this obedience is necessary to maintain the order and peace that should unite the head and members composing the body of the state, it constitutes a universal duty for all subjects in all cases to obey the orders of the prince, without taking the liberty of passing judgment on the orders they should obey. For otherwise, the right to inquire what is just or not would make everyone a master, and this liberty would encourage seditions. Thus each individual owes obedience to the laws themselves and [even] to unjust orders, provided he can obey and follow them without injustice on his own part. And the only exception that can qualify this obedience is limited to cases in which one could not obey without disobeying the divine law.
Question for Analysis: How does Jean Domat justify absolute monarchy and the legal and social inequality that accompanied it in France under Louis XIV?
8. Cesare Beccaria, On Crimes and Punishments
Born into a noble family in Milan, Cesare Beccaria (1739-1794) received a traditional Jesuit education, yet he also read and studied the works of such Enlightenment authors Voltaire and Montesquieu. Beccaria anonymously published in Tuscany in 1764 his treatise calling for judicial and legal reforms. Immediately following its initial printing, it was translated into several different languages and published throughout Europe. In On Crimes and Punishment, Beccaria argued that the laws governing society should do the greatest good for the greatest number of people. He also believed that laws should not be viewed as emanating from God or a divine power, but instead should be seen as in accordance with the laws of nature. For Beccaria, punishments should be devised to deter crime, not in retribution for crimes committed. In this passage, he discusses torture, which, with the exception of Great Britain, was widely used in court systems throughout Europe.
Source: E. D. Ingraham, trans., Cesare Beccaria, "The Greatest Happiness of the Greatest Number," An Essay on Crimes and Punishments (Philadelphia: H. Nicklin, 1819),
XII Torture
A cruelty consecrated by the practice of most nations is torture of the accused during his trial, either to make him confess the crime or to clear up contradictory statements, or to discover accomplices, or to purge him of infamy in some metaphysical and incomprehensible way, or, finally, to discover other crimes of which he might be guilty but of which he is not accused.
No man can be called guilty before a judge has sentenced him, nor can society deprive him of public protection before it has been decided that he has in fact violated the conditions under which such protection was accorded him. What right is it, then, if not simply that of might, which empowers a judge to inflict punishment on a citizen while doubt still remains as to his guilt or innocence? Here is the dilemma, which is nothing new: the fact of the crime is either certain or uncertain; if certain, all that is due is the punishment established by the laws, and tortures are useless because the criminal's confession is useless; if uncertain, then one must not torture the innocent, for such, according to the laws, is a man whose crimes are not yet proved.
What is the political intent of punishment? To instill fear in other men. But what justification can we find, then, for the secret and private tortures which the tyranny of custom practices on the guilty and the innocent? It is important, indeed, to let no known crime pass unpunished, but it is useless to reveal the author of a crime that lies deeply buried in darkness. A wrong already committed, and for which there is no remedy, ought to be punished by political society only because it might otherwise excite false hopes of impunity in others. If it be true that a greater number of men, whether because of fear or virtue, respect the laws than break them, then the risk of torturing an innocent person should be considered greater when, other things being equal, the probability is greater that a man has rather respected the laws than despised them.
But I say more: it tends to confound all relations to require that a man be at the same time accuser and accused, that pain be made the crucible of truth, as if its criterion lay in the muscles and sinews of a miserable wretch.
The law that authorizes torture is a law that says: "Men, resist pain; and if nature has created in you an inextinguishable self-love, if it has granted you an inalienable right of self-defense, I create in you an altogether contrary sentiment: a heroic hatred of yourselves, to speak the truth even while muscles are being lacerated and bones disjointed."
This infamous crucible of truth is a still-standing memorial of the ancient and barbarous legislation of a time when trials by fire and by boiling water, as well as the uncertain outcomes of duels, were called "judgments of God," as if the links of the eternal chain, which is in the bosom of the First Cause, must at every moment be disordered and broken by frivolous human arrangements. The only difference between torture and trials by fire and boiling water is that the outcome seems to depend, in that first, on the will of the accused, and in the second, on a purely physical and extrinsic fact; but this difference is only apparent, not real. One is as much free to tell the truth in the midst of convulsions and torments, as one was free then to impede without fraud the effects of fire and boiling water. Every act of our will is invariably proportioned to the force of the sensory impression which is its source; and the sensory capacity of every man is limited. Thus the impression of pain may become so great that, filling the entire sensory capacity of the tortured person, it leaves him free only to choose what for the moment is the shortest way of escape from pain. The response of the accused is then as inevitable as the impressions of fire and water. The sensitive innocent man will then confess himself guilty when he believes that, by so doing, he can put an end to his torment. Every difference between guilt and innocence disappears by virtue of the very means one pretends to be using to discover it. [Torture] is an infallible means indeed- for absolving robust scoundrels and for condemning innocent persons who happen to be weak. Such are the fatal defects of this so-called criterion of truth, a criterion fit for a cannibal, which the Romans, who were barbarous themselves on many counts, reserved only for slaves, the victims of a fierce and overly praised virtue.
Of two men, equally innocent or equally guilty, the strong and courageous will be acquitted, the weak and timid condemned, by virtue of this rigorous rational argument: "I, the judge, was supposed to find you guilty of such and such a crime; you, the strong, have been able to resist the pain, and I therefore absolve you; you, the weak, have yielded, and I therefore condemn you. I am aware that a confession wrenched forth by torments ought to be of no weight whatsoever, but I'll torment you again if you don't confirm what you have confessed."
The effect of torture, therefore, is a matter of temperament and calculation that varies with each man according to his strength and sensibility, so that, with this method, a mathematician could more readily than a judge resolve this problem: given the muscular force and nervous sensibility of an innocent person, find the degree of pain that will make him confess himself guilty of a given crime.
The examination of an accused person is undertaken to ascertain the truth. But if this truth is difficult to discover in the air, gesture, and countenance of a man at ease, much more difficult will its discovery be when the convulsions of pain have distorted all the signs by which truth reveals itself in spite of themselves in the countenances of the majority of men. Every violent action confounds and dissolves those little differences in objects by means of which one may occasionally distinguish the true from the false.
A strange consequence that necessarily follows from the use of torture is that the innocent person is placed in a condition worse than that of the guilty, for if both are tortured, the circumstances are all against the former. Either he confesses the crime and is condemned, or he is declared innocent and has suffered a punishment he did not deserve. The guilty man, on the contrary, finds himself in a favorable situation; that is, if, as a consequence of having firmly resisted the torture, he is absolved as innocent, he will have escaped a greater punishment by enduring a lesser one. Thus the innocent cannot but lose, whereas the guilty may gain.
This truth is felt, finally though confusedly, by those very persons who shrink furthest from it in practice. The confession made under torture is of no avail if it be not confirmed with an oath after the torture has stopped, but if the accused does not then confirm the crime, he is again tortured. Some jurists, and some nations, allow this infamous begging of principles to be repeated no more than three times; other nations, and other jurists, leave it to the discretion of the judge.
It would be superfluous to intensify the light, here, by citing the innumerable examples of innocent persons who have confessed themselves criminals because of the agonies of torture; there is no nation, there is no age that does not have its own to cite; but neither will men change nor will they deduce the necessary consequences.
Every man who has ever extended his thought even a little beyond the mere necessities of life has at least sometimes felt an urge to run toward Nature, who, with secret and indistinct voices, calls him to her; custom, that tyrant of minds, drives him back and frightens him.
Questions for Analysis: According to Beccaria, what were the origins of the use of torture in Europe? What arguments does Beccaria make against the use of torture? What examples or evidence does he give to support his arguments?
9. The Declaration of the Rights of Man and of the Citizen, 1789
The following document sets out, in dramatic language, both the philosophical assumptions that underlie the modern democratic state and the prerogatives that must be secured for its citizens if such a state is to be realized in practice. Thus, along with and influenced by the Declaration of Independence, the Declaration of the Rights of Man and of the Citizen initiated modern democracy, a form of society that has been adopted in large part first throughout the West and later in various other areas of the world. The Declaration was written during the French Revolution.
Source: A Documentary Survey of the French Revolution by John Hall Stewart, 1979.
The representatives of the French people, organized in National Assembly, considering that ignorance, forgetfulness, or contempt of the rights of man are the sole causes of public misfortunes and of the corruption of governments, have resolved to set forth in a solemn declaration the natural, inalienable, and sacred rights of man, in order that such declaration, continually before all members of the social body, may be a perpetual reminder of their rights and duties; in order that the acts of the legislative power and those of the executive power may constantly be compared with the aim of every political institution and may accordingly be more respected; in order that the demands of the citizens, founded henceforth upon simple and incontestable principles, may always be directed towards the maintenance of the Constitution and the welfare of all.
Accordingly, the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and citizen.
1. Men are born and remain free and equal in rights; social distinctions may be based only upon general usefulness.
2. The aim of every political association is the preservation of the natural and inalienable rights of man; these rights are liberty, property, security, and resistance to oppression.
3. The source of all sovereignty resides essentially in the nation; no group, no individual may exercise authority not emanating expressly therefrom.
4. Liberty consists of the power to do whatever is not injurious to others; thus the enjoyment ofthe natural rights of every man has for its limits only those that assure other members of society the enjoyment of those same rights; such limits may be determined only by law
5. The law has the right to forbid only actions which are injurious to society. Whatever is not forbidden by law may not be prevented, and no one may be constrained to do what it does not prescribe.
6. Law is the expression of the general will; all citizens have the right to concur personally, or through their representatives, in its formation; it must be the same for all, whether it protects or punishes. All citizens, being equal before it, are equally admissible to all public offices, positions, and employments, according to their capacity, and without other distinction than that of virtues and talents.
7. No man may be accused, arrested, or detained except in the cases determined by law, and according to the forms prescribed thereby. Whoever solicit, expedite, or execute arbitrary orders, or have them executed, must be punished; but every citizen summoned or apprehended in pursuance of the law must obey immediately; he renders himself culpable by resistance.
8. The law is to establish only penalties that are absolutely and obviously necessary; and no one may be punished except by virtue of a law established and promulgated prior to the offence and legally applied.
9. Since every man is presumed innocent until declared guilty, if arrest be deemed indispensable, all unnecessary severity for securing the person of the accused must be severely repressed by law.
10. No one is to be disquieted because of his opinions, even religious, provided their manifestation does not disturb the public order established by law.
11. Free communication of ideas and opinions is one of the most precious of the rights of man. Consequently, every citizen may speak, write, and print freely, subject to responsibility for the abuse of such liberty in the cases determined by law.
12. The guarantee of the rights of man and citizen necessitates a public force; such a force, therefore, is instituted for the advantage of all and not for the particular benefit of those to whom it is entrusted.
13. For the maintenance of the public force and for the expenses of administration a common tax is indispensable; it must be assessed equally on all citizens in proportion to their means.
14. Citizens have the right to ascertain, by themselves or through their representatives, the necessity of the public tax, to consent to it freely, to supervise its use, and to determine its quota, assessment, payment, and duration.
15. Society has the right to require of every public agent an accounting of his administration.
16. Every society in which the guarantee of rights is not assured or the separation of powers not determined has no constitution at all.
17. Since property is a sacred and inviolate right, no one may be deprived thereof unless a legally established public necessity obviously requires it, and upon condition of a just and previous indemnity.
Questions for Analysis: What basic rights are enumerated in the document? What is the role of the government envisioned in this document?
10. Simón Bolívar, "Address to Second National Congress", 1819
Simón Bolívar (1783-1830) was an instrumental figure in the independence movements in Latin America that led to the establishment of modern-day Venezuela, Columbia, Panama, Ecuador, Peru, and Bolivia. Born to wealthy noble family, his progressive education brought him into contact with the Enlightenment ideas of Locke and Rousseau. Bolívar finished his studies in Spain, and stayed in Europe for several years. When he returned to South America in 1807, he came back with the goal of liberating it from Spanish rule. Beginning in 1810, he first led forces against the Spanish in what became a long attempt to drive them out of the Americas. Bolivar's attack on the Spanish and his victory over them in New Granada (Columbia) on August 7, 1819, proved to be a major turning point in the independence movement that finally tipped the balance in the revolutionaries favor. This excerpt comes from an address Bolívar made to the congress that assembled in Venezuela in the wake of the Spanish defeat where he describes the problems facing the Americas. Later, after the end of Spanish rule, he became the president and military dictator, of both Columbia (from 1821 to 1830) and Peru (from 1823 to 1829).
Source: Simon Bolivar, "Address Delivered at the Inauguration of the Second National Congress of Venezuela in Angostura," in Selected Writings of Bolivar, 1951.
America, in separating from the Spanish monarchy, found herself in a situation similar to that of the Roman Empire when its enormous framework fell to pieces in the midst of the ancient world. Each Roman division then formed an independent nation in keeping with its location or interests; but this situation differed from America's in that those members proceeded to reestablish their former associations. We, on the contrary, do not even retain the vestiges of our original being. We are not Europeans; we are not Indians; we are but a mixed species of aborigines and Spaniards. Americans by birth and Europeans by law, we find ourselves engaged in a dual conflict: we are disputing with the natives for titles of ownership, and at the same time we are smuggling to maintain ourselves in the country that gave us birth against the opposition of the invaders. Thus our position is most extraordinary and complicated. But there is more. As our role has always been strictly passive and our political existence nil, we find that our quest for liberty is now even more difficult of accomplishment; for we, having been placed in a state lower than slavery, had been robbed not only of our freedom but also of the right to exercise an active domestic tyranny. Permit me to explain this paradox.
In absolute systems, the central power is unlimited. The will of the despot is the supreme law, arbitrarily enforced by subordinates who take part in the organized oppression in proportion to the authority that they wield. They are charged with civil, political, military, and religious functions; but, in the final analysis, the satraps of Persia are Persian, the pashas of the Grand Turk are Turks, and the sultans of Tartary are Tartars. China does not seek her mandarins in the homeland of Genghis Khan, her conqueror. America, on the contrary, received everything from Spain, who, in effect, deprived her of the experience that she would have gained from the exercise of an active tyranny by not allowing her to take part in her own domestic affairs and administration. This exclusion made it impossible for us to acquaint ourselves with the management of public affairs; nor did we enjoy that personal consideration, of such great value in major revolutions, that the brilliance of power inspires in the eyes of the multitude. In brief, Gentlemen, we were deliberately kept in ignorance and cut off from the world in all matters relating to the science of government.
Subject to the threefold yoke of ignorance, tyranny, and vice, the American people have been unable to acquire knowledge, power, or [civic] virtue. The lessons we received and the models we studied, as pupils of such pernicious teachers, were most destructive. We have been ruled more by deceit than by force, and we have been degraded more by vice than by superstition. Slavery is the daughter of Darkness: an ignorant people is a blind instrument of its own destruction. Ambition and intrigue abuse the credulity and experience of men lacking all
political, economic, and civic knowledge; they adopt pure illusion as reality; they take license for liberty, treachery for patriotism, and vengeance for justice. This situation is similar to that of the robust blind man who, beguiled by his strength, strides forward with all the assurance of one who can see, but, upon hitting every variety of obstacle, finds himself unable to retrace his steps.
If a people, perverted by their training, succeed in achieving their liberty, they will soon lose it, for it would be of no avail to endeavor to explain to them that happiness consists in the practice of virtue; that the rule of law is more powerful than the rule of tyrants, because, as the laws are more inflexible, everyone should submit to their beneficent austerity; that proper morals, and not force, are the bases of law; and that to practice justice is to practice liberty. Therefore, Legislators, your work is so much the more arduous, inasmuch as you have to reeducate men who have been corrupted by erroneous illusions and false incentives. Liberty, says Rousseau, is a succulent morsel, but one difficult to digest. Our weak fellow-citizens will have to strengthen their spirit greatly before they can digest the wholesome nutriment of freedom. Their limbs benumbed by chains, their sight dimmed by the darkness of dungeons, and their strength sapped by the pestilence of servitude, are they capable of marching toward the august temple of Liberty without faltering? Can they come near enough to bask in its brilliant rays and to breathe freely the pure air which reigns therein?
Legislators, mediate well before you choose. Forget not that you are to lay the political foundation for a newly born nation which can rise to the heights of greatness that Nature has marked out for it if you but proportion this foundation in keeping with the high plane that it aspires to attain. Unless your choice is based upon the peculiar tutelary experience of the Venezuelan people-a factor that should guide you in determining the nature and form of government you are about to adopt for the well-being of the people-and, I repeat, unless you happen upon the right type of government, the result of our reforms will again be slavery....
The more I admire the excellence of the federal Constitution of Venezuela, the more I am convinced of the impossibility of its application to our state. And, to my way of thinking, it is a marvel that its prototype in North America endures so successfully and has not been overthrown at the first sign of adversity or danger. Although the people of North America are a singular model of political virtue and moral rectitude; although the nation was cradled in liberty, reared on freedom, and maintained by liberty alone; and-I must reveal everything- although those people, so lacking in many respects, are unique in the history of mankind, it is a marvel, I repeat, that so weak and complicated a government as the federal system has managed to govern them in the difficult and trying circumstances of their past. But, regardless of the effectiveness of this form of government with respect to North America, I must say that it has never for a moment entered my mind to compare the position and character of two states as dissimilar as the English-American and the Spanish-American. Would it not be most difficult to apply to Span the English system of political, civil, and religious liberty? Hence, it would be even more difficult to adapt to Venezuela the laws of North America. Does not [Montesquieu's] L 'Esprit des lois state that laws should be suited to the people for whom they are made; that it would be a major coincidence if those of one nation could be adapted to another; that laws must take into account the physical conditions of the country, climate, character of the land, location, size, and mode of living of the people; that they should be in keeping with the degree of liberty that the Constitution can sanction respecting the religion of the inhabitants, their inclinations, resources, numbers, commerce, habits, and customs? This is the code we must consult, not the code of Washington!
Questions for Analysis: What kind of government did Bolivar advocate? What arguments or ideas did he offer to support his vision of government? For Bolivar, what were the legacies of Spanish rule and colonialism?
11. The Sadler Report: Child Labor in the United Kingdom, 1832
By the early nineteenth century, the Industrial Revolution had spread from England and was beginning to transform Europe from a rural to an urban society. In England, this transformation often depressed the living standards of workers beneath even those of the cottage manufacturing system of an earlier era. In doing so, however, it paved the way for its own reform, for it bared to the public eye in an aggravated form conditions that had long existed but had passed relatively unnoticed. Poverty and misery could be overlooked as long as the
workers remained scattered about the countryside, but once they were congregated in the hideous slums of the Midlands industrial centers, their plight became too obvious to remain unheeded. Consequently, social reform became the order of the day. Among the most prominent of the English reformers was the seventh Earl of Shaftesbury (1801-1885), who concentrated on working conditions in the factories. At Shaftesbury's instigation, another reformer, Michael Sadler, introduced a bill in Parliament in 1831 designed to regulate the working conditions of children in textile mills. The bill was referred to a committee, with Sadler as chairman. The selection that follows is an excerpt from the evidence presented before the committee. The committee's recommendations resulted in the Factory Act of 1833, which limited the working hours of children and set up a system of inspection to ensure that its regulations would be carried out.
Source: The Sadler Report: Report from the Committee on the Bill to Regulate the Labour of Children in the Mills and Factories of the United Kingdom (London: House of Commons, 1823).
THE SADLER REPORT
Michael Thomas Sadler, Esquire, in the Chair
Mr. MATTHEW CRABTREE, called in; and Examined.
What age are you? -Twenty-two.
What is your occupation? – A blanket manufacture
Have you ever been employed in a factory? - Yes
At what age did you first go to work in one? - Eight
How long did you continue in that occupation? – Four years.
Will you state the hours of labour at the period when you first went to the factory, in ordinary times? -From 6 in the morning to 8 at night.
Fourteen hours? - Yes.
With what intervals for refreshment and rest? – An hour at noon.
Then you had no resting time allowed in which to take your breakfast, or what is in Yorkshire called your "drinking"? – No.
When trade was brisk what were your hours? – From 5 in the morning to 9 in the evening. Sixteen hours? – Yes.
With what intervals at dinner? - An hour.
How far did you live from the mill? -About two miles.
Was there any time allowed for you to get your breakfast in the mill? – No.
Did you take it before you left your home? - Generally.
During those long hours of labour could you be punctual; how did you awake? - I seldom did awake spontaneously; I was most generally awoke or lifted out of bed, sometimes asleep, by my parents.
Were you always in time? – No.
What was the consequence if you had been too late? - I was most commonly beaten.
Severely? - Very severely, I thought.
In whose factory was this? – Messrs. Hague & Cook's, of Dewsbury.
Will you state the effect that those long hours had upon the state of your health and feelings? - I was, when working those long hours, commonly very much fatigued at night, when I left my work; so much so that I sometimes should have slept as I walked if I had not stumbled and started awake again; and so sick often that I could not eat, and what I did eat I vomited.
Did this labour destroy your appetite? - It did.
In what situation were you in that mill? - I was a piecener.
Will you state to this Committee whether piecening is a very laborious employment for children, or not? - It is a very laborious employment. Pieceners are continually running to and fro, and on their feet the whole day.
The duty of the piecener is to take the cardings from one part of the machinery, and to place them on another? – Yes.
So that the labour is not only continual, but it is unabated to the last? - It is unabated to the last.
Do you not think, from your own experience, that the speed of the machinery is so calculated as to demand the utmost exertions of a child supposing the hours were moderate? - It is as much as they could do at the best; they are always upon the stretch, and it is commonly very difficult to keep up with their work.
State the condition of the children toward the latter part ofthe day, who have thus to keep up with the machinery. - It is as much as they do when they are not very much fatigued to keep up with their work, and toward the close of the day, when they come to be more fatigued, they cannot keep up with it very well, and the consequence is that they are beaten to spur them on.
Were you beaten under those circumstances? – Yes.
Frequently? - Very frequently.
And principally at the latter end of the day? – Yes.
And is it your belief that if you had not been so beaten, you should not have got through the work? – I should not if I had not been kept up to it by some means.
Does beating then principally occur at the latter end of the day, when the children are exceedingly fatigued? - It does at the latter end of the day, and in the morning sometimes, when they are very drowsy, and have not got rid of the fatigue of the day before.
What were you beaten with principally? - A strap.
Anything else? - Yes, a stick sometimes; and there is a kind of roller which runs on the top of the machine called a billy, perhaps two or three yards in length, and perhaps an inch and a half or more in diameter; the circumference would be four or five inches; I cannot speak exactly.
Were you beaten with that instrument? – Yes.
Have you yourself been beaten, and have you seen other children struck severely with that roller? - I have been struck very severely with it myself, so much so as to knock me down, and I have seen other children have their heads broken with it.
You think that it is a general practice to beat the children with the roller? - It is.
You do not think then that you were worse treated than other children in the mill? – No, I was not, perhaps not so bad as some were.
In those mills is chastisement towards the latter part of the day going on perpetually? – Perpetually. So that you can hardly be in a mill without hearing constant crying? - Never an hour, I believe.
Do you think that if the over-looker were naturally a humane person it would be still found necessary for him to beat the children, in order to keep up their attention and vigilance at the termination of those extraordinary days of labour? – Yes, the machine turns off a regular quantity of cardings, and of course they must keep as regularly to their work the whole of the day; they must keep with the machine, and therefore however humane the slubber may be, as he must keep up with the machine or be found fault with, he spurs the children to keep up also by various means but that which he commonly resorts to is to strap them when they become drowsy.
At the time when you were beaten for not keeping up with your work, were you anxious to have done it if you possibly could? – Yes; the dread of being beaten if we could not keep up with our work was a sufficient impulse to keep us to it if we could.
When you got home at night after this labour, did you feel much fatigued? - Very much so.
Had you any time to be with your parents, and to receive instruction from them? – No.
What did you do? -All that we did when we got home was to get the little bit of supper that was provided for us and go to bed immediately. If the supper had not been ready directly, we should have gone to sleep while it was preparing.
Did you not, as a child, feel it a very grievous hardship to be roused so soon in the morning? - I did.
Were the rest of the children similarly circumstanced? -Yes, all of them; but they were not all of them so far from their work as I was.
And if you had been too late you were under the apprehension of being cruelly beaten? - I generally was beaten when I happened to be too late; and when I got up in the morning the apprehension of that was so great, that I used to run, and cry all the way as I went to the mill.
That was the way by which your punctual attendance was secured? – Yes. And you do not think it could have been secured by any other means? – No.
Then it is your impression from what you have seen, and from your own experience, that those long hours of labour have the effect of rendering young persons who are subject to them exceedingly unhappy? – Yes.
You have already said it had a considerable effect upon your health? – Yes.
Do you conceive that it diminished your growth? - I did not pay much attention to that; but I have been examined by some persons who said they thought I was rather stunted, and that I should have been taller if I had not worked at the mill.
What were your wages at that time? – Three shillings [per week-Ed].
And how much a day had you for over-work when you were worked so exceedingly long? –A half-penny a day.
Did you frequently forfeit that if you were not always there to a moment? -Yes; I most frequently forfeited what was allowed for those long hours.
You took your food to the mill; was it in your mill, as is the case in cotton mills, much spoiled by being laid aside? - It was very frequently covered by flies from the wool; and in that case they had to be blown off with the mouth, and picked off with the fingers before it could be eaten.
So that not giving you a little leisure for eating your food, but obliging you to take it at the mill, spoiled your food when you did get it? -Yes, very commonly.
And that at the same time that this over-labour injured your appetite? – Yes. Could you eat when you got home? -Not always.
What is the effect of this piecening upon the hands? – It makes them bleed; the skin is completely rubbed off, and in that case they bleed in perhaps a dozen parts.
The prominent parts of the hand? -Yes, all the prominent parts of the hand are rubbed down till they bleed; every day they are rubbed in that way.
All the time you continue at work? -All the time we are working. The hands never can be hardened in that work, for the grease keeps them soft in the first instance, and long and continual rubbing is always wearing them down, so that if they were hard they would be sure to bleed.
Is it attended with much pain? – Very much.
Do they allow you to make use of the back of the hand? -No; the work cannot be so well done with the back of the hand, or I should have made use of that.
Is the work done as well when you are so many hours engaged in it, as it would be if you were at it a less time? - I believe it is not done so well in those long hours; toward the latter end of the day the children become completely bewildered, and know not what they are doing, so that they spoil their work without knowing.
Then you do not think that the masters gain much by the continuance of the work to so great a length of time?
-
I
believe not.
Were there girls as well as boys employed in this manner? - Yes
Were they more tenderly treated by the overlookers, or were they worked and beaten in the same manner? There was no difference in their treatment.
Were they beaten by the overlookers, or by the slubber? -By the slubber.
But the overlooker must have been perfectly aware of the treatment that the children endured at the mill? Yes; and sometimes the overlooker beat them himself; but the man that they wrought under had generally the management of them.
Did he pay them their wages?-No; their wages were paid by the master.
But the overlooker of the mill was perfectly well aware that they could not have performed the duty exacted from them in the mill without being thus beaten?-I believe he was.
You seem to say that this beating is absolutely necessary, in order to keep the children up to their work; is it universal throughout all factories?-I have been in several other factories, and I have witnessed the same cruelty in them all.
Did you say that you were beaten for being too late? -Yes.
Is it not the custom in many of the factories to impose fines upon children for being too late, instead of beating them? – It was not in that factory.
What then were the fines by which you lost the money you gained by your long hours?-The spinner could not get on so fast with his work when we happened to be too late; he could not begin his work so soon, and therefore it was taken by him.
Did the slubber pay you your wages? -No, the master paid our wages. And the slubber took your fines from you? – Yes.
Then you were fined as well as beaten?-There was nothing deducted from the ordinary scale of wages, but only from that received for over-hours, and I had only that taken when I was too late, so that the fine was not regular.
When you were not working over-hours, were you so often late as when you were working over-hours? –Yes. You were not very often late whilst you were not working over-hours?-Yes, I was often late when I was not working over-hours; I had to go at six o'clock in the morning, and consequently had to get up at five to eat my breakfast and go to the mill, and if I failed to get up by five I was too late; and it was nine o'clock before we could get home, and then we went to bed; in the best times I could not be much above eight hours at home, reckoning dressing and eating my meals, and everything.
Was it a blanket-mill in which you worked? – Yes.
Did you ever know that the beatings to which you allude inflicted a serious injury upon the children? - I do not recollect any very serious injury, more than that they had their heads broken, if that may be called a serious injury; that has often happened; I, myself, had no more serious injury than that.
You say that the girls as well as the boys were employed as you have described, and you observed no difference in their treatment?-No difference.
The girls were beat in this unmerciful manner?-They were.
They were subject, of course, to the same bad effects from this over working?-Yes.
Could you attend an evening-school during the time you were employed in the mill?-No, that was completely impossible.
Did you attend the Sunday-school?-Not very frequently when I work at the mill.
How then were you engaged during the Sunday? - I very often slept till it was too late for school time or for divine worship, and the rest of the day I spent in walking out and taking a little fresh air.
Did your parents think that it was necessary for you to enjoy a little fresh air? - I believe they did; they never said anything against it; before I went to the mill I used to go to the Sunday-school.
Did you frequently sleep nearly the whole of the day on Sunday? -Very often.
At what age did you leave that employment? – I was about 12 years old.
Why did you leave that place? – I went very late one morning, about seven o'clock, and I got severely beaten by the spinner, and he turned me out of the mill, and I went home, and never went any more.
Was your attendance as good as the other children? –Being at rather a greater distance than some of them, I was generally one of the latest.
Where was your next work? - I worked as bobbin-winder in another part of the works of the same firm. How long were you a bobbin-winder? -About two years, I believe.
What did you become after that? - A weaver.
How long were you a weaver? – I was a weaver till March in last year.
A weaver of what? -A blanket-weaver.
With the same firm? -With the same firm.
Did you leave them? -No; I was dismissed from my work for a reason which I am willing and anxious to explain.
Have you had opportunities of observing the way in which the children are treated in factories up to a late period? – Yes.
You conceive that their treatment still remains as you first found it, and that the system is in great wantof regulation? It does.
Children you still observe to be very much fatigued and injured by the hours of labour? – Yes.
From your own experience, what is your opinion as to the utmost labour that a child in piecening could safely undergo? -If I were appealed to from my own feelings to fix a limit, I should fix it at ten hours, or less.
And you attribute to longer hours all the cruelties that you describe?– A good deal of them.
Are the children sleepy in mills? – Very.
Are they more liable to accidents in the latter part of the day than in the other part? – I believe they are; I believe a greater number of accidents happen in the latter part of the day than in any other. I have known them so sleepy that in the short interval while the others have been going out, some of them have fallen asleep, and have been left there.
Is it an uncommon case for children to fall asleep in the mill, and remain there all night? -Not to remain there all night; but I have known a case the other day, of a child whom the overlooker found when he went to lock the door, that had been left there.
So that you think there has been no change for the better in the treatment of those children; is it your opinion that there will be none, except Parliament interfere in their behalf? – It is my decided conviction.
Have you recently seen any cruelties in mills? – Yes; not long since I was in a mill and I saw a girl severely beaten; at a mill called Hicklane Mill, in Batley; I happened to be in at the other end of the room, talking; and I heard the blows, and I looked that way, and saw the spinner beating one of the girls severely with a large stick. Hearing the sound, led me to look round, and to ask what was the mat-ter, and they said it was "Nothing but paying [beating-Ed.] 'his ligger-on.'"
What age was the girl? – About 12 years.
Was she very violently beaten? – She was.
Was this when she was over-fatigued? – It was in the afternoon.
Can you speak as to the effect of this labour in the mills and factories on the morals of the children, as far as you have observed? – As far as I have observed with regard to morals in the mills, there is every-thing about them that is disgusting to every one conscious of correct morality.
Do you find that the children, the females especially, are very early demoralized in them? - They are.
Questions for Analysis: Based on the Report, summarize conditions in the factories. What effect did factory work have on other aspects of the workers' lives?
12. Elizabeth Caddy Stanton, The Declaration of Sentiments, Seneca Falls Conference, 1848
The first women's rights convention in the United States occurred in Seneca Falls, New York in 1848. Elizabeth Cady Stanton wrote most of the "Declaration of Sentiments" and modeled it after the Declaration of Independence. 68 women and 32 men signed the document including Frederick Douglass, an ex-slave and notable abolitionist. It represents a landmark in the history of liberalism and the demand of American women to exercise civil rights equal to those of men.
Source: Report of the Woman's Rights Convention, held at Seneca Falls, New York, July 19th and 20th, 1848.
When, in the course of human events, it becomes necessary for one portion of the family of man to assume among the people of the earth a position different from that which they have hitherto occupied, but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course.
We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed…
The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.
He has never permitted her to exercise her inalienable right to the elective franchise. He has compelled her to submit to laws, in the formation of which she had no voice.
He has withheld from her rights which are given to the most ignorant and degraded men—both natives and foreigners. Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in the halls of legislation, he has oppressed her on all sides.
He has made her, if married, in the eye of the law, civilly dead.
He has taken from her all right in property, even to the wages she earns.
He has made her, morally, an irresponsible being, as she can commit many crimes with impunity, provided they be done in the presence of her husband. In the covenant of marriage, she is compelled to promise obedience to her husband, he becoming, to all intents and purposes, her master—the law giving him power to deprive her of her liberty, and to administer chastisement.
He has so framed the laws of divorce, as to what shall be the proper causes of divorce; in case of separation, to whom the guardianship of the children shall be given; as to be wholly regardless of the happiness of women—the law, in all cases, going upon the false supposition of the supremacy of man, and giving all power into his hands.
After depriving her of all rights as a married woman, if single and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it.
He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration.
He closes against her all the avenues to wealth and distinction, which he considers most honorable to himself. As a teacher of theology, medicine, or law, she is not known.
He has denied her the facilities for obtaining a thorough education—all colleges being closed against her.
He allows her in Church as well as State, but a subordinate position, claiming Apostolic authority for her exclusion from the ministry, and, with some exceptions, from any public participation in the affairs of the Church.
He has created a false public sentiment, by giving to the world a different code of morals for men and women, by which moral delinquencies which exclude women from society, are not only tolerated but deemed of little account in man.
He has usurped the prerogative of Jehovah himself, claiming it as his right to assign for her a sphere of action, when that belongs to her conscience and her God.
He has endeavored, in every way that he could to destroy her confidence in her own powers, to lessen her self-respect, and to make her willing to lead a dependent and abject life.
Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation,—in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of these United States.
In entering upon the great work before us, we anticipate no small amount of misconception, misrepresentation, and ridicule; but we shall use every instrumentality within our power to effect our object. We shall employ agents, circulate tracts, petition the State and national Legislatures, and endeavor to enlist the pulpit and the press in our behalf. We hope this Convention will be followed by a series of Conventions, embracing every part of the country.
Firmly relying upon the final triumph of the Right and the True, we do this day affix our signatures to this declaration. At the appointed hour the meeting convened. The minutes having been read, the resolutions of the day before were read and taken up separately. Some, from their self-evident truth, elicited but little remark; others, after some criticism, much debate, and some slight alterations, were finally passed by a large majority.
Questions for analysis: Apart from the call for voting rights, what else does Elizabeth Caddy Stanton identify as oppressive to female liberty? How do you think American women reacted to the Declaration of Sentiments?
13. Karl Marx and Friedrich Engels, from the Communist Manifesto
Karl Marx (1818-1883 CE) was a German revolutionary philosopher and theorist. Marx studied law and philosophy at major German universities. An atheist and materialist, Marx believed the conflict between social classes (rich and poor) explained social and political change. In 1842, he became the editor of a radical newspaper in Cologne, Germany, after which point he moved to Paris, Brussels, and eventually London, where he would spend the rest of his life. He and his wealthy friend Friedrich Engels (1820-1895) wrote the Communist Manifesto in 1848. Bourgeoisie means the class of modern capitalists. Proletariat means the class of modern wage laborers who must sell their labor to survive.
Source: Karl Marx, The Communist Manifesto, trans. by Samuel Moore
PART I: "BOURGEOISIE AND PROLETARIAT"
The history of all hitherto existing society is the history of class struggles.
Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary reconstitution of society at large, or in the common ruin of the contending classes.
In the earlier epochs of history, we find almost everywhere a complicated arrangement of society into various orders, a manifold gradation of social rank. In ancient Rome we have patricians, knights, plebeians, slaves; in the Middle Ages, feudal lords, vassals, guild-masters, journeymen, apprentices, serfs; in almost all of these classes, again, subordinate gradations.
The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with class antagonisms. It has but established new classes, new conditions of oppression, new forms of struggle in place of the old ones.
Our epoch, the epoch of the bourgeoisie, possesses, however, this distinct feature: it has simplified class antagonisms. Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other — Bourgeoisie and Proletariat.
From the serfs of the Middle Ages sprang the chartered burghers of the earliest towns. From these burgesses the first elements of the bourgeoisie were developed.
The discovery of America, the rounding of the Cape, opened up fresh ground for the rising bourgeoisie. The EastIndian and Chinese markets, the colonisation of America, trade with the colonies, the increase in the means of exchange and in commodities generally, gave to commerce, to navigation, to industry, an impulse never before known, and thereby, to the revolutionary element in the tottering feudal society, a rapid development.
The feudal system of industry, in which industrial production was monopolised by closed guilds, now no longer sufficed for the growing wants of the new markets. The manufacturing system took its place. The guild-masters were pushed on one side by the manufacturing middle class; division of labour between the different corporate guilds vanished in the face of division of labour in each single workshop.
Meantime the markets kept ever growing, the demand ever rising. Even manufacturer no longer sufficed. Thereupon, steam and machinery revolutionised industrial production. The place of manufacture was taken by the giant, Modern Industry; the place of the industrial middle class by industrial millionaires, the leaders of the whole industrial armies, the modern bourgeois.
Modern industry has established the world market, for which the discovery of America paved the way. This market has given an immense development to commerce, to navigation, to communication by land. This development has, in its turn, reacted on the extension of industry; and in proportion as industry, commerce, navigation, railways extended, in the same proportion the bourgeoisie developed, increased its capital, and pushed into the background every class handed down from the Middle Ages.
We see, therefore, how the modern bourgeoisie is itself the product of a long course of development, of a series of revolutions in the modes of production and of exchange.
Each step in the development of the bourgeoisie was accompanied by a corresponding political advance of that class. An oppressed class under the sway of the feudal nobility, an armed and self-governing association in the medieval commune: here independent urban republic (as in Italy and Germany); there taxable "third estate" of the monarchy (as
(1848).
in France); afterwards, in the period of manufacturing proper, serving either the semi-feudal or the absolute monarchy as a counterpoise against the nobility, and, in fact, cornerstone of the great monarchies in general, the bourgeoisie has at last, since the establishment of Modern Industry and of the world market, conquered for itself, in the modern representative State, exclusive political sway. The executive of the modern state is but a committee for managing the common affairs of the whole bourgeoisie.
The bourgeoisie, historically, has played a most revolutionary part.
The bourgeoisie, wherever it has got the upper hand, has put an end to all feudal, patriarchal, idyllic relations. It has pitilessly torn asunder the motley feudal ties that bound man to his "natural superiors", and has left remaining no other nexus between man and man than naked self-interest, than callous "cash payment". It has drowned the most heavenly ecstasies of religious fervour, of chivalrous enthusiasm, of philistine sentimentalism, in the icy water of egotistical calculation. It has resolved personal worth into exchange value, and in place of the numberless indefeasible chartered freedoms, has set up that single, unconscionable freedom — Free Trade. In one word, for exploitation, veiled by religious and political illusions, it has substituted naked, shameless, direct, brutal exploitation.
PART II: "PROLETARIANS AND COMMUNISTS"
The proletariat will use its political supremacy to wrest, by degrees, all capital from the bourgeoisie, to centralise all instruments of production in the hands of the State, i.e., of the proletariat organised as the ruling class; and to increase the total of productive forces as rapidly as possible.
Of course, in the beginning, this cannot be effected except by means of despotic inroads on the rights of property, and on the conditions of bourgeois production; by means of measures, therefore, which appear economically insufficient and untenable, but which, in the course of the movement, outstrip themselves, necessitate further inroads upon the old social order, and are unavoidable as a means of entirely revolutionising the mode of production.
These measures will of course be different in different countries.
Nevertheless, in the most advanced countries, the following will be pretty generally applicable.
1. Abolition of property in land and application of all rents of land to public purposes.
2. A heavy progressive or graduated income tax.
3. Abolition of all right of inheritance.
4. Confiscation of the property of all emigrants and rebels.
5. Centralisation of credit in the hands of the State, by means of a national bank with State capital and an exclusive monopoly.
6. Centralisation of the means of communication and transport in the hands of the State.
7. Extension of factories and instruments of production owned by the State; the bringing into cultivation of waste-lands, and the improvement of the soil generally in accordance with a common plan.
8. Equal liability of all to labour. Establishment of industrial armies, especially for agriculture.
9. Combination of agriculture with manufacturing industries; gradual abolition of the distinction between town and country, by a more equable distribution of the population over the country.
10. Free education for all children in public schools. Abolition of children's factory labour in its present form. Combination of education with industrial production...
When, in the course of development, class distinctions have disappeared, and all production has been concentrated in the hands of a vast association of the whole nation, the public power will lose its political character. Political power, properly so called, is merely the organised power of one class for oppressing another. If the proletariat during its contest with the bourgeoisie is compelled, by the force of circumstances, to organise itself as a class, if, by means of a revolution, it makes itself the ruling class, and, as such, sweeps away by force the old conditions of production, then it will, along with these conditions, have swept away the conditions for the existence of class antagonisms and of classes generally, and will thereby have abolished its own supremacy as a class.
In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association, in which the free development of each is the condition for the free development of all.
Questions for Analysis: How does Marx use history to explain his theory of social change? What type of society does he believe will develop in the future?
14. Charles Darwin, from The Origin of the Species
Charles Darwin (1809-1882 CE) was an English naturalist. After earning a degree in theology from Cambridge University, Darwin went on a five-year voyage on the H.M.S. Beagle to explore the coasts of South America. Although he contracted a tropical disease from which he suffered the rest of his life, Darwin's research of fossils and flora served as the basis for his controversial theory of natural selection, which he set forth in The Origin of the Species (1859). Darwin applied this idea of evolutionary development to humans in The Descent of Man (1871).
Source: Charles Darwin, The Origin of the Species (London: John Murray, 1859).
As natural selection acts solely by accumulating slight, successive, favorable variations, it can produce no great or sudden modifications; it can act only by short and slow steps. Hence, the canon of "Natura non facit saltum," which every fresh addition to our knowledge tends to confirm, is on this theory intelligible. We can see why throughout nature the same general end is gained by an almost infinite diversity of means, for every peculiarity when once acquired is long inherited, and structures already modified in many different ways have to be adapted for the same general purpose. We can, in short, see why nature is prodigal in variety, though niggard [stingy] in innovation. But why this should be a law of nature if each species has been independently created no man can explain.
Many other facts are, as it seems to me, explicable on this theory. How strange it is that a bird, under the form of a woodpecker, should prey on insects on the ground; that upland geese which rarely or never swim, should possess webbed feet; that a thrush-like bird should dive and feed on sub-aquatic insects; and that a petrel should have the habits and structure fitting it for the life of an auk! and so in endless other cases. But on the view of each species constantly trying to increase in member, with natural selection always ready to adapt the slowly varying descendants of each to any unoccupied or ill-occupied place in nature, these facts cease to be strange, or might even have been anticipated.
We can to a certain extent understand how it is that there is so much beauty throughout nature; for this may be largely attributed to the agency of selection. That beauty, according to our sense of it, is not universal, must be admitted by every one who will look at some venomous snakes, at some fishes, and at certain hideous bats with a distorted resemblance to the human face. Sexual selection has given the most brilliant colors, elegant patterns, and other ornaments to the males, and sometimes to both sexes of many birds, butterflies, and other animals. With birds it has often rendered the voice of the male musical to the female, as well as to our ears. Flowers and fruit have been rendered conspicuous by brilliant colors in contrast with the green foliage, in order that the flowers may be easily seen, visited, and fertilized by insects, and the seeds disseminated by birds. How it comes that certain colors, sounds, and forms should give pleasure to man and the lower animals-that is, how the sense of beauty in its simplest form was first acquired-we do not know any more than how certain odors and favors were first rendered agreeable.
'"Nature makes no leaps."
As natural selection acts by competition, it adapts and improves the inhabitants of each country only in relation to their co-inhabitants; so that we need feel no surprise at the species of any one country, although on the ordinary
view supposed to have been created and specially adapted for that country, being beaten and supplanted by the naturalized productions from another land. Nor ought we to marvel if all the contrivances in nature be not, as far as we can judge, absolutely perfect, as in the case even of the human eye; or if some of them be abhorrent to our ideas of fitness. We need not marvel at the sting of the bee, when used against an enemy, causing the bee's own death; at drones being produced in such great numbers for one single act, and being then slaughtered by their sterile sisters; at the astonishing waste of pollen by our fir-trees; at the instinctive hatred of the queen-bee for her own fertile daughters; at ichneumonidae [a wasp] feeding within the living bodies of caterpillars; or at other such cases. The wonder indeed is, on the theory of natural selection, that more cases of the want of absolute perfection have not been detected...
Authors of the highest eminence seem to be fully satisfied with the view that each species has been independently created. To my mind it accords better with what we know of the laws impressed on matter by the Creator, that the production and extinction of the past and present inhabitants of the world should have been due to secondary causes, like those determining the birth and death of the individual. When I view all beings not as special creations, but as the lineal descendants of some few beings which lived long before the first bed of the Cambrian system was deposited, they seem to me to become ennobled. Judging from the past, we may safely infer that not one living species will transmit its unaltered likeness to a distant futurity. And of the species now living very few will transmit progeny of any kind to a far distant futurity; for the manner in which all organic beings are grouped, shows that the greater number of species in each genus, and all the species in many genera, have left no descendants, but have become utterly extinct. We can so far take a prophetic glance into futurity as to foretell that it will be the common and widely-spread species, belonging to the larger and dominant groups within each class, which will ultimately prevail and procreate new and dominant species. As all the living forms of life are the lineal descendants of those which lived long before the Cambrian epoch, we may feel certain that the ordinary succession by generation has never once been broken, and that no cataclysm has desolated the whole world. Hence we may look with some confidence to a secure future of great length. And as natural selection works solely by and for the good of each being, all corporeal and mental endowments will tend to progress towards perfection.
It is interesting to contemplate a tangled bank, clothed with many plants of many kinds, with birds singing on the bushes, with various insects flitting about, and with worms crawling through the damp earth, and to reflect that these elaborately constructed forms, so different from each other, and dependent upon each other in so complex a manner, have all been produced by laws acting around us. These laws, taken in the largest sense, being Growth with Reproduction; Inheritance which is almost implied by reproduction; Variability from the indirect and direct action of the conditions of life, and from use and disuse: a Ratio of Increase so high as to lead to a Struggle for Life, and as a consequence to Natural Selection, entailing Divergence of Character and the Extinction of lessimproved forms. Thus, from the war of nature, from famine and death, the most exalted object which we are capable of conceiving, namely, the production of the higher animals, directly follows. There is grandeur in this view of life, with its several powers, having been originally breathed by the Creator into a few forms or into one; and that, whilst this planet has gone cycling on according to the fixed law of gravity, from so simple a beginning endless forms most beautiful and most wonderful have been, and are being evolved.
Questions for Analysis: According to this passage, does Darwin see any role for a Creator? If so, how would you describe this role? How does Darwin think that his theory of natural selection ennobles mankind?
15. President Millard Fillmore, Letter to the Emperor of Japan, 1852
Millard Fillmore was the thirteenth president of the United States (1850-1853). In 1852, he sent a letter to the emperor of Japan seeking friendly commercial relations between the two countries. For this historic mission, Commodore Matthew C. Perry of the U.S. Navy was chosen. He led three steam frigates and five other ships-a quarter of the American navy-to Japan. The following is President Fillmore's letter, dated November 13, 1852.
Source: Roger Pineau, ed., The Japan Expedition, 1852-1854, The Personal Journal of Commodore Matthew C. Perry (Washington, DC: Smithsonian Institution Press, 1968), pp. 220-21.
LETTER OF THE PRESIDENT OF THE UNITED STATES TO THE EMPEROR OF JAPAN
Great and Good Friend!
I send you this public letter by Commodore Matthew C. Perry, an officer of highest rank in the Navy of the United States, and commander of the squadron now visiting Your Imperial Majesty's dominions. I have directed Commodore Perry to assure Your Imperial Majesty that I entertain the kindest feelings toward Your Majesty's person and government, and that I have no other object in sending him to Japan but to propose to Your Imperial Majesty that the United States and Japan should live in friendship and have commercial intercourse with each other.
The constitution and laws of the United States forbid all interference with the religious or political concerns of other nations. I have particularly charged Commodore Perry to abstain from every act which could possibly disturb the tranquility of Your Imperial Majesty's dominions.
The United States of America reach from ocean to ocean, and our territory of Oregon and state of California lie directly opposite to the dominions of Your Imperial Majesty. Our steamships can go from California to Japan in eighteen days.
Our great state of California produces about sixty millions of dollars in gold every year, besides silver, quicksilver, precious stones, and many other valuable articles. Japan is also a rich and fertile country and produces many very valuable articles. Your Imperial Majesty's subjects are skilled in many of the arts. I am desirous that our two countries should trade with each other for the benefit both of Japan and the United States.
We know that the ancient laws of Your Imperial Majesty's government do not allow of foreign trade except with the Dutch. But as the state of the world changes, and new governments are formed, it seems to be wise from time to time to make new laws. There was a time when the ancient laws of Your Imperial Majesty's government were first made. About the same time America, which is sometimes called the New World, was first discovered and settled by the Europeans. For a long time there were but a few people, and they were poor. They have now become quite numerous; their commerce is very extensive; and they think that if your Imperial Majesty were so far to change the ancient laws as to allow a free trade between the two countries, it would be extremely beneficial to both.
If Your Imperial Majesty is not satisfied that it would be safe, altogether, to abrogate the ancient laws which forbid foreign trade, they might be suspended for five or ten years, so as to try the experiment. If it does not prove as beneficial as was hoped, the ancient laws can be restored. The United States often limits its treaties with foreign states to a few years, and then renew them or not, as they please.
I have directed Commodore Perry to mention another thing to Your Imperial Majesty. Many of our ships pass every year from California to China, and great numbers of our people pursue the whale fishery near the shores of Japan. It sometimes happens in stormy weather that one of our ships is wrecked on Your Imperial Majesty's shores. In all such cases we ask and expect that our unfortunate people should be treated with kindness, and that their property should be protected till we can send a vessel and bring them away. We are very much in earnest in this.
Commodore Perry is also directed by me to represent to Your Imperial Majesty that we understand that there is a great abundance of coal and provisions in the empire of Japan. Our steam ships, in crossing the great ocean, bum a great deal of coal, and it is not convenient to bring it all the way from America. We wish that our steam ships and other vessels should be allowed to stop in Japan and supply themselves with coal, provisions, and water. They will pay for them in money, or anything else Your Imperial Majesty's subjects may prefer, and we request Your Imperial Majesty to appoint a convenient port in the southern part of the empire where our vessels may stop for this purpose. We are very desirous of this.
These are the only objects for which I have sent Commodore Perry with a powerful squadron to pay a visit to Your Imperial Majesty's renowned city of Edo: friendship, commerce, a supply of coal, and provisions and protection for our shipwrecked people.
We have directed Commodore Perry to beg Your Imperial Majesty's acceptance of a few presents. They are of no great value in themselves, but some of them may serve as specimens of the articles manufactured in the United States, and they are intended as tokens of our sincere and respectful friendship.
May the Almighty have Your Imperial Majesty in his great and holy keeping!
In witness whereof I have caused the great seal of the United States to be hereto affixed, and have subscribed the same with my name, at the city of Washington in America, the seal of my government, on the thirteenth day of the month of November, in the year one thousand eight hundred and fifty-two.
Your good friend,
Millard Fillmore
Questions for Analysis: Do you think the US President had the right to make these demands of Japan's Tokugawa Shogun (supreme political leader)? What do you find striking about this document?
16. The Treaty of Nanjing, 1842
From ancient times, trade existed between China and the West, particularly over the long "silk road." Besides silk, other Chinese products like tea, spices, and porcelain ("china") were greatly prized in Europe and later in America. But the overland route was long and difficult, so, increasingly, efforts were made to develop trade by sea. Two ports were opened on the south coast of China, Macao by the Portuguese in 1557 and nearby Canton by the British and others in the early eighteenth century. Because these allowed only a limited and restricted trade, European merchants and their governments began to apply pressure to have China opened more widely to them commercially. In their turn, the Chinese, suspicious and disdainful of the West, offered stiff and continuing resistance to any change. The British, rebuffed in their efforts to gain a privileged trading relationship with China, soon turned to illicit endeavors. They began the mass production of opium in India, which was then smuggled into China. This underground trade led eventually to the Opium War in 1839, in which the British were victorious. The following document, the Treaty of Nanjing, stipulates the concessions that China made to the British following the Opium War.
Source: J. Mason Gentzler, ed., Changing China: Readings in the History of China from the Opium War to the Present
Her Majesty the Queen of the United Kingdom of Great Britain and Ireland, and His Majesty the Emperor of China, being desirous of putting an end to the misunderstandings and consequent hostilities which have arisen between the two countries, have resolved to conclude a treaty for that purpose, and have therefore named as their Plenipotentiaries, that is to say:
Her Majesty the Queen of Great Britain and Ireland, Sir Henry Pottinger, Bart, a Major-General in the service of the East India Company, &c.; And His Imperial Majesty the Emperor of China, the High Commissioners Keying, a Member of the Imperial House, a guardian of the Crown Prince, and General of the garrison of Canton; and Elepoo, of the Imperial Kindred, graciously permitted to wear the insignia of the first rank, and the distinction of a peacock's feather, lately Minister and Governor-General, &c., and now Lieutenant-General Commanding at Chapoo.
Who, after having communicated to each other their respective full powers, and found them to be in good and due form, have agreed upon and concluded the following Articles:
ARTICLE I
Peace and Friendship. Protection of Person and Property.
There shall henceforward be peace and friendship between Her Majesty the Queen of the United Kingdom of Great Britain and Ireland and His Majesty the Emperor of China, and between their respective subjects, who shall enjoy full security and protection for their persons and property within the dominions of the other.
ARTICLE II
Canton, Amoy, Foochow, Ningpo, and Shanghai opened to British Subjects and their Trade. His majesty the Emperor of China agrees, that British subjects, with their families and establishments, shall be allowed to reside, for the purpose of carrying on their mercantile pursuits, without molestation or restraint, at the cities and towns of Canton, Amoy, Foochowfoo, Ningpoo, and Shanghai.
Appointment of British Superintendents or Consuls at those places; their Duties.
And Her Majesty the Queen of Great Britain, &c., will appoint Superintendents, or Consular Officers, to reside at each of the above named cities or towns, to be the medium of communication between the Chinese authorities and the said merchants, and to see that the just duties and other dues of the Chinese Government, as hereafter provided for, are duly discharged by Her Britannic Majesty's subjects.
ARTICLE III
Cession of Hong Kong to Great Britain.
It being obviously necessary and desirable that British subjects should have some port at which they may careen and refit their ships, when required, and keep stores for that purpose, His Majesty the Emperor of China cedes to Her Majesty the Queen of Great Britain, &c., the Island of Hong Kong. To be possessed in perpetuity by Her Britannic Majesty, her heirs and successors, and to be governed by such laws and regulations as Her Majesty the Queen of Great Britain, &c., shall see fit to direct.
ARTICLE IV
Indemnity, Payment by China of 6,000,000 dollars for value of Opium delivered up as a Ransom for British Subjects.
The Emperor of China agrees to pay the Sum of 6,000,000 dollars, as the value of the Opium which was delivered up at Canton in the month of March, 1839, as a ransom for the lives of Her Britannic Majesty's Superintendent and subjects, who had been imprisoned and threatened with death by the Chinese High Officers.
ARTICLE V
Abolition of Privileges of Hong Merchants at Ports of residence of British Merchants. Payment by China of 3,000,000 dollars, for Debts due to British Subjects by certain Hong Merchants.
The Government of China having compelled the British merchants trading at Canton to deal exclusively with certain Chinese merchants, called Hong merchants (or Co-Hong), who had been licensed by the Chinese Government for that purpose, the Emperor of China agrees to abolish that practice in future at all ports where British merchants may reside, and to permit them to carry their mercantile transactions with whatever persons they please; and His Imperial Majesty further agrees to pay to the British Governments the sum of 3,000,000
dollars, on account of debts due to British subjects by some of the Hong merchants on Co-Hong, who have become insolvent, and who owe very large sums of money to subjects of Her Britannic Majesty.
ARTICLE VI
Indemnity, Payment by China of 12,000,000 dollars for Expenses of British Expedition to demand Redress. Deduction of ransom received by British Forces for Chinese towns.
The Government of Her Britannic Majesty having obliged to send out an expedition to demand and obtain redress for the violent and unjust proceedings of the Chinese High Authorities towards Her Britannic Majesty's Officers and subjects, the Emperor of China agrees to pay the sum of 12,000,000 dollars, on account of the expenses incurred; and Her Britannic Majesty's Plenipotentiary voluntarily agrees, on behalf of Her Majesty, to deduct from said amount of 12,000,000 dollars, any sum which may have been received by Her Majesty's combined forces, as ransom for cities and towns in China, subsequent to the 1st day of August, 1841.
ARTICLE X
Tariff to be issued of Import, Export, and Transit Duties
His Majesty the Emperor of China agrees to establish at all the ports which are, by Article II of this Treaty, to be thrown open for the resort of British merchants, a fair and regular tariff of export and import customs and other dues, which tariff shall be publicly notified and promulgated for general information.
Transit Duties on British Goods conveyed by Chinese into the Interior
And the Emperor further engages, that when British merchandise shall have once paid at any of the said ports the regulated customs and dues, agreeable to the tariff to be hereafter fixed, such merchandise may be conveyed by Chinese merchants to any province or city in the interior of the Empire of China, on paying a further amount as transit duties, which shall not exceed ??? percent on the tariff value of such goods.
Questions for Analysis: The Treaty of Nanjing was the first of many treaties that European powers signed with China after the Opium War. These treaties are often referred to as "Unequal Treaties." Why do you think this is?
17. Karl Pearson, Social Darwinism and Imperialism, 1900
One of the intellectual foundations of the New Imperialism was the doctrine of social Darwinism, a pseudoscientific application of Darwin's ideas about biology to nations and races. The impact of social Darwinism was substantial. In the selection that follows, an Englishman, Karl Pearson (1857-1936), attempts to connect concepts from evolutionary theory – the struggle for survival and the survival of the fittest – to the development of human societies.
Source: Karl Pearson, National Life from the Standpoint of Science, 2nd ed. (Cambridge, UK: Cambridge University Press, 1907), pp. 21, 26-27, 64.
History shows me one way, and one way only, in which a state of civilisation has been produced, namely, the struggle of race with race, and the survival of the physically and mentally fitter race. This dependence of progress on the survival of the fitter race, terribly black as it may seem to some of you, gives the struggle for existence its redeeming features; it is the fiery crucible out of which comes the finer metal. You may hope for a time when the sword shall be turned into the ploughshare, when American and German and English traders shall no longer compete in the markets of the world for raw materials, for their food supply, when the white man and the dark
shall share the soil between them, and each till it as he lists. But, believe me, when that day comes mankind will no longer progress; there will be nothing to check the fertility of inferior stock; the relentless law of heredity will not be controlled and guided by natural selection. Man will stagnate.... The path of progress is strewn with the wreck of nations; traces are everywhere to be seen of the hecatombs of inferior races, and of victims who found not the narrow way to the greater perfection. Yet these dead peoples are, in very truth, the stepping stones on which mankind has arisen to the higher intellectual and deeper emotional life of today.
Questions for Analysis: How does the author connect Darwin's ideas to the concept of human progress? How do the author's ideas justify imperial expansion?
18. Bal Gangadhar Tilak, Address to the Indian National Congress, 1907
Bal Gangadhar Tilak (1856-1920) was an Indian nationalist who demanded independence from British rule. He was a leader in the Indian National Congress, an organization created by English-speaking Indians in 1885. Tilak demanded "Swaraj [self-rule] for India. What follows is an excerpt from Tilak's address to Indian National Congress in 1907.
Source: Bal Gangadhar Tilak (1856-1920): Address to the Indian National Congress, 1907, reprinted in William T. de Bary et al., Sources of Indian Tradition (New York: Columbia University Press, 1958), pp. 719-723.
Two new words have recently come into existence with regard to our politics, and they are Moderates and Extremists. These words have a specific relation to time, and they, therefore, will change with time. The Extremists of today will be Moderates tomorrow, just as the Moderates of today were Extremists yesterday. When the National Congress was first started and Mr. Dadabhai's views, which now go for Moderates, were given to the public, he was styled an Extremist, so that you will see that the term Extremist is an expression of progress. We are Extremists today and our sons will call themselves Extremists and us Moderates. Every new party begins as Extremists and ends as Moderates. The sphere of practical politics is not unlimited. We cannot say what will or will not happen 1,000 years hence perhaps during that long period, the whole of the white race will be swept away in another glacial period. We must, therefore, study the present and work out a program to meet the present condition.
It is impossible to go into details within the time at my disposal. One thing is granted, namely, that this government does not suit us. As has been said by an eminent statesman - the government of one country by another can never be a successful, and therefore, a permanent government. There is no difference of opinion about this fundamental proposition between the old and new schools. One fact is that this alien government has ruined the country. In the beginning, all of us were taken by surprise. We were almost dazed. We thought that everything that the rulers did was for our good and that this English government has descended from the clouds to save us from the invasions of Tamerlane and Ghengis Khan, and, as they say, not only from foreign invasions but from internecine warfare, or the internal or external invasions, as they call it…
We are not armed, and there is no necessity for arms either. We have a stronger weapon, a political weapon, in boycott. We have perceived one fact, that the whole of this administration, which is carried on by a handful of Englishmen, is carried on with our assistance. We are all in subordinate service. This whole government is carried on with our assistance and they try to keep us in ignorance of our power of cooperation between ourselves by which that which is in our own hands at present can be claimed by us and administered by us. The point is to have the entire control in our hands. I want to have the key of my house, and not merely one stranger turned out of it. Selfgovernment is our goal; we want a control over our administrative machinery. We don't want to become clerks and remain [clerks]. At present, we are clerks and willing instruments of our own oppression in the hands of' an alien government, and that government is ruling over us not by its innate strength but by keeping us in ignorance and blindness to the perception of this fact. Professor Seeley shares this view. Every Englishman knows that they are a mere handful in this country and it is the business of every one of them to befool you in believing that you are weak and they are strong. This is politics. We have been deceived by such policy so long. What the new party wants you to do is to realize the fact that your future rests entirely in your own hands. If you mean to be free, you can be free; if you
do not mean to be free, you will fall and be for ever fallen. So many of you need not like arms; but if you have not the power of active resistance, have you not the power of self-denial and self-abstinence in such a way as not to assist this foreign government to rule over you? This is boycott and this is what is meant when we say, boycott is a political weapon. We shall not give them assistance to collect revenue and keep peace. We shall not assist them in fighting beyond the frontiers or outside India with Indian blood and money. We shall not assist them in carrying on the administration of justice. We shall have our own courts, and when time comes we shall not pay taxes. Can you do that by your united efforts? If you can, you are free from tomorrow. Some gentlemen who spoke this evening referred to half bread as against the whole bread. I say I want the whole bread and that immediately. But if I cannot get the whole, don't think that I have no patience.
I will take the half they give me and then try for the remainder. This is the line of thought and action in which you must train yourself. We have not raised this cry from a mere impulse. It is a reasoned impulse. Try to understand that reason and try to strengthen that impulse by your logical convictions. I do not ask you to blindly follow us. Think over the whole problem for yourselves. If you accept our advice, we feel sure we can achieve our salvation thereby. This is the advice of the new party. Perhaps we have not obtained a full recognition of our principles. Old prejudices die very hard. Neither of us wanted to wreck the Congress, so we compromised, and were satisfied that our principles were recognized, and only to a certain extent. That does not mean that we have accepted the whole situation. We may have a step in advance next year, so that within a few years our principles will be recognized, and recognized to such an extent that the generations who come after us may consider us Moderates. This is the way in which a nation progresses, and this is the lesson you have to learn from the struggle now going on. This is a lesson of progress, a lesson of helping yourself as much as possible, and if you really perceive the force of it, if you are convinced by these arguments, then and then only is it possible for you to effect your salvation from the alien rule under which you labor at this moment.
Questions for Analysis: What does Tilak say the basic strategy for gaining India's independence must be?
19. Excerpts from the Writings of Mohandas Gandhi, 1920-1940
Mohandas Gandhi (1868-1948) was born in northwest India, the son of a government official. He studied law in London and practiced law helping Indian clients in British South Africa. In 1915 he returned to his homeland and developed a philosophy of non-violence resistance to British rule. His philosophy, satyagraha, was based on the Hindu concept of ahimsa meaning 'non-violence'. Over the next thirty years Gandhi was India's preeminent advocate of independence from the British Empire. What follows are excerpts of his writings in Young India, a newspaper.
Source: Issues of Young India are available on https://www.mkgandhi.org/ebks/gandhiebooks.htm
Nonviolence in its dynamic condition means conscious suffering. It does not mean meek submission to the will of the evil-doer, but it means the putting of one' whole soul against the will of the tyrant. Working under this law of our beings, it is possible for a single individual to defy the whole might of an unjust empire to save his honour, his religion, his soul and lay the foundation for that empire's fall or its regeneration. February 11, 1920
What was the larger 'symbiosis' that Buddha and Christ preached? Gentleness and love. Buddha fearlessly carried the war into the enemy's camp and brought down on its knees an arrogant priesthood. Christ drove out the moneychangers from the temple of Jerusalem and drew down curses from heaven upon the hypocrites and the Pharisees. Both were for intensely direct action. But even as Buddha and Christ chastised, they showed unmistakable love and gentleness behind every act of theirs. May 12, 1920
The doctrine of violence has reference only to the doing of injury by one to another. Suffering injury in one's own person is on the contrary of the essence of non-violence and is the chosen substitute for violence to others. It is not because I value life low that I can countenance with joy thousands voluntarily losing their lives for satyagraha, but
because I know that it results in the long run in the least loss of life and what is more, it ennobles those who lose their lives and morally enriches the world for their sacrifice. October 8, 1925
I hold myself to be incapable of hating any being on earth. By a long course of prayerful discipline, I have ceased for over forty years to hate anybody. I know this is a big claim. Nevertheless, I make it in all humility. But I can and do hate evil wherever it exists. I hate the system of government that the British people have set up in India. I hate the ruthless exploitation of India even as I hate from the bottom of my heart the hideous system of untouchability for which millions of Hindus have made themselves responsible. But I do not hate the domineering Hindus. I seek to reform them in all the loving ways that are open to me. My non-co-operation has its roots not in hatred, but in love. My personal religion peremptorily forbids me to hate anybody. August 6, 1925
A satyagrahi must never forget the distinction between evil and the evil-doer. He must not harbour ill-will or bitterness against the latter. He may not even employ needlessly offensive language against the evil person, however unrelieved his evil might be. For it is an article of faith with every satyagrahi that there is no one so fallen in this world but can be converted by love. A satyagrahi will always try to overcome evil by good, anger by love, untruth by truth, ahimsa by ahimsa. There is no other way of purging the world of evil. August 8, 1929
I am more concerned in preventing the brutalization of human nature than in the prevention of the sufferings of my own people. I know that people who voluntarily undergo a course of suffering raise themselves and the whole of humanity; but I also know that people who become brutalized in their desperate efforts to get victory over their opponents or to exploit weaker nations or weaker men, not only drag down themselves but mankind also. And it cannot be a matter of pleasure to me or anyone else to see human nature dragged to the mire. If we are all sons of the same God and partake of the same divine essence, we must partake of the sin of every person whether he belongs to us or to another race. You can understand how repugnant it must be to invoke the beast in any human being, how much more so in Englishmen, among whom I count numerous friends. I invite you all to give all the help that you can in the endeavour that I am making. October 29, 1931
Questions for Analysis: What do you make of Ghandi's argument that violence can never be used to resist and evildoer? Is it naïve?
20. Vladimir Lenin, Imperialism, the Highest Stage of Capitalism, 1916
One of the most famous attempts at a comprehensive answer to the question, what is imperialism? was given by Vladimir Lenin, one of the core figures in the Russian Revolution of 1917. Lenin, a Marxist theoretician, concluded in essence that the imperialism of the late nineteenth and early twentieth centuries was a product of finance or monopoly capitalism in Europe and the United States. He claimed that competition within the capitalist world had largely been replaced by the dominance of monopolies of cartels and banks. In his estimation, European countries and the United States were so aggressive in their overseas adventures because they were largely working in the interests of financial capitalists. Lenin was trying to find a systematic explanation for the dramatic territorial and political shifts associated with the period 1870 to 1914. For him, imperialism was a sign of the desperate state that European capitalism had reached as it moved into an era dominated by financial monopolies. This selection, drawn from different sections of Lenin's Imperialism, the Highest Stage of Capitalism (first published in 1916 in Zurich while Lenin was still in exile), contains his definition of imperialism and his claims about territorial and political shifts caused by imperialistic conquests.
Source: Vladimir Lenin. Imperialism, the Highest Stage of Capitalism. Moscow: Foreign Languages Publishing House, no date. Pp. 141-44, 121-25.
Imperialism, as a Special Stage of Capitalism
[...] Imperialism emerged as the development and direct continuation of the fundamental characteristics of capitalism in general. But capitalism only became capitalist imperialism at a definite and very high stage of its
development, when certain of its fundamental characteristics began to change into their opposites, when the features of the epoch of transition from capitalism to a higher social and economic system had taken shape and revealed themselves all along the line. Economically, the main thing in this process is the displacement of capitalist free competition by capitalist monopoly. Free competition is the fundamental characteristic of capitalism, and of commodity production generally; monopoly is the exact opposite of free competition, but we have seen the latter being transformed into monopoly before our eyes, creating large-scale industry and forcing out small industry, replacing large-scale by still larger-scale industry, and carrying concentration of production and capital to the point where out of it has grown and is growing monopoly: cartels, syndicates and trusts, and merging with them, the capital of a dozen or so banks, which manipulate thousands of millions. At the same time the monopolies, which have grown out of free competition, do not eliminate the latter, but exist over it and alongside of it, and thereby give rise to a number of very acute, intense antagonisms, frictions and conflicts. Monopoly is the transition from capitalism to a higher system.
If it were necessary to give the briefest possible definition of imperialism we should have to say that imperialism is the monopoly stage of capitalism. Such a definition would include what is most important, for, on the one hand, finance capital is the bank capital of a few very big monopolist banks, merged with the capital of the monopolist combines of industrialists; and, on the other hand, the division of the world is the transition from a colonial policy which has extended without hindrance to territories unseized by any capitalist power, to a colonial policy of monopolistic possession of the territory of the world which has been completely divided up.
But very brief definitions, although convenient, for they sum up the main points, are nevertheless inadequate, since very important features of the phenomenon that has to be defined have to be especially deduced. And so, without forgetting the conditional and relative value of all definitions in general, which can never embrace all the concatenations of a phenomenon in its complete development, we must give a definition of imperialism that will include the following five of its basic features: 1) the concentration of production and capital has developed to such a high stage that it has created monopolies which play a decisive role in economic life; 2) the merging of bank capital with industrial capital, and the creation, on the basis of this "financial capital," of a financial oligarchy; 3) the export of capital as distinguished from the export of commodities acquires exceptional importance; 4) the formation of international monopolist capitalist combines which share the world among themselves; and 5) the territorial division of the whole world among the biggest capitalist powers is completed. Imperialism is capitalism in that stage of development in which the dominance of monopolies and finance capital has established itself; in which the export of capital has acquired pronounced importance; in which the division of the world among the international trusts has begun; in which the division of all territories of the globe among the biggest capitalist powers has been completed. [...]
The Division of the World among the Great Powers
In his book, on "the territorial development of the European colonies," A Supan, the geographer, gives the following brief summary of this development at the end of the nineteenth century
PERCENTAGE OF TERRITORY BELONGING TO THE EUROPEAN COLONIAL POWERS (INCLUDING THE UNITED STATES)
Increase
"The characteristic feature of this period," he concludes, "is, therefore, the division of Africa and Polynesia."
As there are no unoccupied territories-that is, territories that do not belong to any state-in Asia and America, it is necessary to amplify Supan's conclusion and say that the characteristic feature of the period under review is the final partition of the globe-final, not in the sense that a repartition is impossible; on the contrary, repartitions are possible and inevitable-but in the sense that the colonial policy of the capitalist countries has completed the seizure of the unoccupied territory on our planet. For the first time the world is completely divided up, so that in the future only redivision is possible, i.e., territories can only pass from one "owner" to another, instead of passing as ownerless territory to an "owner."
Hence, we are passing through a peculiar epoch of world colonial policy, which is most closely connected with the "latest stage in the development of capitalism," with finance capital. For this reason, it is essential first of all to deal in great details with the facts, in order to ascertain as exactly as possible what distinguishes this epoch from those preceding it, and what the present situation is. In the first place, two questions of fact arise here: is an intensification of colonial policy, a sharpening of the struggle for colonies, observed precisely in the epoch of finance capital? And how, in this respect, is the world divided at the present time?
The American writer, Morris, in his book on the history of colonization, made an attempt to sum up the data on the colonial possessions of Great Britain, France and Germany during different periods of the nineteenth century. The following is a brief summary of the results he obtained:
For Great Britain, the period of the enormous expansion of colonial conquests is that between 1860 and 1880, and it was also very considerable in the last twenty years of the nineteenth century. For France and Germany this period falls precisely in these twenty years. We saw above that the development of pre-monopoly capitalism, of capitalism in which free competition was predominant, reached its limit in the 1860's and 1870's. We now see that it is precisely after that period that the tremendous "boom" in colonial conquests begins, and that the struggle for the territorial division of the world becomes extraordinarily sharp. It is beyond doubt, therefore, that capitalism's transition to the stage of monopoly capitalism, to finance capital, is connected with the intensification of the struggle for the partition of the world.
Hobson, in his work on imperialism, marks the years 1884-1900 as the epoch of intensified "expansion" of the chief European states. According to his estimate, Great Britain during these years acquired 3,700,000 square miles of territory with a population of 57,000,000; France acquired 3,600,000 square miles with a population of 36,500,000; Germany 1,000,000 square miles with a population of 14,700,000; Belgium 900,000 square miles with 30,000,000 inhabitants; Portugal 800,000 square miles with 9,000,000 inhabitants. The hunt for colonies by all the capitalist states at the end of the nineteenth century and particularly since the 1880's is a commonly known fact in the history of diplomacy and of foreign policy. [...]
COLONIAL POSSESSIONS
Great Britain France Germany
)
Questions for Analysis: According to Lenin, how has monopoly capitalism led to imperialism? Which parts of the world have been most affected by imperialism in his view?
21. The Mexican Constitution, 1917
The Mexican Revolution (1910-1917) was a multi-sided civil war that saw many different factions seize territory demand changes related to land, labor, and politics. In 1917, President Venustiano Carranza convoked a Constitutional Congress and gave the participants, most of whom were university-educated professionals, orders to produce a document that would appeal to workers, peasants, and reformers nationwide. Famous revolutionaries such as Emiliano Villa and Pancho Zapata did not attend the Congress, but the document incorporated many of their demands. The constitution, exceptionally progressive for the time, heralded the arrival of economic and cultural nationalism in Latin America.
Translated by M. Fernanda Gomez Aban
Article 2
The Mexican Nation is unique and indivisible. The nation is multicultural, based originally on its indigenous peoples, described as descendants of those inhabiting the country before colonization and that preserve their own social, economic, cultural and political institutions, or some of them.
Consciousness of indigenous identity will be the fundamental criteria to determine to whom apply the provisions on indigenous people.
An indigenous community is defined as the community that constitutes a cultural, economic and social unit settled in a territory and that recognizes its own authorities, according to their customs.
Article 3
All people have the right of education. The State – Federation, States, Federal District and Municipalities – will provide preschool, elementary, middle and high education. Preschool, elementary and middle educations are considered as basic education; these and the high school education will be mandatory.
Education provided by the State shall develop harmoniously all human abilities and will stimulate in pupils the love for the country, respect for human rights and the principles of international solidarity, independence and justice. • Reference to fraternity/solidarity.
The State will guarantee the quality in mandatory education, in a way that educational material and methods, school organization, educational infrastructure and the suitability of teachers and principals ensure the highest learning achievement of students.
Article 27
Ownership of the lands and waters within the boundaries of the national territory is vested originally in the Nation, which has had, and continues to have, the right to transmit title thereof to private persons, thereby constituting private property.
Private property shall not be expropriated except for reasons of public use and subject to payment of indemnity.
The Nation shall at all times have the right to impose on private property such limitations as the public interest may demand, as well as the right to regulate the utilization of natural resources which are susceptible of appropriation, in order to ensure a more equitable distribution of public wealth, look after their conservation, achieve a more balanced development of the country and improvement of life for the rural and urban populations.
Article 123
Every person has the right to dignified and socially useful work. To that effect, the creation of jobs and the social organization shall be advanced in accordance with the law.
The Congress of the Union, without contravening the following basic principles, shall enact labor laws which shall govern:
A. Workers, day laborers, employees, domestic workers, artisans and, in a general manner, all labor contracts: I. The maximum duration of one workday shall be eight hours.
II. The maximum duration of nighttime work shall be seven hours. The following are prohibited: unhealthful or dangerous work, industrial night work, and all work after ten o'clock at night by minors under sixteen (16) years of age.
III. The use of labor of minors under fourteen (14) years of age is prohibited. Persons above that age and less than sixteen (16) shall have a maximum work day of six hours.
IV. For every six days of work, a worker must have at least one day of rest.
Questions for Analysis: Give examples of the constitution's cultural and economic and cultural nationalism. Why would such nationalism be significant in a country such as Mexico?
22. Sun Yat-sen, Fundamentals of National Reconstruction, 1923
Sun Yat-sen (1866-1925 CE) was born poor during a period of great turmoil in China. As a teenager, Sun moved to Hawaii where his older brother had land and was able to support his education. Academically gifted, Sun received further education in British Hong Kong. Exposure to western ideas helped lead him to revolutionary politics. Sun and many other Chinese believed the Qing Dynasty (1644-1912) had failed to adopt useful western ideas and defend the country from outside attacks or reform China's institutions. Sun was forced out of China at different times due to his involvement in revolutionary politics, but he returned to China after the fall of the Qing Dynasty and briefly served as provisional president. The Fundamentals of National Reconstruction is Sun Yat-sen's most famous political statement. It articulates three principles for the political party he founded: nationalism, democracy, and livelihood. Today, Sun is called the "Father of the Nation" in Taiwan and "Forerunner of the Revolution" in Mainland China.
Source: Sun Yat-sen, Fundamentals of National Reconstruction, (Taipei: China Cultura; Service, 1953).
HISTORY OF THE CHINESE REVOLUTION
Following China's war with France (1883-1884) I made up my mind to devote myself to the revolution. In 1895 I started the first insurrection in Canton and the revolution of 1911 culminated in the establishment of the Republic. Up to present the task of revolution, however, has not yet been completed. A span of thirty-seven years of my revolutionary work is to be chronicled by future historians from all manner of facts and incidents. An outline sketch is given below.
I Principles of Revolution
The term Kemin, or revolution, was first used by Confucius. Incidents of a revolutionary' nature repeatedly happened in Chinese history after Tang (founder of the Shang Dynasty, 1766 BCE) and Wu (founder of the Zhou Dynasty, 1122 BCE). In Europe revolutionary tides surged in the seventeenth and eighteenth centuries and they have since spread over the whole world. In due course they created republics, they conferred constitutions on monarchies. The principles which I have held in promoting the Chinese revolution were in some cases copied from our traditional ideals, in other cases modeled on European theory and experience and in still others formulated according to original and selfdeveloped theories. They are described as follows:
l. Principle of Nationalism
Revelations of Chinese history prove that the Chinese as a people are independent in spirit and in conduct. Coerced into touch with other people, they could at times live in peace with them by maintaining friendly relations and at others assimilate them as the result of propinquity. During the periods when their political and military prowess declined, they could not escape for the time from the fate of' a conquered nation, but they could eventually vigorously reassert themselves. Thus the Mongol rule of China (1260-1333 CE), lasting nearly a hundred years was finally
overthrown by Tai Tse of the Ming dynasty and his loyal followers. So in our own time was the Manchu yoke thrown off by the Chinese. Nationalistic ideas in China did not come from a foreign source; they were inherited from our remote forefathers. Upon this legacy is based my principle of nationalism, and where necessary, I have developed it and amplified and improved upon it. No vengeance has been inflicted on the Manchus and we have endeavored to live side by side with them on an equal footing. This is our nationalistic policy toward races within our national boundaries. Externally, we should strive to maintain independence in the family of nations, and to spread our indigenous civilization as well as to enrich it by absorbing what is best in world civilization, with the hope that we may forge ahead with other nations towards the goal of ideal brotherhood.
2. Principle of Democracy
In ancient China we had the Emperor Yao (2357-2258 BCE) and Emperor Shun (2258-2206 BCE) who departed from the hereditary system and chose their successors. We also had Tang and Wu who overthrew kingdoms by revolution. Preserved in our books are such sayings as: Heaven sees as the people see; Heaven hears as the people hear." "We have heard of a person named Zhou having been slain, we have not heard of a monarch having been murdered " "The people are most important, while the king is of the least importance." All these sayings ring with democratic sentiments. Since we have had only ideas about popular rights, and no democratic system has been evolved, we have to go to Europe and America for a republican form of government. There some countries have become republics and others have adopted constitutional monarchism, under which royal power has shrunk in the face of the rising demand for popular rights. Though hereditary monarchs have not yet disappeared, they are but vestiges and shadows of their former selves.
All through my revolutionary career I have held the view that China must be made a republic. There are three reasons. First, from a theoretical point of view, there is no ground for preserving a monarchical form of government, since it is widely recognized that the people constitute the foundation of a nation and they are all equal in their own country. In the second place, under Manchu occupation the Chinese were forced into the position of the vanquished, and suffered oppression for more than two hundred and sixty years. While a constitutional monarchy may not arouse deep resentment in other countries and can maintain itself for the time being, it will be an impossibility in China. This is from a historical point of view. A third reason may be advanced with an eye on the future of the nation. That in China prolonged periods of disorder usually followed a revolution was due to the desire of every insurgent to be a king and to his subsequent contention for the throne. If a republican government is adopted, there will be no contention. For these three reasons, I have decided for the republican form of government in order to realize the principle of democracy.
My second decision is that a constitution must be adopted to ensure good government. The true meaning of constitutionalism was discovered by Montesquieu. The threefold separation of the legislative, judicial, and executive powers as advocated by him was accepted in every constitutional country in Europe. On a tour of Europe and America I made a close study of their governments and laws and took note of their shortcomings as well as their advantages. The shortcomings of election, for instance, are not incurable. In the past China had two significant systems of examination and censoring and they can be of avail where the Western system of government and law falls short. I therefore advocate that the examinative and censorial powers should be placed on the same level with legislative, judicial and executive, thereby resulting in the five-fold separation of powers. On top of that, the system if the people's direct political powers should be adopted in order that the provision that the sovereign power is vested in the people may become a reality. In this way my principle of democracy may be carried out satisfactorily.
3. Principle of Livelihood.
With the invention of modern machines, the phenomenon of uneven distribution of wealth in the West has become all the more marked. Intensified by crosscurrents, economic revolution was flaring up more ferociously than political revolution. This situation was scarcely noticed by our fellow- countrymen thirty years ago. On my tour of Europe and America, I saw with my own eyes the instability of their economic structure and the deep concern of their leaders in groping for a solution. I felt that, although the disparity of wealth under our economic organization is not so great as in the West, the difference is only in degree, not in character. The situation will become more acute when the West extends its economic influence to China. We must form plans beforehand in order to cope with the situation. After comparing various schools of economic thought, I have come to the realization that the principle of state ownership is most profound, reliable and practical. Moreover, it will forestall in China difficulties which have already caused much
anxiety in the West. I have therefore decided to enforce the principle of the people's livelihood simultaneously with the principles of nationalism and democracy, with the hope to achieve our political objective and nip economic unrest in the bud.
To sum up, my revolutionary principles in a nutshell consist in the Three Principles of the People and the Five Power Constitution. Those who have a clear knowledge of the general tendency of the world and the conditions in China will agree that my views are practical and must be put in practice.
Questions for Analysis: What type of government and economy does Sun Yat-sen believe China should have? How does it blend foreign and indigenous ideas?
23. Benito Mussolini, from "The Political and Social Doctrine of Fascism"
Benito Mussolini (1883-1945) was born to a humble family in North Italy. As a young man, socialism defined his politics, but during World War I he served in the Italian Army and his views shifted away from the ideology of class conflict and towards strong nationalism although he did not give up his rejection of liberal democracy or belief in the need for direct action to achieve revolutionary goals. After 1919, he established the Fascist Party and promised swift action to deal with the country's economic problems and internal turmoil. A powerful speaker, Mussolini won followers with effective oratory and organized a militia of armed men to support his growing movement. In 1922, he and his followers marched to Rome and demanded Emmanuel II, King of Italy, appoint Mussolini prime minister. The move worked and Mussolini took power legally even though he and his fascist supporters proceeded to dismantle Italy's democracy and murder or intimidate their enemies. "The Political and Social Doctrine of Fascism" outlines Mussolini's vision of government and articulates the principles of fascism.
Source: Benito Mussolini, "The Political and Social Doctrine of Fascism", International Conciliation, 1935.
THE DOCTRINE OF FASCISM: "THIS WILL BE THE CENTURY OF THE STATE"
Fascism was not the nursling of a doctrine worked out beforehand with detailed elaboration; it was born of the need for action and it was itself from the beginning practical rather than theoretical; it was not merely another political party but, even in the first two years, in opposition to all political parties as such.. .If one were tore read...the report of the meeting in which the Fasci Italiani di Combattimento [Italian Bands of Combat] were constituted, one would there find no ordered expression of doctrine, but a series of aphorisms, anticipations, and aspirations which, when refined by time from the original ore, were destined after some years to develop into an ordered series of doctrinal concepts, forming the Fascists' political doctrine-different from all others either of the past or the present day...
We want to accustom the working-class to real and effectual leadership, and also to convince them that it is no easy thing to direct an industry or a commercial enterprise successfully... We shall combat every retrograde idea, technical or spiritual. .. When the succession to the seat of government is open, we must not be unwilling to fight for it. We must make haste; when the present regime breaks down, we must be ready at once to take its place. It is we who have the right to the succession, because it was we who forced the country into the War, and led her to victory...
The years which preceded the March to Rome were years of great difficulty, during which the necessity for action did not permit research of any complete elaboration of doctrine. The battle had to be fought in the towns and villages. There was much discussion, but-what was more important and more sacred-men died. They knew how to die. Doctrine, beautifully defined and carefully elucidated, with headlines and paragraphs, might be lacking; but there was to take its place something more decisive-Faith... But, since there was inevitably some lack of system, the adversaries of Fascism have disingenuously denied that it had any capacity to produce a
doctrine of its own, though that doctrine was growing and taking shape under their very eyes...in the laws and institutions of the regime as enacted successively in the years 1926, 1927 and 1928...
Above all, Fascism, the more it considers and observes the future and the development of humanity quite apart from political considerations of the moment, believes neither in the possibility nor the utility of perpetual peace. It thus repudiates the doctrine of Pacifism-born of a renunciation of the struggle and an act of cowardice in the face of sacrifice. War alone brings up to its highest tension all human energy and puts the stamp of nobility upon the peoples who have the courage to meet it. All other trials are substitutes, which never really put men into the position where they have to make the great decision-the alternative of life or death. Thus a doctrine which is founded upon this harmful postulate of peace is hostile to Fascism ...This anti-pacifist spirit is carried by Fascism even in the life of the individual...The Fascist accepts life and loves it, knowing nothing of and despising suicide; he rather conceives of life as duty and struggle and conquest, life which would be high and full, lived for oneself, but above all for others-those who are at hand and those who are far distant contemporaries, and those who will come after...
Such a conception of life makes Fascism the complete opposite of that doctrine, the base of the so-called scientific and Marxian Socialism, the materialist conception of history; according to which the history of human civilization can be explained simply through the conflict of interests among the various social groups and by the change and development in the means and instruments of production. That the changes in the economic field...have their importance no one can deny; but that these factors are sufficient to explain the history of humanity excluding all others is an absurd delusion. Fascism now and always, believes in holiness and in heroism; that is to say, in actions influenced by no economic motive, direct or indirect...And above all Fascism denies that class war can be the preponderant force in the transformation of society...
After Socialism, Fascism combats the whole complex system of democratic ideology; and repudiates it, whether in its theoretical premises or in its practical application. Fascism denies that the majority, by the simple fact that it is a majority, can direct human society; it denies that numbers alone can govern by means of a periodical consultation, and it affirms the immutable, beneficial, and fruitful inequality of mankind, which can never be permanently leveled through the mere operation of a mechanical process such as universal suffrage. The democratic regime may be defined as from time to time giving the people the illusion of sovereignty, while the real effective sovereignty lies in the hands of other concealed and irresponsible forces. Democracy is a regime nominally without a king, but it is ruled by many kings-more absolute, tyrannical, and ruinous than one sole king, even though a tyrant ...
Political doctrines pass, but humanity remains; and it may rather be expected that this will be a century of Fascism. For if the nineteenth century was the century of individualism (Liberalism always signifying individualism) it may be expected that this will be the century of collectivism, and hence the century of the State...
The foundation of Fascism is the conception of the State. Fascism conceives of the State as an absolute, in comparison with which all individuals or groups are relative, only to be conceived of in their relation to the State...
The Fascist State has drawn into itself even the economic activities of the nation, and through the corporative social and educational institutions created by it, its influence reaches every aspect of the national life and includes, framed in their respective organizations, all the political, economic and spiritual forces of the nation. A State which reposes upon the support of millions of individuals who recognize its authority, are continually conscious of its power and are ready at once to serve it, is not the old tyrannical State of the medieval lord nor has it anything in common with the absolute governments either before or after 1789. The individual in the Fascist State is not annulled but rather multiplied, just in the same way that a soldier in a regiment is not diminished but rather increased by the number of his comrades. The Fascist State organizes the nation, but leaves a sufficient margin of liberty to the individual; the latter is deprived of all useless and possibly harmful freedom, but retains what is essential. ..
The Fascist State is an embodied will to power and government; the Roman tradition is here an ideal of force in action. According to Fascism, government is not so much a thing to be expressed in territorial or military terms as in terms of morality and the spirit. It must be thought of as an empire-that is to say, a nation which directly or indirectly rules other nations, without the need for conquering a single square yard of territory. For Fascism, the growth of empire, that is to say the expansion of the nation, is an essential manifestation of vitality, and its opposite a sign of decadence. Peoples which are rising, or rising again after a period of decadence, are always imperialist: any renunciation is a sign of decay and of death.
Fascism is the doctrine best adapted to represent the tendencies and the aspirations of a people, like the people of Italy, who are rising again after many centuries of abasement and foreign servitude. But empire demands discipline, the coordination of all forces and a deeply felt sense of duty and sacrifice...for never before has the nation [Italy] stood more in need of authority, of direction, and of order. If every age has its own characteristic doctrine, there are a thousand signs which point to Fascism as the characteristic doctrine of our time. For if a doctrine must be a living thing, this is proved by the fact that Fascism has created a living faith; and that this faith is very powerful in the minds of men, is demonstrated by those who have suffered and died for it.
Questions for Analysis: Why is Benito Mussolini so critical of socialism (Marxism) and democracy? Why does he say warfare is an important requirement for the fascist state?
24. Adolf Hitler, Excerpt from Mein Kampf, 1923
Adolf Hitler (1889-1945 CE) is one of the great villains of modern history and personally responsible for the death of millions. Born in Vienna Austria, Hitler joined the German Army during World War I and performed bravely. After the war Hitler tried, unsuccessfully, to overthrow the newly established Weimar Republic (1919-1933). While in serving a prison term for treason, Hitler wrote Mein Kampf (My Struggle). The book outlines his theory of government, his racist and anti-Semitic ideas, and his plans for the conquest of eastern Europe. In this selection, Hitler justifies his views on race using pseudoscience. The term Aryan is refers to a supposedly pure Germanic group that possesses idealistic qualities and great genius. Hitler took his own life in 1945 rather than surrender to invading armies.
Source: Ralph Manheim, trans., Adolf Hitler, Mein Kampf, Houghton Mifflin Company, 1943.
XI. Nation and Race
Every animal mates only with a member of the same species. The titmouse seeks the titmouse, the finch the finch, the stork the stork, the field mouse the field mouse, the dormouse the dormouse, the wolf the she-wolf, etc.
Only unusual circumstances can change this, primarily the compulsion of captivity or any other cause that makes it impossible to mate within the same species. But then Nature begins to resist this with all possible means, and her most visible protest consists either in refusing further capacity for propagation to bastards or in limiting the fertility of later offspring; in most cases, however, she takes away the power of resistance to disease or hostile attacks.
This is only too natural.
Any crossing of two beings not at exactly the same level produces a medium between the level of the two parents. This means: the offspring will probably stand higher than the racially lower parent, but not as high as the higher one. Consequently, it will later succumb in the struggle against the higher level. Such mating is contrary to the will of Nature for a higher breeding of all life. The precondition for this does not lie in associating superior and inferior, but in the total victory of the former. The stronger must dominate and not blend with the weaker, thus sacrificing his own greatness. Only the born weakling can view this as cruel, but he after all is only a weak and limited man; for if this law did not prevail, any conceivable higher development of organic living beings would be unthinkable.
The consequence of this racial purity, universally valid in Nature, is not only the sharp outward delimitation of the various races, but their uniform character in themselves. The fox is always a fox, the goose a goose, the tiger a tiger, etc., and the difference can lie at most in the varying measure of force, strength, intelligence, dexterity, endurance, etc., of the individual specimens. But you will never find a fox who in his inner attitude might, for example, show humanitarian tendencies toward geese, as similarly there is no cat with a friendly inclination toward mice.
Therefore, here, too, the struggle among themselves arises less from inner aversion than from hunger and love. In both cases, Nature looks on calmly, with satisfaction, in fact. In the struggle for daily bread all those who are weak and sickly or less determined succumb, while the struggle of the males for the female grants the right or opportunity to propagate only to the healthiest. And struggle is always a means for improving a species' health and power of resistance and, therefore, a cause of its higher development.
If the process were different, all further and higher development would cease and the opposite would occur. For, since the inferior always predominates numerically over the best, if both had the same possibility of preserving life and propagating, the inferior would multiply so much more rapidly that in the end the best would inevitably be driven into the background, unless a correction of this state of affairs were undertaken. Nature does just this by subjecting the weaker part to such severe living conditions that by them alone the number is limited, and by not permitting the remainder to increase promiscuously, but making a new and ruthless choice according to strength and health.
No more than Nature desires the mating of weaker with stronger individuals, even less does she desire the blending of a higher with a lower race, since, if she did, her whole work of higher breeding, over perhaps hundreds of thousands of years, might be ruined with one blow.
Historical experience offers countless proofs of this. It shows with terrifying clarity that in every mingling of Aryan blood with that of lower peoples the result was the end of the cultured people. North America, whose population consists in by far the largest part of Germanic elements who mixed but little with the lower colored peoples, shows a different humanity and culture from Central and South America, where the predominantly Latin immigrants often mixed with the aborigines on a large scale. By this one example, we can clearly and distinctly recognize the effect of racial mixture. The Germanic inhabitant of the American continent, who has remained racially pure and unmixed, rose to be master of the continent; he will remain the master as long as he does fall a victim to defilement of the blood. The result of all racial crossing is therefore in brief always the following:
(a) Lowering of the level of the higher race.
(b) Physical and intellectual regression and hence the beginning of a slowly but surely progressing sickness.
To bring about such a development is, then, nothing else but to sin against the will of the eternal creator... Everything we admire on this earth today-science and art, technology and inventions-is only the creative product of a few peoples and originally perhaps of one race. On them depends the existence of this whole culture. If they perish, the beauty of this earth will sink into the grave with them.
However much the soil, for example, can influence men, the result of the influence will always be different depending on the races in question. The low fertility of a living space may spur the one race to the highest achievements; in others it will only be the cause of bitterest poverty and final undernourishment with all its consequences. The inner nature of peoples is always determining for the manner in which outward influences will be effective. What leads the one to starvation trains the other to hard work. All great cultures of the past perished only because the originally creative race died out from blood poisoning. The ultimate cause of such a decline was their forgetting that all culture depends on men and not conversely; hence that to preserve a certain culture the man who creates it must be preserved. This preservation is bound up with the rigid law of necessity and the right to victory of the best and stronger in this world.
Those who want to live, let them fight, and those who do not want to fight in this world of eternal struggle do not deserve to live.
Even if this were hard-that is how it is! Assuredly, however, by far the harder fate is that which strikes the man who thinks he can overcome Nature, but in the last analysis only mocks her. Distress, misfortune, and diseases are her answer.
The man who misjudges and disregards the racial laws actually forfeits the happiness that seems destined to be his. He thwarts the triumphal march of the best race and hence also the precondition for all human progress, and remains, in consequence, burdened with all the sensibility of man, in the animal realm of helpless misery.
It is idle to argue which race or races were the original representative of human culture and hence the real founders of all that we sum up under the word "humanity." It is simpler to raise this question with regard to the present, and here an easy, clear answer results. All the human culture, all the results of art, science, and technology that we see before us today, are almost exclusively the creative product of the Aryan. This very fact admits of the not unfounded inference that he alone was the founder of all higher humanity, therefore representing the prototype of all that we understand by the word "man." He is the Prometheus of mankind from whose bright forehead the divine spark of genius has sprung at all times, forever kindling anew that fire of knowledge which illumined the night of silent mysteries and thus caused man to climb the path to mastery over the other beings of this earth. Exclude him-and perhaps after a thousand years darkness will again descend on the earth, human culture will pass, and the world tum to a desert.
If we were to divide mankind into three groups, the founders of culture, the bearers of culture, the destroyers of culture, only the Aryan could be considered as the representative of the first group. From him originate the foundations and walls of all human creation, and only the outward form and color are determined by the changing traits of character of the various peoples. He provides the mightiest building stones and plans for all human progress and only the execution corresponds to the nature of the varying men and races...
The question of the inner causes of the Aryan's importance can be answered to the effect that they are to be sought less in a natural instinct of self-preservation than in the special type of its expression. The will to live, subjectively viewed, is everywhere equal and different only in the form of its actual expression. In the most primitive living creatures the instinct of self-preservation does not go beyond concern for their own ego. Egoism, as we designate this urge, goes so far that it even embraces time; the moment itself claims everything, granting nothing to the coming hours. In this condition the animal lives only for himself, seeks food only for his present hunger, and fights only for his own life. As long as the instinct of self-preservation expresses itself in this way, every basis is lacking for the formation of a group, even the most primitive form of family. Even a community between male and female, beyond pure mating, demands an extension of the instinct of self preservation, since concern and struggle for the ego are now directed toward the second party; the male sometimes seeks food for the female, too, but for the most part both seek nourishment for the young. Nearly always one comes to the defense of the other, and thus the first, though infinitely simple, forms of a sense of sacrifice result. As soon as this sense extends beyond the narrow limits of the family, the basis for the formation of larger organisms and finally formal states is created.
In the lowest peoples of the earth this quality is present only to a very slight extent, so that often they do not go beyond the formation of the family. The greater the readiness to subordinate purely personal interests, the higher rises the ability to establish comprehensive communities.
This self-sacrificing will to give one's personal labor and if necessary one's own life for others is most strongly developed in the Aryan. The Aryan is not greatest in his mental qualities as such, but in the extent of his willingness to put all his abilities in the service of the community. In him the instinct of self-preservation has reached the noblest form, since he willingly subordinates his own ego to the life of the community and, if the hour demands, even sacrifices it.
Not in his intellectual gift lies the source of the Aryan's capacity for creating and building culture. If he had just this alone, he could only act destructively, in no case could he organize; for the innermost essence of all organization requires that the individual renounce putting forward his personal opinion and interests and sacrifice both in favor of a larger group. Only by way of this general community does he again recover his share. Now, for example, he no longer works directly for himself, but with his activity articulates himself with the community, not only for his own advantage, but for the advantage of all. The most wonderful elucidation of this attitude is provided by his word "work," by which he does not mean an activity for maintaining life in itself, but exclusively a creative effort that does not conflict with the interests of the community. Otherwise he designates human activity, in so far as it serves the instinct of self-preservation without consideration for his fellow men, as theft, usury, robbery, burglary, etc.
This state of mind, which subordinates the interests in the ego to the conservation of the community, is really the first premise for every truly human culture. From it alone can arise all the great works of mankind, which bring the founder little reward, but the richest blessings to posterity. Yes, from it alone can we understand how so many are able to bear up faithfully under a scanty life which imposes on them nothing but poverty and frugality, but gives the community the foundation of its existence. Every worker, every peasant, every inventor, official, etc., who works without ever being able to achieve any happiness or prosperity for himself, is a representative of his lofty idea, even if the deeper meaning of his activity remains hidden in him.
What applies to work as the foundation of human sustenance and all human progress is true to an even greater degree for the defense of man and his culture. In giving one's own life for the existence of the community lies the crown of all sense of sacrifice. It is this alone that prevents what human hands have built from being overthrown by human hands or destroyed by Nature.
Our own German language possesses a word which magnificently designates this kind of activity: Pflichterfollung [fulfillment of duty]; it means not to be self-sufficient but to serve the community.
The basic attitude from which such activity arises, we call to distinguish it from egoism and selfishness idealism. By this we understand only the individual's capacity to make sacrifices for the community, for his fellow men.
How necessary it is to keep realizing that idealism does not represent a superfluous expression of emotion, but that in truth it has been, is, and will be, the premise for what we designate as human culture, yes, that it alone created the concept of "man."It is to this inner attitude that the Aryan owes his position in this world, and to it the world owes man; for it alone formed from pure spirit the creative force which, by a unique pairing of the brutal fist and the intellectual genius, created the monuments of human culture.
Without his idealistic attitude all, even the most dazzling faculties of the intellect, would remain mere intellect as such-outward appearance without inner value, and never creative force.
But, since true idealism is nothing but the subordination of the interests and life of the individual to the community, and this in turn is the precondition for the creation of organizational forms of all kinds, it corresponds in its innermost depths to the ultimate will of Nature. It alone leads men to voluntary recognition of the privilege of force and strength, and thus makes them into a dust particle of that order which shapes and forms the whole universe.
The purest idealism is unconsciously equivalent to the deepest knowledge.
How correct this is, and how little true idealism has to do with playful flights of the imagination, can be seen at once if we let the unspoiled child, a healthy boy, for example, judge. The same boy who feels like throwing up when he hears the tirades of a pacifist "idealist" is ready to give his young life for the ideal of his nationality.
Here the instinct of knowledge unconsciously obeys the deeper necessity of the preservation of the species, if necessary at the cost of the individual, and protests against the visions of the pacifist windbag who in reality is nothing but a cowardly, though camouflaged, egoist, transgressing the laws of development; for development
requires willingness on the part of the individual to sacrifice himself for the community, and not the sickly imaginings of cowardly know-it-ails and critics of Nature.
Especially, therefore, at times when the ideal attitude threatens to disappear, we can at once recognize a diminution of that force which forms the community and thus creates the premises of culture. As soon as egoism becomes the ruler of a people, the bands of order are loosened and in the chase after their own happiness men fall from heaven into a real hell.
Yes, even posterity forgets the men who have only served their own advantage and praises the heroes who have renounced their own happiness.
The mightiest counterpart to the Aryan is represented by the Jew. In hardly any people in the world is the instinct of self-preservation developed more strongly than in the so-called "chosen." Of this, the mere fact of the survival of this race may be considered the best proof. Where is the people which in the last two thousand years has been exposed to so slight changes of inner disposition, character, etc., as the Jewish people? What people, finally, has gone through greater upheavals than this one-and nevertheless issued from the mightiest catastrophes of mankind unchanged? What an infinitely tough will to live and preserve the species speaks from these facts!
The mental qualities of the Jew have been schooled in the course of many centuries. Today he passes as "smart," and this in a certain sense he has been at all times. But his intelligence is not the result of his own development, but of visual instruction through foreigners. For the human mind cannot climb to the top without steps; for every step upward he needs the foundation of the past, and this in the comprehensive sense in which it can be revealed only in general culture. All thinking is based only in small part on man's own knowledge, and mostly on the experience of the time that has preceded. The general cultural level provides the individual man, without his noticing it as a rule, with such a profusion of preliminary knowledge that, thus armed, he can more easily take further steps of his own. The boy of today, for example, grows up among a truly vast number of technical acquisitions of the last centuries, so that he takes for granted and no longer pays attention to much that a hundred years ago was a riddle to even the greatest minds, although for following and understanding our progress in the field in question it is of decisive importance to him. If a very genius from the twenties of the past century should suddenly leave his grave today, it would be harder for him even intellectually to find his way in the present era than for an average boy of fifteen today. For he would lack all the infinite preliminary education which our present contemporary unconsciously, so to speak, assimilates while growing up amidst the manifestation of our present general civilization.
Since the Jew-for reasons which will at once become apparent-was never in possession of a culture of his own, the foundations of his intellectual work were always provided by others. His intellect at all times developed through the cultural world surrounding him.
The reverse process never took place.
For if the Jewish people's instinct of self-preservation is not smaller but larger than that of other peoples, if his intellectual faculties can easily arouse the impression that they are equal to the intellectual gifts of other races, he lacks completely the most essential requirement for a cultured people, the idealistic attitude.
In the Jewish people the will to self-sacrifice does not go beyond the individual's naked instinct of self preservation. Their apparently great sense of solidarity is based on the very primitive herd instinct that is seen in many other living creatures in this world. It is a noteworthy fact that the herd instinct leads to mutual support only as long as a common danger makes this seem useful or inevitable. The same pack of wolves which has just fallen on its prey together disintegrates when hunger abates into its individual beasts. The same is true of horses which try to defend themselves against an assailant in a body, but scatter again as soon as the danger is past.
It is similar with the Jew. His sense of sacrifice is only apparent. It exists only as long as the existence of the individual makes it absolutely necessary. However, as soon as the common enemy is conquered, the danger threatening all averted and the booty hidden, the apparent harmony of the Jews among themselves ceases, again
making way for their old causal tendencies. The Jew is only united when a common danger forces him to be or a common booty entices him; if these two grounds are lacking, the qualities of the crassest egoism come into their own, and in the twinkling of an eye the united people turns into a horde of rats, fighting bloodily among themselves.
If the Jews were alone in this world, they would stifle in filth and offal; they would try to get ahead of one another in hate-filled struggle and exterminate one another, in so far as the absolute absence of all sense of self sacrifice, expressing itself in their cowardice, did not turn battle into comedy here too.
So it is absolutely wrong to infer any ideal sense of sacrifice in the Jews from the fact that they stand together in struggle, or, better expressed, in the plundering of their fellow men. Here again the Jew is led by nothing but the naked egoism of the individual.
That is why the Jewish state-which should be the living organism for preserving and increasing a race-is completely unlimited as to territory. For a state formation to have a definite spatial setting always pre-supposes an idealistic attitude on the part of the state-race, and especially a correct interpretation of the concept of work. In the exact measure in which this attitude is lacking any attempt at forming, even of preserving, a spatially delimited state fails. And thus the basis on which alone culture can arise is lacking.
Hence the Jewish people, despite all apparent intellectual qualities, is without any true culture, and especially without any true culture of its own. For what sham culture the Jew today possesses is the property of other peoples, and for the most part it is ruined in his hands.
In judging the Jewish people's attitude on the question of human culture, the most essential characteristic we must always bear in mind is that there has never been a Jewish art and accordingly there is none today either; that above all the two queens of all the arts, architecture and music, owe nothing original to the Jews. What they do accomplish in the field of art is either patchwork or intellectual theft. Thus, the Jews lack those qualities which distinguish the races that are creative and hence culturally blessed.
To what an extent the Jew takes over foreign culture, imitating or rather ruining it, can be seen from the fact that he is mostly found in the art which seems to require the least original invention, the art of acting. But even here, in reality, he is only a "juggler," or rather an ape; for even here he lacks the last touch that is required for real greatness; even here he is not the creative genius, but a superficial imitator, and all the twists and tricks that he uses are powerless to conceal the inner lifelessness of his creative gift. Here the Jewish press most lovingly helps him along by raising such a roar of hosannahs about even the most mediocre bungler, just so long as he is a Jew, that the rest of the world actually ends up by thinking that they have an artist before them, while in truth it is only a pitiful comedian.
No, the Jew possesses no culture-creating force of any sort, since the idealism, without which there is no true higher development of man, is not present in him and never was present. Hence his intellect will never have a constructive effect, but will be destructive, and in very rare cases perhaps will at most be stimulating, but then as the prototype of the "force which always wants evil and nevertheless creates good."2 Not through him does any progress of mankind occur, but in spite of him.
Questions for Analsys: How does Hitler justify his racist views? What attributes do "Aryans" possess, according to Hitler?
25. Japanese Total War Research Institute, Plan for the Greater East Asian Co-Prosperity Sphere, 1942
The Japanese embarked on a period of imperialistic expansion after the Meiji Restoration in 1868. With the hope of becoming a world power, comparable to those in the West, they realized that they needed vast material resources, which their small islands could not provide. Between 1895 and 1905 Japan acquired Taiwan and Korea after defeating
imperial powers China and Russia in major military confrontations. Japan took control of German colonies in Asia during World War I. Japan also saw the war as an opportunity to dominate China itself. In 1915 she presented the Chinese with a set of 'Twenty-one Demands," which, had they been granted, would virtually have converted China into a colony of Japan. Although the new republican government of China was able to resist the most sweeping of these demands, Japan did gain some important economic concessions from it. Finally, in 1931, Japan launched a large-scale invasion of China's mainland, conquering Manchuria. This led to further incursions in China, notably a bloody conquer of Nanking in 1937. By 1941 the Japanese had concluded that they needed to eliminate any possibility of American intervention in the war. This they (mistakenly) believed they could do by the destruction of the United States Pacific fleet; hence the surprise attack on Pearl Harbor, which precipitated the American war against Japan. Outside of Japan little was known directly of the extent of her imperial ambitions. Only at the end of the war were documents uncovered revealing her long-range goals. One of the most important of these was a secret plan, prepared at the beginning of 1942 for the Japanese government by the Total War Research Institute. The product of this plan was to be called "The Greater East Asia Co-Prosperity Sphere."
Source: Theodore De Bary, ed., Sources of the Japanese Tradition
Plan for Establishment of Greater East Asia Co-Prosperity Sphere
PART I. OUTLINE OF CONSTRUCTION
...The Plan. The Japanese empire is a manifestation of morality and its special characteristic is the propagation of the Imperial Way. It strives but for the achievement of Hakko Ichiu, the spirit of its founding...It is necessary to foster the increased power of the empire, to cause East Asia to return to its original form of independence and coprosperity by shaking ofithe yoke of Europe and America, and to let its countries and peoples develop their respective abilities in peaceful cooperation and secure livelihood.
The Form of East Asiatic Independence and Co-Prosperity.
The states, their citizens, and resources, comprised in those areas pertaining to the Pacific, Central Asia, and the Indian Oceans formed into one general union are to be established as an autonomous zone of peaceful living and common prosperity on behalf of the peoples of the nations of East Asia. The area including Japan, Manchuria, North China, lower Yangtze River, and the Russian Maritime Province, forms the nucleus of the East Asiatic Union. The Japanese empire possesses a duty as the leader of the East Asiatic Union.
The above purpose presupposes the inevitable emancipation or independence of Eastern Siberia, China, Indo China, the South Seas, Australia, and India.
Regional Division in the East Asiatic Union and the National Defense Sphere for the Japanese Empire.
In the Union of East Asia, the Japanese empire is at once the stabilizing power and the leading influence. To enable the empire actually to become the central influence in East Asia, the first necessity is the consolidation of the inner belt of East Asia; and the East Asiatic Sphere shall be divided as follows for this purpose: The Inner Sphere-the vital sphere for the empire-includes Japan, Manchuria, North China, the lower Yangtze Area and the Russian Maritime area. The Smaller Co-Prosperity Sphere-the smaller self-supplying sphere of East Asia-includes the inner sphere plus Eastern Siberia, China, Indo-China and the South Seas. The Greater Co-Prosperity Spherethe larger self-supplying sphere of East Asia-includes the smaller co-prosperity sphere, plus Australia, India, and island groups in the Pacific...
For the present, the smaller co-prosperity sphere shall be the zone in which the construction of East Asia and the stabilization of national defense are to be aimed at. After their completion there shall be a gradual expansion toward the construction of the Greater Co-Prosperity Sphere.
Outline of East Asiatic Administration.
It is intended that the unification of Japan, Manchoukuo, and China in neighborly friendship be realized by the settlement of the Sino-Japanese problems through the crushing of hostile influences in the Chinese interior, and through the construction of a new China in tune with the rapid construction of the Inner Sphere. Aggressive American and British influences in East Asia shall be driven out of the area of Indo-China and the South Seas, and this area shall be brought into our defense sphere. The war with Britain and America shall be prosecuted for that purpose.
The Russian aggressive influence in East Asia will be driven out. Eastern Siberia shall be cut off from the Soviet regime and included in our defense sphere. For this purpose, a war with the Soviets is expected. It is considered possible that this Northern problem may break out before the general settlement of the present Sino Japanese and the Southern problems if the situation renders this unavoidable. Next the independence of Australia, India, etc. shall gradually be brought about. For this purpose, a recurrence of war with Britain and her allies is expected. The construction of a Greater Mongolian State is expected during the above phase. The construction of the Smaller Co-Prosperity Sphere is expected to require at least twenty years from the present time.
The Building of the National Strength.
Since the Japanese empire is the center and pioneer of Oriental moral and cultural reconstruction, the officials and people of this country must return to the spirit of the Orient and acquire a thorough understanding of the spirit of the national moral character.
In the economic construction of the country, Japanese and Manchurian national power shall first be consolidated, then the unification of Japan, Manchoukuo and China, shall be effected...Thus a central industry will be constructed in East Asia, and the necessary relations established with the Southern Seas.
The standard for the construction of the national power and its military force, so as to meet the various situations that might affect the stages of East Asiatic administration and the national defense sphere, shall be so set as to be capable of driving off any British, American, Soviet or Chinese counter influences in the future.
CHAPTER 3. POLITICAL CONSTRUCTION Basic Plan.
The realization of the great ideal of constructing Greater East Asia Co-Prosperity requires not only the complete prosecution of the current Greater East Asia War but also presupposes another great war in the future. Therefore, the following two points must be made the primary starting points for the political construction of East Asia during the course of the next twenty years: 1) Preparation for war with the other spheres of the world; and 2) Unification and construction of the East Asia Smaller Co-Prosperity Sphere.
The following are the basic principles for the political construction of East Asia, when the above two points are taken into consideration:
a. The politically dominant influence of European and American countries in the Smaller Co-Prosperity Sphere shall be gradually driven out and the area shall enjoy its liberation from the shackles hitherto forced upon it.
b. The desires of the peoples in the sphere for their independence shall be respected and endeavors shall be made for their fulfillment, but proper and suitable forms of government shall be decided for them in consideration of military and economic requirements and of the historical, political and cultural elements peculiar to each area. It must also be noted that the independence of various peoples of East Asia should be based upon the idea of constructing East Asia as "independent countries existing within the New Order of East Asia" and that this conception differs from an independence based on the idea of liberalism and national self-determination.
c. During the course of construction, military unification is deemed particularly important, and the military zones and key points necessary for defense shall be directly or indirectly under the control of our country.
d. The peoples of the sphere shall obtain their proper positions, the unity of the people's minds shall be effected and the unification of the sphere shall be realized with the empire as its center...
CHAPTER 4. THOUGHT AND CULTURAL CONSTRUCTION General Aim in Thought
The ultimate aim in thought construction in East Asia is to make East Asiatic peoples revere the imperial influence by propagating the Imperial Way based on the spirit of construction, and to establish the belief that uniting solely under this influence is the one and only way to the eternal growth and development of East Asia.
And during the next twenty years (the period during which the above ideal is to be reached) it is necessary to make the nations and peoples of East Asia realize the historical significance of the establishment of the New Order in East Asia, and in the common consciousness of East Asiatic unity, to liberate East Asia from the shackles of Europe and America and to establish the common conviction of constructing a New Order based on East Asiatic morality.
Occidental individualism and materialism shall be rejected and a moral world view, the basic principle of whose morality shall be the Imperial Way, shall be established. The ultimate object to be achieved is not exploitation but co-prosperity and mutual help, not competitive conflict but mutual assistance and mild peace, not a formal view of equality but a view of order based on righteous classification, not an idea of rights but an idea of service, and not several world views but one unified world view.
General Aim in Culture.
The essence of the traditional culture of the Orient shall be developed and manifested. And, casting off the negative and conservative cultural characteristics of the continents (India and China) on the one hand, and taking in the good points of Western culture on the other, an Oriental culture and morality, on a grand scale and subtly refined, shall be created.
Questions for Analysis: What is the Greater East Asia Co-Prosperity Sphere? Were Japanese imperialist goals different from the goals of nineteenth century European imperialism? If so, how are they different?
26. Joseph Stalin, excerpts from the "Soviet Victory" Speech, 1946
The term "Cold War" describes the long period of tension between the United States and its allies and the Soviet Union and its allies in the immediate aftermath of World War II. In 1946, each side was competing for influence in Europe through propaganda and troop placement. In a famous speech, Soviet leader Joseph Stalin explained why the Soviet system was superior to the western systems of government. A month later, Winston Churchill, who had directed the British war effort, gave a famous speech in Missouri that warned the West of Soviet desire for conquest in his famous "Iron Curtain" speech.
Source: "The Soviet Victory," from Embassy of the U.S.S.R., speech delivered by J. V. Stalin at a Meeting of Voters of the Stalin Electoral Area of Moscow (Washington, DC: Government Printing Office, 1946).
It would be wrong to believe that the Second World War broke out accidentally or as a result of the mistakes of some or other statesmen, though mistakes certainly were made. In reality, the war broke out as an inevitable result of the development of world economic and political forces on the basis of modern monopoly capitalism.
Marxists have stated more than once that the capitalist system of world economy conceals in itself the elements of general crisis and military clashes, that in view of this in our time the development of world capitalism takes place not as a smooth and even advance but through crises and war catastrophes.
The reason is that the unevenness of the development of capitalist countries usually results, as time passes, in an abrupt disruption of the equilibrium within the world system of capitalism, and that a group of capitalist countries which believes itself to be less supplied with raw materials and markets usually attempts to alter the situation and re-divide the "spheres of influence" in its own favour by means of armed force...
This results in the splitting of the capitalist world into two hostile camps and in war between them. Perhaps the catastrophes of war could be avoided if there existed the possibility of re-distributing periodically raw materials and markets among the countries in accordance with their economic weight by means of adopting coordinated and peaceful decisions. This, however, cannot be accomplished under present capitalist conditions of the development of world economy...
As to our country, for her the war was the severest and hardest of all the wars our Motherland has ever experienced in her history. But the war was not only a curse. It was at the same time a great school in which all the forces of the people were tried and tested. The war laid bare all the facts and events in the rear and at the front, it mercilessly tore off all the veils and covers which had concealed the true faces of States, governments, and parties, and placed them on the stage without masks, without embellishments, with all their shortcomings and virtues.
And so, what are the results of the war?...
Our victory means, in the first place, that our Soviet social system has won, that the Soviet social system successfully withstood the trial in the flames of war and proved its perfect viability. It is well known that the foreign press more than once asserted that the Soviet social system is a "risky experiment" doomed to failure, that the Soviet system is a "house of cards," without any roots in life, imposed upon the people by the organs of the "Cheka" [secret police], that a slight push from outside would be enough to blow this "house of cards" to smithereens.
Now we can say that the war swept away all these assertions of the foreign press as groundless. The war has shown that the Soviet social system is a truly popular system, which has grown from the people and enjoys its powerful support, that the Soviet social system is a perfectly viable and stable form of organisation of society.
More than that, the point is now not whether the Soviet social system is viable or not, since after the objective lessons of the war no single skeptic now ventures to come out with doubts concerning the viability of the Soviet social system. The point now is that the Soviet social system has proved more viable and stable than a non-Soviet social system, that the Soviet social system is a better form of organisation of society than any non-Soviet social system.
Questions for Analysis: What did Stalin mean in his speech of February 1946 by the phrase "Soviet victory"?
27. Harry S Truman, The Truman Doctrine, 1947
In the first months of 1946, President Truman received urgent requests from the Greek government for economic assistance, which, it was hoped, would put an end to the chaos and strife hindering its recovery from the war. Hoping to forestall Communist dissidents who were threatening the stability of the government, Truman appealed to Congress to appropriate such financial assistance. He also asked for military as well as economic aid for Turkey. The controversial Truman Doctrine, as it came to be called, committed the United States to an active policy of promoting ideological divisions between it and the Soviet Union and further escalated Cold War tensions. The Marshall Plan of 1947, which advocated the rebuilding of West Germany after the war, is an example of this policy of Soviet containment.
Source: Harry S. Truman, "The Truman Doctrine," in Public Papers of the President, 1947 (Washington, DC: Government Printing Office, 1963), pp. 177-180.
To ensure the peaceful development of nations, free from coercion, the United States has taken a leading part in establishing the United Nations. The United Nations is designed to make possible lasting freedom and independence for all its members. We shall not realize our objectives, however, unless we are willing to help free peoples to maintain their free institutions and their national integrity against aggressive movements that seek to impose upon them totalitarian regimes. This is no more than a frank recognition that totalitarian regimes imposed upon free peoples, by direct or indirect aggression, undermine the foundations of international peace and hence the security of the United States.
The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them against their will. The Government of the United States has made frequent protests against coercion and intimidation, in violation of the Yalta agreement, in Poland, Rumania, and Bulgaria. I must also state that in a number of other countries there have been similar developments.
At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one.
One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression.
The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio, fixed elections, and the suppression of personal freedoms.
I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destinies in their own way. I believe that our help should be primarily through economic and financial aid which is essential to economic stability and orderly political processes.
The world is not static, and the status quo is not sacred. But we cannot allow changes in the status quo in violation of the Charter of United Nations by such methods as coercion, or by such subterfuges as political infiltration. In helping free and independent nations to maintain their freedom, the United States will be giving effect to the principles of the Charter of the United Nations...
The seeds of totalitarian regimes are nurtured by misery and want. They spread and grow in the evil soil of poverty and strife. They reach their full growth when the hope of a people for a better life has died. We must keep that hope alive. The free peoples of the world look to us for support in maintaining their freedoms.
If we falter in our leadership, we may endanger the peace of the world-and we shall surely endanger the welfare of this Nation. Great responsibilities have been placed upon us by the swift movement of events. I am confident that the Congress will face these responsibilities squarely.
Questions for Analysis: Why, according to Truman, are the vital security interests of the United States affected by events in Greece and Turkey, both faraway countries?
28. Nehru, "Why India is Non-Aligned", 1956
Jawaharlal Nehru (1889-1964) was a leader of the Indian National Congress and the first prime minister of India after independence from Great Britain in 1947. In this television and radio address, delivered in Washington, D.C. in 1956, Nehru discusses India's position on several political issues, including why they were "non-aligned." The non-aligned movement began in the 1950s, as a reaction against the Cold War and to address issues tied to de-colonization. Countries who were a part of this movement as non-aligned nations refused to ally with either of the two superpowers: the USSR and the US. The non-aligned nations, many of them newly independent from
Western colonization, hoped to assert some influence on peace and security in the face of the growing tensions of the Cold War. They also addressed issues of colonialism and self-determination, disarmament, the role of the UN in world politics, and unequal economic development.
Source: Jawaharlal Nehru, "Why India is Non-Aligned." Television and radio address, Washington, D.C., 18 December 1956; reprinted in Jawaharlal Nehru: An Anthology, ed. Sarvepalli Gopal (New York: Oxford University Press, 1980)
I speak of India because it is my country, and I have some right to speak for her. But many other countries in Asia tell the same story, for Asia today is resurgent, and these countries, which long lay under foreign yoke, have won back their independence and are fired by a new spirit and strive toward new ideals. To them, as to us, independence is as vital as the breath they take to sustain life, and colonialism in any form, or anywhere, is abhorrent.
The vast strides that technology has made have brought a new age, of which the United States of America is the leader. Today, the whole world is our neighbour and the old divisions of continents and countries matter less and less. Peace and freedom have become indivisible, and the world cannot continue for long partly free and partly subject. In this atomic age, peace has also become a test of human survival. Recently, we have witnessed two tragedies which have powerfully affected men and women all over the world. These are the tragedies in Egypt and Hungary. Our deeply felt sympathies must go out to those who have suffered or are suffering, and all of us must do our utmost to help them and to assist in solving these problems in a peaceful and constructive way. But even these tragedies have one hopeful aspect, for they have demonstrated that the most powerful countries cannot revert to old colonial methods, or impose their domination over weak countries. World opinion has shown that it can organize itself to resist such outrages. Perhaps, as an outcome of these tragedies, freedom will be enlarged and will have a more assured basis.
The preservation of peace forms the central aim of lndia's policy. It is in the pursuit of this policy that we have chosen the path of non-alignment in any military or like pact or alliance. Non-alignment does not mean passivity of mind or action, lack of faith or conviction. It does not mean submission to what we consider evil. It is a positive and dynamic approach to such problems that confront us. We believe that each country has not only the right to freedom, but also to decide its own policy and way of life. Only thus can true freedom flourish and a people grow according to their own genius. We believe, therefore, in non-aggression and non-interference by one country in the affairs of another, and the growth of tolerance between them and the capacity for peaceful coexistence. We think that, by the free exchange of ideas and trade and other contacts between nations, each will learn from the other, and truth will prevail. We, therefore, endeavour to maintain friendly relations with all countries-even though we may disagree with them in their policies or structure of government. We think that, by this approach, we can serve not only our country, but also the larger causes of peace and good fellowship in the world.
Through the centuries, India has preached and practised toleration and understanding, and has enriched human thought, art and literature, philosophy and religion. Her Sons journeyed far and wide, braving the perils of land and sea, not with thoughts of conquest or domination, but as messengers of peace or engaged in the commerce of ideas as well as of her beautiful products. During these millennia of history, India has experienced both good and ill but, throughout her checkered history, she has remembered the message of peace and tolerance. In our own time, this message was proclaimed by our great leader and master, Mahatma Gandhi, who led us to freedom by peaceful and yet effective action on a mass scale. Nine years ago, we won our independence through a bloodless revolution, in conditions of honour and dignity both to ourselves and to the erstwhile rulers of our country. We in India today arc children of this revolution and have been conditioned by it. Although your revolution in America took place long ago and the conditions were different here, you will appreciate the revolutionary spirit which we have inherited and which still governs our activities.
Having attained political freedom, we arc earnestly desirous of removing the many ills that our country suffers from, of eliminating poverty and raising the standards of our people, and giving them full and equal opportunities of growth and advancement.
India is supposed to be given to contemplation, and the American people have shown by their history that they possess great energy, dynamism and the passion to march ahead. Something of that contemplative spirit still remains in India. But, at the same time, the new India of today has also developed a certain dynamism and a passionate desire to raise the standards of her people. But with that desire is blended the wish to adhere to the moral and spiritual aspects of life. We are now engaged in a gigantic and exciting task of achieving rapid and large-scale economic development of our country. Such development, in an ancient and underdeveloped country such as India, is only possible with purposive planning. True to our democratic principles and traditions, we seek in free discussion and consultation, as well as in implementations the enthusiasm and the willing and active cooperation of our people. We completed our first Five-Year Plan eight months ago, and now we have begun, on a more ambitious scale, our second Five-Year Plan, which seeks a planned development in agriculture and industry, town and country, and between factory and small-scale and cottage production.
Questions for Analysis: According to Nehru why was non-alignment necessary and justified? How did Nehru frame his message to appeal to an American audience?
29. Gamal Abdel Nasser, Speech on the Suez Canal, 1956
Although officially independent in 1922, Egypt fell under the British sphere of influence until a revolution in 1952 deposed Egypt's King Farouk I (1920-1965), who was largely seen as a British puppet. A central figure in the revolution was Gamal Abdel Nasser (1918-1970), an army officer who became president of the newly-founded Republic of Egypt in 1954. In July 1956, following a successful British campaign to stop the United States from loaning Egypt money to build the Aswan High Dam, Nasser made the controversial move to nationalize the Suez Canal, with the goal of keeping the income generated by the canal in Egypt. The British responded harshly, insisting that a British-led international consortium would be better suited to administer the canal than the Egyptians, whose scientific and technical capabilities were questioned. In response, Nasser gave the following speech on September 15, 1956. Following a short-lived and ultimately unsuccessful attempt by Britain, France, and Israel to occupy the canal zone later in the Fall of 1956, Nasser emerged from the "Suez Crisis" with increased prestige as perhaps the most influential spokesman for Arab and Middle Eastern interests in a decolonizing world.
Source: U.S. Department of State, The Suez Canal Problem, 26 July- 22 September 1956, Publication No. 6392 (Washington D.C.: Government Printing Office, 1956), 345-51.
Speech by President Nasser of the United Arab Republic, September 15, 1956
In these decisive days in the history of mankind, these days in which truth struggles to have itself recognized in international chaos where powers of evil domination and imperialism have prevailed, Egypt stands firmly to preserve her sovereignty. Your country stands solidly and staunchly to preserve her dignity against imperialistic schemes of a number of nations who have uncovered their desires for domination and supremacy. In these days and in such circumstances Egypt has resolved to show the world that when small nations decide to preserve their sovereignty, they will do that all right and that when these small nations are fully determined to defend their rights and maintain their dignity, they will undoubtedly succeed in achieving their ends....
I am speaking in the name of every Egyptian Arab and in the name of all free countries and of all those who believe in liberty and are ready to defend it. I am speaking in the name of principles proclaimed by these countries in the Atlantic Charter. But they are now violating these principles and it has become our lot to shoulder the responsibility of reaffirming and establishing them anew....
We have tried by all possible means to cooperate with those countries which claim to assist smaller nations and which promised to collaborate with us but they demanded their fees in advance. This we refused so they started to fight with us. They said they will pay toward building the High Dam and then they withdrew their offer and cast
doubts on the Egyptian economy. Are we to declaim [disclaim?] our sovereign right? Egypt insists her sovereignty must remain intact and refuses to give up any part of that sovereignty for the sake of money.
Egypt nationalized the Egyptian Suez Canal Company. When Egypt granted the concession to de Lesseps it was stated in the concession between the Egyptian Government and the Egyptian company that the company of the Suez Canal is an Egyptian company subject to Egyptian authority. Egypt nationalized this Egyptian company and declared freedom of navigation will be preserved.
But the imperialists became angry. Britain and France said Egypt grabbed the Suez Canal as if it were part of France or Britain. The British Foreign Secretary forgot that only two years ago he signed an agreement stating the Suez Canal is an integral part of Egypt. Egypt declared she was ready to negotiate. But as soon as negotiations began threats and intimidations started....
Eden stated in the House of Commons there shall be no discrimination between states using the canal. We on our part reaffirm that and declare there is no discrimination between canal users. He also said Egypt shall not be allowed to succeed because that would spell success for Arab nationalism and would be against their policy, which aims at the protection of Israel.
Today they are speaking of a new association whose main objective would be to rob Egypt of the canal and deprive her of rightful canal dues. Suggestions made by Eden in the House of Commons which have been backed by France and the United States are a clear violation of the 1888 convention, since it is impossible to have two bodies organizing navigation in the canal. ...
By stating that by succeeding, Abdel Nasser would weaken Britain's stand against Arab nationalism, Eden is in fact admitting his real objective is not Abdel Nasser as such but rather to defeat Arab nationalism and crush its cause. Eden speaks and finds his own answer. A month ago he let out the cry that be was after Abdel Nasser. Today the Egyptian people are fully conscious of their sovereign rights and Arab nationalism is fully awakened to its new destiny....
Those who attack Egypt will never leave Egypt alive. We shall fight a regular war, a total war, a guerrilla war. Those who attack Egypt will soon realize they brought disaster upon themselves. He who attacks Egypt attacks tile whole Arab world. They say in their papers the whole thing will be over in forty-eight hours. They do not know how strong we really are.
We believe in international law. But we will never submit. We shall show the world bow a small country can stand in the face of great powers threatening with armed might. Egypt might be a small power but she is great inasmuch as she has faith in her power and convictions. I feel quite certain every Egyptian shares the same convictions as I do and believes in everything I am stressing now.
We shall defend our freedom and independence to the last drop of our blood. This is the stanch feeling of every Egyptian. The whole Arab nation will stand by us in our common fight against aggression and domination. Free peoples, too, people who are really free will stand by us and support us against the forces of tyranny.
Questions for Analysis: How does Nasser justify the nationalization of the Suez Canal and what measures is he prepared to use to ensure Egyptian sovereignty over the canal?
30. Frantz Fanon, excerpt from The Wretched of the Earth
Frantz Fanon was born in 1925 in Martinique, a French colony in the Caribbean. Coming from a middle-class family, Fanon initially conceived of himself as French, like many intellectuals from the colonies. At 18, Fanon left home to volunteer for the Free French Army, which fought to liberate France from Nazi occupation during World War II. Fanon stayed in France after the war to study medicine and psychiatry on scholarship. There, confronting a white majority and overt racism for the first time, he theorized about the very nature of colonization and how to achieve
'decolonization'. The Wretched of the Earth, first published 1961, is Frantz Fanon's most famous work, written during the Algerian struggle for independence from French colonial rule. As a psychiatrist, Fanon explored the psychological effect of colonization on the psyche of a nation as well as its broader implications for building a movement for decolonization.
Source: Frantz Fanon, The Wretched of the Earth, translator Constance Farrington (1961).
Chapter 1 Concerning Violence
The colonial world is a world cut in two. The dividing line, the frontiers are shown by barracks and police stations. In the colonies it is the policeman and the soldier who are the official, instituted go-betweens, the spokesmen of the settler and his rule of oppression.... In the colonial countries.... the policeman and the soldier, by their immediate presence and their frequent and direct action maintain contact with the native and advise him by means of rifle-butts and napalm not to budge. It is obvious here that the agents of government speak the language of pure force. The intermediary does not lighten the oppression, nor seek to hide the domination; he shows them up and puts them into practice with the clear conscience of an upholder of the peace; yet he is the bringer of violence into the home and into the mind of the native….
Non-violence is an attempt to settle the colonial problem around a green baize table, before any regrettable act has been performed or irreparable gesture made, before any blood has been shed. But if the masses, without waiting for the chairs to be arranged around the baize table, listen to their own voice and begin committing outrages and setting fire to buildings, the elites and the nationalist bourgeois parties will be seen rushing to the colonialists to exclaim ' This is very serious! We do not know how it will end; we must find a solution - some sort of compromise.'
This idea of compromise is very important in the phenomenon of decolonization, for it is very far from being a simple one. Compromise involves the colonial system and the young nationalist bourgeoisie at one and the same time.
The partisans of the colonial system discover that the masses may destroy everything. Blown-up bridges, ravaged farms, repressions and fighting harshly disrupt the economy. Compromise is equally attractive to the nationalist bourgeoisie, who since they are not clearly aware of the possible consequences of the rising storm, are genuinely afraid of being swept away by this huge hurricane and never stop saying to the settlers: ' we are still capable of stopping the slaughter; the masses still have confidence in us; act quickly if you do not want to put everything in jeopardy.'
But it so happens that for the colonized people this violence, because it constitutes their only work, invests their characters with positive and creative qualities. The practice of violence binds them together as a whole, since each individual forms a violent link in the great chain, a part of the great organism of violence which has surged upward in reaction to the settler's violence in the beginning. The groups recognize each other and the future nation is already indivisible. The armed struggle mobilizes the people; that is to say, it throws them in one way and in one direction.
The mobilization of the masses, when it arises out of the war of liberation, introduces into each man's consciousness the ideas of a common cause, of a national destiny, and of a collective history. In the same way the second phase, that of the building-up of the nation, is helped on by the existence of this cement which has been mixed with blood and anger. Thus we come to a fuller appreciation of the originality of the words used in these underdeveloped countries. During the colonial period the people are called upon to fight against oppression; after national liberation, they are called upon to fight against poverty, illiteracy, and underdevelopment. The struggle, they say, goes on. The people realize that life is an unending contest.
We have said that the native's violence unifies the people. By its very structure, colonialism is separatist and regionalist. Colonialism does not simply state the existence of tribes; it also reinforces it and separates them. The colonial system encourages chieftaincies and keeps alive the old Marabout confraternities. Violence is in action all inclusive and national. It follows that it is closely involved in the liquidation of regionalism and of tribalism. Thus the national parties show no pity at all toward the customary chiefs. Their destruction is the preliminary to the unification of the people.
At the level of individuals, violence is a cleansing force. It frees the native from his inferiority complex and from his despair and inaction; it makes him fearless and restores his self-respect. Even if the armed struggle has been symbolic and the nation is demobilized through a rapid movement of decolonization, the people have the time to see that the liberation has been the business of each and all and that the leader has no special merit.
Questions for Analysis: According to Fanon, why is it necessary for the masses to engage in violent acts against the colonial regime? What is the net effect of violent, popular resistance for the colonized?
31. Kwame Nkrumah, from I Speak of Freedom: A Statement of African Ideology
Kwame Nkrumah (1909-1972 CE) led the former British colony of the Gold Coast to become the independent country of Ghana in 1957. Until he was overthrown by a coup in 1966, Kwame Nkrumah was one of Africa's most influential leaders and great spokesman for pan-African unity.
Source: Kwame, Nkrumah, I Speak of Freedom: A Statement of African Ideology (New York: Praeger, 1961)
For centuries, Europeans dominated the African continent. The white man arrogated to himself the right to rule and to be obeyed by the non-white; his mission, he claimed was to "civilise" Africa. Under this cloak, the Europeans robbed the continent of vast riches and inflicted unimaginable suffering on the African people.
All this makes a sad story, but now we must be prepared to bury the past with its unpleasant memories and look to the future. All we ask of the former colonial powers is their goodwill and co-operation to remedy past mistakes and injustices and to grant independence to the colonies in Africa...
It is clear that we must find an African solution to our problems, and that this can only be found in African unity. Divided we are weak; united, Africa could become one of the greatest forces for good in the world.
Although most Africans are poor, our continent is potentially extremely rich. Our mineral resources, which are being exploited with foreign capital only to enrich foreign investors, range from gold and diamonds to uranium and petroleum. Our forests contain some of the finest woods to be grown anywhere. Our cash crops include cocoa, coffee, rubber, tobacco and cotton. As for power, which is an important factor in any economic development, Africa contains over 40% of the total potential water power of the world, as compared with about 10% in Europe and 13% in North America. Yet so far, less than 1% has been developed. This is one of the reasons why we have in Africa the paradox of poverty in the midst of plenty, and scarcity in the midst of abundance.
Never before have a people had within their grasp so great an opportunity for developing a continent endowed with so much wealth. Individually, the independent states of Africa, some of them potentially rich, others poor, can do little for their people. Together, by mutual help, they can achieve much. But the economic development of the continent must be planned and pursued as a whole. A loose confederation designed only for economic cooperation would not provide the necessary unity of purpose. Only a strong political union can bring about full and effective development of our natural resources for the benefit of our people.
The political situation in Africa today is heartening and at the same time disturbing. It is heartening to see so many new flags hoisted in place of the old; it is disturbing to see so many countries of varying sizes and at different levels of development, weak and, in some cases, almost helpless. If this terrible state of fragmentation is allowed to continue it may well be disastrous for us all.
There are at present some 28 states in Africa, excluding the Union of South Africa, and those countries not yet free. No less than nine of these states have a population of less than three million. Can we seriously believe that the colonial powers meant these countries to be independent, viable states? The example of South America, which
has as much wealth, if not more than North America, and yet remains weak and dependent on outside interests, is one which every African would do well to study.
Critics of African unity often refer to the wide differences in culture, language and ideas in various parts of Africa. This is true, but the essential fact remains that we are all Africans, and have a common interest in the independence of Africa. The difficulties presented by questions of language, culture and different political systems are not insuperable. If the need for political union is agreed by us all, then the will to create it is born; and where there's a will there's a way.
The present leaders of Africa have already shown a remarkable willingness to consult and seek advice among themselves. Africans have, indeed, begun to think continentally. They realise that they have much in common, both in their past history, in their present problems and in their future hopes. To suggest that the time is not yet ripe for considering a political union of Africa is to evade the facts and ignore realities in Africa today.
The greatest contribution that Africa can make to the peace of the world is to avoid all the dangers inherent in disunity, by creating a political union which will also by its success, stand as an example to a divided world. A union of African states will project more effectively the African personality. It will command respect from a world that has regard only for size and influence. The scant attention paid to African opposition to the French atomic tests in the Sahara, and the ignominous spectacle of the U.N. in the Congo quibbing about constitutional niceties while the Republic was tottering into anarchy, are evidence of the callous disregard of African Independence by the Great Powers.
We have to prove that greatness is not to be measured in stock piles of atom bombs. I believe strongly and sincerely that with the deep-rooted wisdom and dignity, the innate respect for human lives, the intense humanity that is our heritage, the African race, united under one federal government, will emerge not as just another world bloc to flaunt its wealth and strength, but as a Great Power whose greatness is indestructible because it is built not on fear, envy and suspicion, nor won at the expense of others, but founded on hope, trust, friendship and directed to the good of all mankind.
The emergence of such a mighty stabilising force in this strife-worn world should be regarded not as the shadowy dream of a visionary, but as a practical proposition, which the peoples of Africa can, and should, translate into reality. There is a tide in the affairs of every people when the moment strikes for political action. Such was the moment in the history of the United States of America when the Founding Fathers saw beyond the petty wranglings of the separate states and created a Union. This is our chance. We must act now. Tomorrow may be too late and the opportunity will have passed, and with it the hope of free Africa's survival.
Questions for Analysis: Why do you think Kwame Nkrumah's dreams of African unity had so little appeal for many modern African political leaders? Is the dream of African unity too idealistic? Why? Why not?
32. Che Guevara, The Essence of Guerrilla Warfare, 1961
Ernesto 'Che' Guevara was an Argentine doctor who eventually helped Fidel Castro fight and win a guerrilla war against Fulgencio Batista, a Cuban dictator. His experience convinced Che that the Cuban revolutionary triumph could be reproduced around the world. Additionally, Che was a committed communist who wanted to foment global communist revolution. In 1961 Che wrote a manual for other guerrilla fighters in Latin America and elsewhere, his own 'how to' manual. The following excerpt outlines a key premise of Che Guevara's theory of revolutionary war.
Source: Ernesto Guevara, Guerrilla Warfare, with an introduction by Major Harrier-Clichy Peterson, USMCR (New York: Praeger, 1961).
Guerrilla Warfare, Chapter I: General Principles of Guerrilla Warfare
The armed victory of the Cuban people over the Batista dictatorship was not only the triumph of heroism as reported by the newspapers of the world; it also forced a change in the old dogmas concerning the conduct of the popular masses of Latin America. It showed plainly the capacity of the people to free themselves by means of guerrilla warfare from a government that oppresses them.
We consider that the Cuban Revolution contributed three fundamental lessons to the conduct of revolutionary movements in America. They are:
1. Popular forces can win a war against the army.
2. It is not necessary to wait until all conditions for making revolution exist; the insurrection can create them.
3. In underdeveloped America the countryside is the basic area for armed fighting.
Of these three propositions the first two contradict the defeatist attitude of revolutionaries or pseudo-revolutionaries who remain inactive and take refuge in the pretext that against a professional army nothing can be done, who sit down to wait until in some mechanical way all necessary objective and subjective conditions are given without working to accelerate them. As these problems were formerly a subject of discussion in Cuba, until facts settled the question, they are probably still much discussed in America.
Naturally, it is not to be thought that all conditions for revolution are going to be created through the impulse given to them by guerrilla activity. It must always be kept in mind that there is a necessary minimum without which the establishment and consolidation of the first center is not practicable. People must see clearly the futility of maintaining the fight for social goals within the framework of civil debate. When the forces of oppression come to maintain themselves in power against established law, peace is considered already broken.
In these conditions popular discontent expresses itself in more active forms. An attitude of resistance finally crystallizes in an outbreak of fighting, provoked initially by the conduct of the authorities.
Where a government has come into power through some form of popular vote, fraudulent or not, and maintains at least an appearance of constitutional legality, the guerrilla outbreak cannot be promoted, since the possibilities of peaceful struggle have not yet been exhausted.
The third proposition is a fundamental of strategy. It ought to be noted by those who maintain dogmatically that the struggle of the masses is centered in city movements, entirely forgetting the immense participation of the country people in the life of all the underdeveloped parts of America. Of course, the struggles of the city masses of organized workers should not be underrated; but their real possibilities of engaging in armed struggle must be carefully analyzed where the guarantees which customarily adorn our constitutions are suspended or ignored. In these conditions the illegal workers' movements face enormous dangers. They must function secretly without arms. The situation in the open country is not so difficult. There, in places beyond the reach of the repressive forces, the inhabitants can be supported by the armed guerrillas.
We will later make a careful analysis of these three conclusions that stand out in the Cuban revolutionary experience. We emphasize them now at the beginning of this work as our fundamental contribution.
Guerrilla warfare, the basis of the struggle of a people to redeem itself, has diverse characteristics, different facets, even though the essential will for liberation remains the same. It is obvious-and writers on the theme have said it many times-that war responds to a certain series of scientific laws; whoever ignores them will go down to defeat. Guerrilla warfare as a phase of war must be ruled by all of these; but besides, because of its special aspects, a series of corollary laws must also be recognized in order to carry it forward. Though geographical and social conditions in each country determine the mode and particular forms that guerrilla warfare will take, there are general laws that hold for all fighting of this type.
Our task at the moment is to find the basic principles of this kind of fighting and the rules to be followed by peoples seeking liberation; to develop theory from facts; to generalize and give structure to our experience for the profit of others.
Let us first consider the question: Who are the combatants in guerrilla warfare? On one side we have a group composed of the oppressor and his agents, the professional army, well armed and disciplined, in many cases receiving foreign help as well as the help of the bureaucracy in the employ of the oppressor. On the other side are the people of the nation or region involved. It is important to emphasize that guerrilla warfare is a war of the masses, a war of the
people. The guerrilla band is an armed nucleus, the fighting vanguard of the people. It draws its great force from the mass of the people themselves. The guerrilla band is not to be considered inferior to the army against which it fights simply because it is inferior in firepower. Guerrilla warfare is used by the side which is supported by a majority but which possesses a much smaller number of arms for use in defense against oppression.
The guerrilla fighter needs full help from the people of the area. This is an indispensable condition. This is clearly seen by considering the case of bandit gangs that operate in a region. They have all the characteristics of a guerrilla army: homogeneity, respect for the leader, valor, knowledge of the ground, and, often, even good understanding of the tactics to be employed. The only thing missing is support of the people; and, inevitably, these gangs are captured and exterminated by the public force.
Analyzing the mode of operation of the guerrilla band, seeing its form of struggle, and understanding its base in the masses, we can answer the question: Why does the guerrilla fighter fight? We must come to the inevitable conclusion that the guerrilla fighter is a social reformer, that he takes up arms responding to the angry protest of the people against their oppressors, and that he fights in order to change the social system that keeps all his unarmed brothers in ignominy and misery. He launches himself against the conditions of the reigning institutions at a particular moment and dedicates himself with all the vigor that circumstances permit to breaking the mold of these institutions.
Questions for Analysis: What does Che Guevara believe his revolutionary triumph in Cuba has proven?
33. Deng Xiaoping, on Introducing Capitalist Principles to China, 1979
Deng Xiaoping was a member of the Chinese Communist Party who succeeded Mao Zedong in 1978 and ruled China until 1992. Unlike the idealist Mao who attempted several unsuccessful, catastrophic revolutionary transformations, Deng was practical. He dismantled collective farms and introduced market principles with the privatization of statecontrolled industries. Deng also ended decades of isolation from the West. He welcomed foreign investment and saw it as essentially to achieving his vision of a modern and prosperous industrial nation. Since the 1980s, China's industrial and agricultural productivity skyrocketed. In fact, China's annual rate of economic growth since 1980 has been close to double digits. The following excerpts show Deng Xiaoping's rationale for introducing capitalistic principles to socialist China.
Source: Deng Xiaoping, Selected Works of Deng Xiaoping, 3 (1982-1992) (Beijing: Foreign Language Press, 1994).
There is no fundamental contradiction between socialism and a market economy. The problem is how to develop the productive forces more effectively. We used to have a planned economy, but our experience over the years has proved that having a totally planned economy hampers the development of productive forces to a certain extent. If we combine a planned economy with a market economy, we shall be in a better position to liberate the productive forces and speed up economic growth.
Since the Third Plenary Session of our Party's Eleventh Central Committee [took place in 1978], we have consistently stressed the importance of upholding the Four Cardinal Principles, especially the principle of keeping to the socialist system. If we are to keep to the socialist system, it is essential for us to develop the productive forces. For a long time we failed to handle this question satisfactorily. In the final analysis, the superiority of socialism should be demonstrated in a greater development of the productive forces. The experience we have gained over the years shows that with the former economic structure we cannot develop the productive forces. That is why we have been drawing on some useful capitalist methods.
It is clear now that the right approach is to open to the outside world, combine a planned economy with a market economy and introduce structural reforms. Does this run counter to the principles of socialism? No, because in the course of reform we shall make sure of two things: one is that the public sector ofthe economy is always predominant; the other is that in developing the economy we seek common prosperity, always trying to avoid
polarization. The policies of using foreign funds and allowing the private sector to expand will not weaken the predominant position of the public sector, which is a basic feature of the economy as a whole. On the contrary, those policies are intended, in the last analysis, to develop the productive forces more vigorously and to strengthen the public sector. So long as the public sector plays a predominant role in China's economy, polarization can be avoided. Of course, some regions and some people may prosper before others do, and then they can help other regions and people to gradually do the same. I am convinced that the negative phenomena that can now be found in society will gradually decrease and eventually disappear as the economy grows, as our scientific, cultural and educational levels rise and as democracy and the legal system are strengthened.
In short, the overriding task in China today is to throw ourselves heart and soul into the modernization drive. While giving play to the advantages inherent in socialism, we are also employing some capitalist methods-but only as methods of accelerating the growth of the productive forces. It is true that some negative things have appeared in the process, but what is more important is the gratifying progress we have been able to achieve by initiating these reforms and following this road. China has no alternative but to follow this road. It is the only road to prosperity.
The reason some people hesitate to carry out the reform and the open policy and dare not break new ground is, in essence, that they're afraid it would mean introducing too many elements of capitalism and, indeed, taking the capitalist road. The crux of the matter is whether the road is capitalist or socialist. The chief criterion for making that judgment should be whether it promotes the growth of the productive forces in a socialist society, increases the overall strength of the socialist state and raises living standards. As for building special economic zones, some people disagreed with the idea right from the start, wondering whether it would not mean introducing capitalism.
The achievements in the construction of Shenzhen have given these people a definite answer: special economic zones are socialist, not capitalist. In the case of Shenzhen, the publicly owned sector is the mainstay of the economy, while the foreign-invested sector accounts for only a quarter. And even in that sector, we benefit from taxes and employment opportunities. We should have more of the three kinds of foreign-invested ventures [joint, cooperative and foreign-owned]. There is no reason to be afraid of them. So long as we keep level-headed, there is no cause for alarm. We have our advantages: we have the large and medium-sized state-owned enterprises and the rural enterprises. More important, political power is in our hands.
Some people argue that the more foreign investment flows in and the more ventures of the three kinds are established, the more elements of capitalism will be introduced and the more capitalism will expand in China. These people lack basic knowledge. At the current stage, foreign-funded enterprises in China are allowed to make some money in accordance with existing laws and policies. But the government levies taxes on those enterprises, workers get wages from them, and we learn technology and managerial skills. In addition, we can get information from them that will help us open more markets. Therefore, subject to the constraints of China's overall political and economic conditions, foreign-funded enterprises are useful supplements to the socialist economy, and in the final analysis they are good for socialism…
Questions for Analysis: What are Deng's justification for injecting capitalistic principles into China's planned economy? What is the criteria for reforming the Chinese economy?
34. Mikhail S. Gorbachev, Speech on Perestroika, 1986
Mikhail S. Gorbachev was a Russian member of the Communist Party. He grew up after World War II and rose through the ranks of the Soviet System to become General Secretary of the Soviet Communist Party in 1985. Shortly thereafter he launched two reforms: perestroika (restructuring) designed to improve the Soviet economy and glasnost (openness) designed to allow greater freedom of speech and criticism of the Communist Party. This selection, excerpted from his Perestroika: New Thinking for Our Country and the World, is itself an example of glasnost. In it Gorbachev discusses the need for, and goals of, perestroika.
Source: Mikhail Gorbachev, Perestroika: New Thinking for Our Country and the World (New York: Harper & Row, 1987).
Perestroika is an urgent necessity arising from the profound processes of development in our socialist society. This society is ripe for change. It has long been yearning for it. Any delay in beginning perestroika could have led to an exacerbated internal situation in the near future, which, to put it bluntly, would have been fraught with serious social, economic and political crises....
...In the latter half of the seventies--something happened that was at first sight inexplicable. The country began to lose momentum. Economic failures became more frequent. Difficulties began to accumulate and deteriorate, and unresolved problems to multiply. Elements of what we call stagnation and other phenomena alien to socialism began to appear in the life of society. A kind of "braking mechanism" affecting social and economic development formed. And all this happened at a time when scientific and technological revolution opened up new prospects for economic and social progress....
An absurd situation was developing. The Soviet Union, the world's biggest producer of steel, raw materials, fuel and energy, has shortfalls in them due to wasteful or inefficient use. One of the biggest producers of grain for food, it nevertheless has to buy millions of tons of grain a year for fodder. We have the largest number of doctors and hospital beds per thousand of the population and, at the same time, there are glaring shortcomings in our health services. Our rockets can find Halley's comet and fly to Venus with amazing accuracy, but side by side with these scientific and technological triumphs is an obvious lack of efficiency in using scientific achievements for economic needs, and many Soviet household appliances are of poor quality.
This, unfortunately, is not all. A gradual erosion of the ideological and moral values of our people began.
It was obvious to everyone that the growth rates were sharply dropping and that the entire mechanism of quality control was not working properly; there was a lack of receptivity to the advances in science and technology; the improvement in living standards was slowing down and there were difficulties in the supply of foodstuffs, housing, consumer goods and services.
On the ideological plane as well, the braking mechanism brought about ever greater resistance to the attempts to constructively scrutinize the problems that were emerging and to the new ideas. Propaganda of success--real or imagined--was gaining the upper hand. Eulogizing and servility were encouraged; the needs and opinions of ordinary working people, of the public at large, were ignored....
The presentation of a "problem-free" reality backfired: a breach had formed between word and deed, which bred public passivity and disbelief in the slogans being proclaimed. It was only natural that this situation resulted in a credibility gap: everything that was proclaimed from the rostrums and printed in newspapers and textbooks was put in question. Decay began in public morals; the great feeling of solidarity with each other that was forged during the heroic times of the Revolution, the first five-year plans, the Great Patriotic War and postwar rehabilitation was weakening; alcoholism, drug addiction and crime were growing; and the penetration of the stereotypes of mass culture alien to us, which bred vulgarity and low tastes and brought about ideological barrenness increased....
An unbiased and honest approach led us to the only logical conclusion that the country was verging on crisis....
Does perestroika mean that we are giving up socialism or at least some of its foundations? Some ask this question with hope, others with misgiving.
There are people in the West who would like to tell us that socialism is in a deep crisis and has brought our society to a dead end. That's how they interpret our critical analysis of the situation at the end of the seventies and beginning of the eighties. We have only one way out, they say: to adopt capitalist methods of economic management and social patterns, to drift toward capitalism.
They tell us that nothing will come of perestroika within the framework of our system. They say we should change this system and borrow from the experience of another socio-political system. To this they add that, if the Soviet Union takes this path and gives up its socialist choice, close links with the West will supposedly become possible. They go so far as to claim that the October 1917 Revolution was a mistake which almost completely cut off our country from world social progress.
To put an end to all the rumors and speculations that abound in the West about this, I would like to point out once again that we are conducting all our reforms in accordance with the socialist choice. We are looking within socialism, rather than outside it, for the answers to all the questions that arise. We assess our successes and errors alike by socialist standards. Those who hope that we shall move away from the socialist path will be greatly disappointed. Every part of our program of perestroika--and the program as a whole, for that matter--is fully based on the principle of more socialism and more democracy....
We will proceed toward better socialism rather than away from it. We are saying this honestly, without trying to fool our own people or the world. Any hopes that we will begin to build a different, non-socialist society and go over to the other camp are unrealistic and futile. Those in the West who expect us to give up socialism will be disappointed. It is high time they understood this, and, even more importantly, proceeded from that understanding in practical relations with the Soviet Union....
We want more socialism and, therefore, more democracy....
Questions for Analysis: What are some of the problems glasnost/perestroika are meant to address in the Soviet Union? What is Gorbachev's vision of the future?
35. Osama bin Laden, World Islamic Front Statement, 1998
Osama bin Laden (1957-2011) was a member of the wealthy bin Laden family of Saudi Arabia. After 1979 Osama bin Laden went to fight the Soviet Union in Afghanistan. Later he formed al-Qaeda dedicated to attacking the United States and its citizens. In 1998 bin Laden's organization successfully attacked U.S. embassies in Africa and the World Trade Center in New York on September 11, 2001. For the next ten years he evaded US forces until his capture and execution in Pakistan in May 2011. 'Ulema' refers to scholars of Islamic law. 'Fatwa' refers to a generally nonbinding ruling issued by a member of the ulema.
Source: World Islamic Front Statement, Osama bin Laden, 1998
No one argues today about three facts that are known to everyone; we will list them, in order to remind everyone:
First, for over seven years the United States has been occupying the lands of Islam in the holiest of places, the Arabian Peninsula, plundering its riches, dictating to its rulers, humiliating its people, terrorizing its neighbors, and turning its bases in the Peninsula into a spearhead through which to fight the neighboring Muslim peoples. If some people have in the past argued about the fact of the occupation, all the people of the Peninsula have now acknowledged it. The best proof of this is the Americans' continuing aggression against the Iraqi people using the Peninsula as a staging post, even though all its rulers are against their territories being used to that end, but they are helpless. Second, despite the great devastation inflicted on the Iraqi people by the crusader-Zionist alliance, and despite the huge number of those killed, which has exceeded 1 million...despite all this, the Americans are once again trying to repeat the horrific massacres, as though they are not content with the protracted blockade imposed after the ferocious war or the fragmentation and devastation.
So here they come to annihilate what is left of this people and to humiliate their Muslim neighbors.
Third, if the Americans' aims behind these wars are religious and economic, the aim is also to serve the Jews' petty state and divert attention from its occupation of Jerusalem and murder of Muslims there. The best proof of
this is their eagerness to destroy Iraq, the strongest neighboring Arab state, and their endeavor to fragment all the states of the region such as Iraq, Saudi Arabia, Egypt, and Sudan into paper statelets and through their disunion and weakness to guarantee Israel's survival and the continuation of the brutal crusade occupation of the Peninsula.
All these crimes and sins committed by the Americans area a clear declaration of war on Allah, his messenger, and Muslim And ulema have throughout Islamic history unanimously that the jihad is an individual duty...
On that basis, and in compliance with Allah's order, we issue the following fatwa to all Muslims:
The ruling to kill the Americans and their allies -- civilians and military -- is an individual duty for every Muslim who can do it in any country in which it is possible to do it, in order to liberate the al-Aqsa Mosque and the holy mosque [Mecca] from their grip, and in order for their armies to move out of all the lands of Islam, defeated and unable to threaten any Muslim. This is in accordance with the words of Almighty Allah, "and fight the pagans all together as they fight you all together", and "fight them until there is no more tumult or oppression, and there prevail justice and faith in Allah."
This is in addition to the words of Almighty Allah: "And why should ye not fight in the cause of Allah and of those who, being weak, are ill-treated (and oppressed)? - women and children, whose cry is: 'Our Lord, rescue us from this town, whose people are oppressors; and raise for us from thee one who will help!'"
We -- with Allah's help -- call on every Muslim who believes in Allah and wishes to be rewarded to comply with Allah's order to kill the Americans and plunder their money wherever and whenever they find it. We also call on Muslim ulema, leaders, youths, and soldiers to launch the raid on Satan's U.S. troops and the devil's supporters allying with them, and to displace those who are behind them so that they may learn a lesson.
Questions for Analysis: What specific political and cultural conditions motivate bin Laden's call to action?
36. The Information Revolution. The Internet Archive, 1996
We, citizens of the twenty-first century, inhabit an age transformed by personal computers, online technology, and quick access to information. The industrial revolution disrupted human society in profound ways we are still coming to grips with, notably the negative environmental impacts related to urbanization and the widespread use of fossil fuels. The information revolution has already upended global business, politics, and culture. Social media and Youtube have been drivers of globalization, allowing millions of people in faraway places to connect. For anyone with a computer and uncensored internet connection, Wikipedia.org provides the sum total of all human knowledge. The Internet Archive, created in 1996, goes back to the early days of the World Wide Web and has amassed a digital record of books, recordings, rare manuscripts, television reports, and old webpages.
Source: https://archive.org/about/
The Internet Archive, a 501(c)(3) non-profit, is building a digital library of Internet sites and other cultural artifacts in digital form. Like a paper library, we provide free access to researchers, historians, scholars, people with print disabilities, and the general public. Our mission is to provide Universal Access to All Knowledge. We began in 1996 by archiving the Internet itself, a medium that was just beginning to grow in use. Like newspapers, the content published on the web was ephemeral - but unlike newspapers, no one was saving it. Today we have 25+ years of web history accessible through the Wayback Machine and we work with 950+ library and other partners through our Archive-It program to identify important web pages.
As our web archive grew, so did our commitment to providing digital versions of other published works. Today our archive contains:
* 625 billion web pages
* 38 million books and texts
* 14 million audio recordings (including 240,000 live concerts)
* 7 million videos (including 2 million Television News programs)
* 4 million images
* 790,000 software programs
Anyone with a free account can upload media to the Internet Archive. We work with thousands of partners globally to save copies of their work into special collections.
Because we are a library, we pay special attention to books. Not everyone has access to a public or academic library with a good collection, so to provide universal access we need to provide digital versions of books. We began a program to digitize books in 2005 and today we scan 4,000 books per day in 18 locations around the world. Books published prior to 1927 are available for download, and hundreds of thousands of modern books can be borrowed through our Open Library site. One of the Internet Archive's missions is to serve people who have difficulty interacting with physical books, so most of our digitized books are available to people with print disabilities (learn about access here).
Like the Internet, television is also an ephemeral medium. We began archiving television programs in late 2000, and our first public TV project was an archive of TV news surrounding the events of September 11, 2001. In 2009 we began to make selected U.S. television news broadcasts searchable by captions in our TV News Archive. This service allows researchers and the public to use television as a citable and sharable reference.
The Internet Archive serves millions of people each day and is one of the top 300 web sites in the world. A single copy of the Internet Archive library collection occupies 99+ Petabytes of server space (and we store at least 2 copies of everything). We are funded through donations, grants, and by providing web archiving and book digitization services for our partners. As with most libraries we value the privacy of our patrons, so we avoid keeping the IP (Internet Protocol) addresses of our readers and offer our site in https (secure) protocol.
Questions for Analysis: What are the implications, possibilities, and limitations of the Internet Archive for historical research and digital preservations? More generally, how do you feel about the information revolution? On the balance, has it made our lives better or worse? | <urn:uuid:a44989f5-9712-4138-9f2d-92e65b34e138> | CC-MAIN-2022-27 | https://johnrbawden.files.wordpress.com/2022/06/sourcebook-history-102-1.pdf | 2022-06-30T08:06:48+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00397.warc.gz | 373,198,520 | 64,332 | eng_Latn | eng_Latn | 0.992181 | eng_Latn | 0.99897 | [
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What is Normalization?
by Margaret J. Kelley Forest Bluff School Blog
Normalization is one of the most important and most misunderstood terms in the Montessori philosophy. It is an objective of the Montessori curriculum. In fact, some might say it is the highest objective of the curriculum. Dr. Maria Montessori herself wrote, "It is the most important single result of our whole work" (Montessori, 1995, p. 204). The goal of the Montessori environment is to create this outcome. All roads lead to normalization. But what is it? And why does it matter?
What is it not?
To clear up any confusion, it is important to first address what normalization is not. Normalization does not mean being "normal." Dr. Montessori wrote that her work was not intended for the creation of a "normal man" (Montessori, 1996, p. 34). It does not mean that children should strive towards societal, cultural, or even familial norms. Normalization is not about trying to make children the same or making them conform to imposed standards. It is not about removing children's uniqueness or perfecting them towards some ideal. What's more, it is not anything that adults "do" to children.
What is it?
Normalization was a phenomenon that Dr. Montessori observed in children who had been working constructively in her environment. It is a positive state of being that the children themselves bring about by their own activity. Dr. Montessori noticed that after a student had engaged in productive work, they emerged peaceful, joyful, and confident. For a period of time, they were free of what she referred to as "deviations," defined in her own words simply as "the naughtiness of small children" (Montessori, 1996, p. 35).
A child who is normalized is helpful and kind. They are disciplined, independent, and accept the limits of living in a community. Their body and mind are fully integrated. It represents a child's true nature, complete with their uniqueness. Normalized children do not all look and act the same, but they have similar attributes that allow them to lead with their strengths. Dr. Montessori wrote, "One is tempted to say that the children are performing spiritual exercises, having found the path of self-perfectionment and of ascent to the inner heights of the soul" (Montessori, 1995, p. 207). This lofty language refers to the spiritual quality of normalization—the inner development of a child's best self.
How is normalization reached?
Normalization is achieved through concentration. Dr. Montessori observed that periods of deep and engaging activity brought children to this state. She wrote "[Normalization] always follows a piece of work done by the hands with real things, work accompanied by mental concentration" (Montessori, 1995, p. 204). After children work, they reveal their true and best nature. But how to encourage this kind of activity?
The Montessori classroom is unique in its ability to support the process of normalization. It offers children interesting and productive work that is relevant to their interests, abilities, and development. The teacher introduces children to this work, connecting them to materials that will be most meaningful for them. Then, the children are given the freedom to choose between different appropriate activities. When they have choices, they are able to select the work that will engage them fully. Dr. Montessori stated, "The essential thing is for the task to arouse such an interest that it engages the child's whole personality" (Montessori, 1995, p. 206). Choice ensures that it will be their most satisfactory activity. Given time and space with this work, the children will concentrate.
It is after these periods of concentration that normalization emerges. Just as Dr. Montessori observed over one hundred years ago, research now shows that children in Montessori schools do in fact display the traits associated with normalization, including positive social development and greater executive functioning (Lillard and Else-Quest, 2006). Children in a Montessori classroom will have many opportunities for concentration, further strengthening their experience in that normalized state, and allowing it to become part of their character.
What can parents do at home to support normalization?
A child's house should be their home. This means that a home should not be a replica of a classroom or try to imitate all the activities and qualities of a Montessori classroom. However, there are important ways that home life can support normalization at school. First is to ensure that children of all ages have plenty of opportunities for independent play and exploration. This kind of play should be unstructured and active. Screens and other forms of passive entertainment greatly undermine these kinds of activities, as they do nothing to support concentration or creativity.
Secondly, the home life should also have clear expectations of appropriate behavior. While these guidelines will be different from those in the classroom, consistent boundaries give children the security and discipline necessary for the development of normalization in their lives.
What does it look like at different ages?
Normalization is a productive point of departure. Dr. Montessori wrote, "Only 'normalized' children, aided by their environment, show in their subsequent development those wonderful powers that we describe; spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others" (Montessori, 1995, p. 206-207). It is not a permanent state, especially for a young child. There will be brief periods of normalization for young children, and these periods will eventually grow longer as children mature and spend more time in concentration with relevant work. Some children may experience normalization more easily than others. It is important that parents and teachers recognize that it is a process. Children will be inconsistent in their behavior as they will sometimes exhibit normalization and then will go through periods where they do not.
In the elementary years, normalization becomes more common. Children are capable of great intellectual work, and they will use this interest and ability to concentrate deeply on work that engages them. During this time, the positive traits of normalization become more of who they are. Through adolescence, Dr. Montessori recognized that normalization appeared as "valorization." A normalized adolescent feels capable, strong, and worthy. Beyond adolescence, the hope is that normalization has been internalized into a person's character. A normalized human being is a contributing member of society.
Why does it matter?
On a practical level, normalization creates goodness. Someone who is normalized feels happy and content. They are helpful to other people and contribute to their community. On a global level, normalization matters because of the profound inner change it can bring about in humanity. Peaceful people can bring about a peaceful civilization. Dr. Montessori was nominated three times for the Nobel Peace Prize in recognition of her work. The Montessori philosophy works on one child at a time, but, given enough time, that may be enough. Montessori is an "education for peace." And normalization is a road to peace.
References
Lillard, A. S., & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313, 18931894. doi: 10.1126/science.1132362
Montessori, M. (1995). The absorbent mind. New York: Henry Holt and Company.
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Dairy and Non-dairy Milk
Executive Summary
Although dairy milk production has risen over the last several years, dairy milk retail sales are dropping as Americans increasingly consume alternatives to traditional dairy products, such as dairy-free cheese and yogurt, and dairy alternative beverages. Simultaneously, sales of non-dairy milks, such as soy, almond, or oat milk, have been rising in the United States. Several state legislatures have passed legislation that prohibit the use of dairy terminology (e.g., milk, yogurt, or cheese) for non-dairy alternatives. Missouri has special requirements for meat product alternatives that do not come from livestock or poultry. However, it does not have legislation pertaining to the use of milk terminology on non-dairy products.
Highlights
* While the number of U.S. dairy farms has decreased over the last few decades, today's overall volume of dairy milk production has increased due to large herd sizes and high milk output.
* In the last 20 years, the number of Missouri dairy farms and size of cow populations have decreased by 70% and 50%, respectively.
* Missouri's dairy industry generates about $205 million in milk cash receipts annually (as of 2019).
* Non-dairy milk accounts for 15% of total retail milk sales in the U.S. and is purchased by 39% of U.S. households.
Limitations
* Trends in dairy milk production and consumption differ based on the timeframe used for comparison.
o For example, U.S. per capita consumption of dairy fluid milk products has increased by 22% since 1975, but has decreased since 2000.
_________________________________________________________________________________
Research Background
U.S. Dairy Production
Dairy farming refers to agricultural businesses that are engaged in long-term milk production. The United States is ranked 2 nd in the world in milk production, amounting to over 100 million metric tons of milk produced per year. The number of U.S. dairy farms has decreased since 1995 from roughly 112,000 farms to about 40,200 dairy farms, while the cow population has been relatively stable (~93 million cows in the nation). Despite the decrease in the number of farms,
the overall volume of dairy milk production has increased for the same period. This is partly due to the efficiency of large herd sizes and a high milk output. Over the last two decades, milk production for human consumption has increased from 167.4 billion pounds to 223.1 billion pounds. 1
Missouri Dairy Industry
Similar to national trends, the number of dairy farms in Missouri has declined in recent years. In 2000, Missouri had 2,291 permitted dairy farms, which dropped to 684 permitted dairy farms in 2020 (a 70% decrease). In terms of cow population, Missouri had approximately 76,000 dairy cows in 2020, almost half of its population in 2000 (154,000). Missouri's dairy industry generated about $205 million in milk cash receipts in 2019. 9
Missouri ranks 24 th in cow population, 26 th in total milk production, and 46 th in the production of milk per cow nationally. Historically, milk production per cow in Missouri tends to be low when compared to other U.S. states. In 2020, an average U.S. dairy cow produced 23,777 pounds as compared to Missouri's average of 14,276 pounds. This may be due to the state's deviation from other states in the choice to rely upon pasture-based dairy systems rather than confinement systems. The majority of Missouri dairy cows are located in the state's southwest and south- central regions (Figure 1). In 2021, Barry, Wright, Vernon, Lawrence and Scotland counties had the largest dairy cow inventories. 9, 10
U.S. Dairy Retail Sales
Dairy farming is a large contributor to the overall economy in many states, with California and Wisconsin being the two largest producers of dairy milk production in 2019 and 2020. In 1975, the average American consumed 539 pounds of dairy foods per year, compared to today's 655 pounds of dairy consumption in milk, cheese, yogurt, ice cream, and butter per year. This is a 22% increase in the consumption of all dairy products, with an increase of three pounds per person over the previous year. 1,10
Although the produced volume of dairy milk has been increasing steadily over time both in the U.S. and worldwide, dairy milk retail sales are declining in recent years. 1 This decline is likely driven by a number of different factors, such as the emergence of non-dairy alternatives (including non-dairy milk products, but also other packaged smoothies and shakes, soft drinks, bottled tea, coffee, and water), and market disruptions that are influenced by consumer patterns (including declining sales of cereal, lack of innovations, etc.). 6 The retail price of milk peaked in 2014 at $3.82/gallon and has since decreased to about $2.85/gallon in 2018. 1
U.S. Non-dairy Milk and Non-dairy Milk Products
Plant-based beverages have been consumed since the 13th century. Non-dairy milk is a plantbased beverage that is consumed as an alternative to regular dairy milk. 8 These beverages are frequently referred to as plant-based milk, alternative milk, or mylk. Almond, oat, soy, and coconut are the highest-selling plant milks worldwide among 17 different plants that can be used to manufacture plant milk.
In the U.S., non-dairy milk is the largest plant-based product within the non-dairy, plant-based products and sales have reached $2.5 billion. 2 Non-dairy milk accounts for 15% of total retail milk sales in the U.S. and is purchased by 39% of U.S. households. 4 Other plant-based substitutes have also seen rapid growth, with plant-based butter making up 7% of the butter category and plantbased creamer making up 6% of the creamer category. 4 Similarly, based on a 2020 report, over a single year plant-based yogurt grew 20%, almost seven times the rate of conventional yogurt; plant-based cheese grew 42%, almost twice the rate of conventional cheese; and plant-based eggs grew 168%, almost 10 times the rate of conventional eggs. The plant-based egg category grew more than 700% since 2018, 100 times the rate of conventional eggs. 4
The popularity and sales growth of plant-based milks are driven by a number of different factors, such as lactose-intolerance and allergic reactions to dairy milk, consumer concerns around the dairy industry's handling of animals, and other dietary or nutritional considerations. 6 Non-dairy milk drinkers tend to be younger and are more likely to live in urban areas than rural ones. 2
The nutritional value of non-dairy milks can vary. For example, when compared to cow's milk, almond milk has less saturated fat and more unsaturated fats per serving. Although some manufacturers add calcium to almond milk to better resemble the nutritional content in dairy milk, not everyone may be able to absorb as much of this calcium as they would from regular dairy. Oat milk has the highest number of calories and carbohydrates out of the non-dairy milk varieties. 11
Dairy Milk vs. Non-dairy Milk Labeling Legislation
While the U.S. non-dairy milk market is estimated to keep growing, 5 U.S. dairy milk sales have been declining for decades. Non-dairy milk is typically packaged in containers similar to those used for dairy milk. In response, the National Milk Producers Federation (NMPF) and other stakeholder groups oppose the use of dairy terminology (e.g., milk, cheese, yogurt) by non-dairy alternatives. 6 According to NMPF, by using dairy terminology, non-dairy milks benefit from the value some consumers place on products in the broadly defined dairy category.
In 2017, the Defending Against Imitations and Replacements of Yogurt, Milk, and Cheese to Promote Regular Intake of Dairy Everyday (DAIRY PRIDE) Act was introduced in Congress as one of the first policy efforts to promote the adoption of a stricter legal definition of milk in the U.S. The Plant Based Foods Association (PBFA)—the trade association representing the nation's leading plant-based food companies—has suggested voluntary labeling recommendations in place with labels that clearly identify the main ingredient as part of the word "milk" (e.g., "plantbased milk").
Although there are currently no labeling laws on dairy and non-dairy milk products in our state, the Missouri Meat Advertising Law requires that products that do not come from animal meat to display a prominent statement of what they are made of (e.g., made in a laboratory from nonanimal ingredients). Also, Missouri and 14 other states 6 (including Illinois, Indiana, Iowa, Kentucky, Maryland, Michigan, Minnesota, North Dakota, North Carolina, Ohio, South Dakota, Tennessee, Virginia and West Virginia) lead an initiative to enact state prohibitions on labels regarding non-dairy or non-animal products by June 30, 2031. From this group of states, Wisconsin passed a law in 2021 that bans the labeling of a beverage as milk unless it comes from cows, goats and other hoofed mammals. Maryland and North Carolina have passed similar labeling laws, but they will not take effect until the 10 out of the 15 states of the coalition follow the same policy.
References
1. Shahbandeh, M. (2021) Total U.S. milk production 1999-2020. Statista. https://www.statista.com/statistics/194937/total-us-milk-production-since-1999/
2. Clay, N., Sexton, A. E., Garnett, T., & Lorimer, J. (2020). Palatable disruption: the politics of plant milk. Agriculture and human values, 37(4), 945-962.
3. Mintel (2018) US non-dairy milk sales grow 61% over the last five years. https://www.mintel.com/press-centre/food-and-drink/us-non-dairy-milk-sales-grow-61-over-the-
last-five-years
4. Plant Based Foods Association, Retail Sales Data (2020) Retail Sales Data
5. Economic Research Service Situation and Outlook Report, September 2021, https://www.ers.usda.gov/webdocs/outlooks/102168/ldp-m-327.pdf?v=5436.4
6. Ghazaryan, A. (2020). Analyzing the US Dairy and Nondairy Milk Markets: Three Essays on Consumer Demand, Product Separability, Labeling, and Welfare (Doctoral dissertation, Colorado State University).
7. https://www.marketnews.usda.gov/mnp/da-reportconfig?rowDisplayMax=25&commodity=CREAM&repDate=01%2F01%2F2000®ionsDesc=Central +and+Upper+Midwest&rangeType=dateRange&endDate=10%2F29%2F2021&repMonth=1&_type=1 &run=Run&_region=1&endYear=2020&repYear=2000&categoryDesc=Fluid+Milk+and+Cream&freq uency=Annual&startIndex=51&category=FLUID®ion=UM&endMonth=1&commodityDesc=Crea m&reportConfig=true&x=44&y=12
8. Sethi, S., Tyagi, S. K., Anurag, R. K. (2016). Plant-based milk alternatives an emerging segment of functional beverages: a review. Journal of Food Science and Technology. 53(9): 3408– 3423. doi:10.1007/s13197-016-2328-3. ISSN 0022-1155. PMC 5069255. PMID 27777447.
9. University of Missouri, MU Extension, Missouri Dairy industry snapshot, https://extension.missouri.edu/programs/dairy-extension/missouri-dairy-industry-snapshot
Economic Research Service, USDA, Dairy Data,
10. data/
https://www.ers.usda.gov/data-products/dairy-
11. Vanga, S. K., Raghavan, V. (2018). How well do plant based alternatives fare nutritionally compared to cow's milk?. Journal of food science and technology, 55(1): 10-20. | <urn:uuid:412925d8-a849-4fc9-be57-4842e3ee325e> | CC-MAIN-2022-27 | https://mostpolicyinitiative.org/wp-content/uploads/2021/11/Dairy_and_Nondairy_Milk_Labeling.pdf | 2022-06-30T08:23:54+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00397.warc.gz | 446,163,707 | 2,614 | eng_Latn | eng_Latn | 0.981316 | eng_Latn | 0.993576 | [
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Units refer to PurpleMash scheme of work unless stated otherwise.
Computer Science Information Technology Digital Literacy including E-Safety
Target Tracker Statements
Understanding the
I can tell an adult I trust when I see something unexpected or worrying online. I can keep my password private I always ask an adult before I go on the internet
I can log in to the student drive I can log in to PurpleMash using a personal login Unit 1.1 Online Safety & Exploring Purple Mash 6 Weeks Programs – Various
I can recognise how I use technology in my home and at school. I can understand what is meant by technology. Unit 1.9 Technology outside school 2 Weeks Lesson plan on Learning Journey
I can sort and group data.
I can understand that data can be represented in different ways.
Unit 1.2 Grouping & Sorting 2 Weeks Programs – 2Quiz
I can understand that data can be represented in different ways.
Unit 1.3 Pictograms 3 Weeks Programs – 2Count
I know why it is important for trusted adults to know what I am doing online. I can tell you what my personal information is.
I can use a program to create a simple document I can create an animated storybook including sound, animation and backgrounds.
Unit 1.6 Animated Story Books Weeks – 5 Programs – 2Create A Story
I understand an algorithm is a simple set of instructions.
I know that an algorithm written for a computer to follow is called a program. I know that correcting errors in an algorithm is called debugging.
Unit 1.4 Lego Builders
3 Weeks Program– 2DIY
I say well done to my friends when I view their work.
I always ask an adult before I go on the internet. I know what these are: clipart, photograph, text, video, and sound.
I can predict the behaviour of a programmed toy I can understand the function of the direction keys.
I can create and debug an algorithm
Spheros / Beebots
Unit 1.5 Maze Explorers
3 Weeks Programs –
2Go
I can explain what coding means. I can design and make a simple program using 2Code.
Unit 1.7 Coding 6 Weeks Programs – 2Code
I can use a simple spreadsheet to solve problems
Unit 1.8 Spreadsheets 3 Weeks Programs – 2Calculate
I know I need to keep my personal information private
I know when I am playing a game with a real person on the internet.
I can talk about why I should only use the internet for a short amount of time.
I know what an advert looks like on the Internet. I can describe things that happen on line that I must tell an adult about.
I can recognise how others use technology outside of school
How is technology used differently by others – entertainment / work / email / watching tv on devices
/ communicating with others
I can find, open, edit and save files I am working on I can use a spreadsheet to solve a mathematical puzzle.
Unit 2.3 Spreadsheets 4 Weeks Programs – 2Calculate
I can refine internet searches. I understand how we talk to others I understand what a digital footprint is. Unit 2.2 Online Safety 3 Weeks Programs – Various
I know that some things on the Internet are not true. I know what these are: clipart, photograph, text, video, and sound.
I know that some things on the Internet are not true. I can explain why I need to keep my password private
I can use different software programs and discuss the benefits of their usage
I can construct a binary tree to separate different items.
I can use a database to answer more complex questions.
Unit 2.4 Questioning
5 Weeks Programs – 2Question, 2Investigate
I understand how internet searches work.
Unit 2.5 Effective Searching
3 Weeks Programs – Browser
I can predict the behaviour of a programmed toy, clearly relating each action to part of an algorithm I can create a simple program to perform a task
I can create and debug simple programs I can find and fix simple bugs in programs I can understand that programs run by following clear instructions
Spheros / BeeBots escape from a maze
I can create a computer program using simple algoithms I can debug simple programs I can predict what objects will do Unit 2.1 Coding
I can talk about why it is important to be kind and polite online and in real life.
I know pictures on the Internet belong to the person who puts them there
I say well done to my friends when I see their work. I know that not everyone is who they say they are on the internet.
I can create surrealist art using drawing and clip art.
Unit 2.6 Creating Pictures
5 Weeks Programs – 2PaintAPicture
I can create a tune using sound I have recorded and uploaded.
Unit 2.7 Making Music 3 Weeks Programs – 2Sequence
I can present my ideas in a variety of ways.
Unit 2.8 Presenting Ideas 4 Weeks Programs – Various
5 Weeks Programs – 2Code
I know I need to keep my password and personal information secure. I can recognise acceptable and unacceptable behaviour online I can use the safety features of websites as well as reporting concerns to an adult. I can make good choices about how long I spend online.
I can understand that programs run by following clear instructions I can use a range of input and output devices efficiently
Use terms input / output devices to describe eg mouse, keyboard, monitor printer.
I can produce a simple program that completes a given task I can explain how simple algorithms solve a given problem I can design and write a program that simulates a physical system I can make use of X and Y properties of objects. I can use the repeat command. Unit 3.1 Coding
6 Weeks Main Programs – 2Code
I can understand how a blog can be used to communicate I can evaluate the reliability of websites I can regognise PEGI restrictions Unit 3.2 Online safety
3 Weeks Programs – Various
I know I must check who it belongs to before I copy images or text.
I ask an adult before downloading files and games from the internet.
I understand that computer networks allow data to be transferred and shared
Understand that files are saved to a central location called a server, which can be accessed from different devices.
I understand that the internet is a large network that enables computers to share information
The internet is a large network of interconnected computers that allows sharing of information.
IP addresses are a group of numbers that identify every single computer.
URL is a web address that links to a file in an IP addresses.
The URL is accessed by clicking, which creates a hyperlink to the file.
Hyperlinks may be embedded on webpages, emails, etc.
I can use email safely I can attach files to email
Unit 3.5 Email (including email safety) 6 Weeks – Programs – 2Email, 2Connect, 2DIY I can use a search engine to find web pages I understand that not all websites are as reliable as others
I can make choices on which program is best for a given task
Making good choices about which software is best to use eg. Word, publisher, excel
I know how to communicate safely with others online and use age appropriate websites to do this. I know that some information on the internet is not accurate. I must think carefully before I rely on it.
I can create a branching database I can use and debug a branching database
Unit 3.6 Branching Databases 4 weeks Programs 2Question
I can understand what a computer simulation is I can analyse and evaluate a simulation
Unit 3.7 Simulations 3 Weeks Programs – 2Simulate, 2Publish
I can solve an investigation and present the results in graphic form
Unit 3.8 Graphing 2 Weeks Programs – 2Graph
I can create pie charts and bar graphs to present information I can describe a cell location
Unit 3.3 Spreadsheets 3 Weeks Programs – 2Calculate
I can practise and improve typing skills Unit 3.4 Touch Typing 4 Weeks Programs – 2Type
I know what to do if I see anything worrying online I can choose a secure password and appropriate screen name when I am using a website
I can use more complicated input devices Input devices need to be connected to a computer – including wirelessly. Make good choices about which input devices match the task most appropriately including using data loggers.
I understand that some computers on a network serve particular functions, such as controlling printers or sharing files
Explain how the school network works – pupil logins / shared folders / connection to printers. Managed by a server, which is locked away and runs on it's own allowing computers to link to it.
I can use the formula wizard I can use a spreadsheet for budgeting Unit 4.3 Spreadsheets 6 Weeks Programs – 2Calculate
I can break programs up into smaller parts I can use logical thinking to identify and solve potential bugs during coding I can use other programs as I code Sphero
I can create a programme that responds to the 'If / Else' command
I can create an algorithm modelling the sequence of a simple event
Unit 4.1 Coding 6 Weeks –Main Programs – 2Code
I can make good choices about how long I spend online.
I respect what other people present on the internet. I understand that what I say or post on the internet might be copied, shared and stored by others
I can use different software programs and different types of hardware I can use a range of programs to complete a task
Present information – science experiment / powerpoint / prezzie
I understand how search engines order their search results
Children should search child friendly website only. Eg Google for Kids, Kid Splorer, Kiddle. Keywords will appear on all listed websites. The higher ranked websites are more reliable. Keywords can mean more than one thing (Jaguar could be animal or car) so more than one keyword can refine your search.
I can use text formatting to make a piece of writing fit for purpose
I can use 2Connect to mindmap ideas
Unit 4.4 Writing for different audiences 5 Weeks Programs – 2Email, 2Connect, 2DIY
I can use the language of Logo
I can use Logo instructions to create a picture
Unit 4.5 Logo
4 Weeks Programs – Logo
I comment positively and respectfully online and through text messages.
I can recognise that websites use different methods to advertise products. I choose websites and games that are appropriate for my age.
Use logical reasoning to explain how increasingly complex algorithms work to ensure a program's efficiency
Eg, data loggers – linked to science,cameras, web cams? Explain how input is transferred from the device to the computer (memory card, wire)
I can create a simple animation I can explore stop motion animation
Unit 4.6 Animation
3 Weeks Programs – 2Animate
I can structure search queries to locate specific information
I can assess whether an information source is true and reliable.
Unit 4.7 Effective Search
3 Weeks Programs – Browser
I understand the different parts that make up a computer
Unit 4.8 Hardware Investigators 2 Weeks
I can identify the risks and benefits of installing software including apps. I understand that copying someone else's work is called plagiarism. Unit 4.2 Online safety 4 Weeks Programs – Various
I keep my password and personal information private.
I can discuss appropriate and inappropriate use of the internet.
I support my friends to protect themselves and make good choices online.
I can explain why I need to protect my computer or device from harm.
Begin to use internet services to share and transfer data to a third party. Understand that information can be shared using the Internet eg, blogs, email, instant messaging, video chat (link to E-Safety). Share ideas of cloud stage, instant file sharing and web based applications eg PurpleMash. Save game created below onto the PurpleMash display board for others to play. Unit 5.5 Game Creator 5 Weeks Programs – 2DIY 3D I can create a playable, competitive game I can create a program to inform others Unit 5.1 Coding 6 Weeks Main Programs – 2Code
I can understand the advantages and disadvantages, permissions and purposes of altering an image digitally
Unit 5.2 Online safety 3 Weeks Programs - Various
I can create a formula in a spreadsheet I can use text variables to perform calculations Unit 5.3 Spreadsheets
6 Weeks Programs – 2Calculate
I can explain why I need to protect myself and my friends, and the best way to do this including reporting my concerns to a friend. I know anything I share online can be seen and used by others. The way I use the internet demonstrates I respect the people I share it with. I know that a website has an author who is targeting an audience.
I can search for information on a database I can create a database
Unit 5.4 Databases
5 Weeks Programs – 2Question, 2Investigate
Independently select and use appropriate software for a task Independently select, use and combine a variety of software to design and create content for a given audience Use filters in search technologies effectively and appreciates how results are selected and ranked Make advanced searches using the dash key and discuss how results are presented. Select program to present information for others to access. (Animal project)
Design, write and test simple programs that follow a sequence of instructions or allow a set of instructions to be repeated
Design write and test simple programs with opportunities for selection, where a particular result will happen based on actions or situations controlled by the user
Use logical reasoning to explain how increasingly complex algorithms work to
I know that some people publish inaccurate information on the internet. I understand how to choose online content for my age groupI know which resources on the internet I can download and use.
I can explore different viewpoints in 3d modelling I can explore the possibilities of 3d modelling.
Unit 5.6 3D Modelling 4 Weeks Programs – 2Design and Make
I can create a concept map
Unit 5.7 Concept Maps 4 Weeks Programs – 2Connect
ensure a program's efficiency Spheros
I know how to report concerns to an adult in and out of school.
I can choose a secure password for different purposes.
I can explain the consequences of spending too much time online or on a game.
I understand how computers are able to communicate and share information
I can use and combine services on the internet to share information I can use more than one piece of software to complete a task
I can combine software and hardware to solve real life problems
I can break code up into related instructions, making debugging easier and quicker I can store and retrieve variables in a program I can use loops, variables and IF statements to alter the way my programs run I can use logical thinking to identify and solve potential bugs during coding Spheros
I can identify the benefits and risks of mobile devices I can understand the importance of balancing screen time
Unit 6.2 Online safety 3 Weeks Programs - Various
I can use software to help me analyse and present data and information I can explore probability
I protect my computer or device from harm online. I can recognise trustworthy sources of information on the internet
I can use a broad range of resources online to find exactly what I'm looking for
I can explain the consequences of sharing too much of myself online.
I can explain the consequences to myself and others for not communicating kindly and respectfully.
I can identify the features of successful blog writing I can understand the importance of commeting on blogs
Unit 6.4 Blogging
5 Weeks Programs – 2Blog
I can create a story based adventure I can code a map based text adventure
Unit 6.5 Text Adventures 5 Weeks Programs – 2Code, 2Connect
I know that using unreliable information will mislead people.
I know that websites can use my data to make money and target their advertising. I always acknowledge the source of materials I use in my work.
I ask my friends before I use things I created in my work.
I can understand what a LAN and WAN are I can consider what the future might hold for IT
Unit 6.6 Networks
3 Weeks
I can use variables within a game I can create a simulation of a room in which devices can controlled
Unit 6.1 Coding 6 Weeks Main Programs – 2Code
I can design a program for a given audience
I can create a picture quiz for young children Unit 6.7 Quizzing
6 Weeks Programs – 2Quiz, 2DIY, Text Toolkit, 2Investigate
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R.E.
This term we will be learning about Hindu worship. We will explore the importance of statues and shrines to Hindu prayer and meditation, and seek to understand the Hindu belief in one supreme God whose character is represented by many gods and goddesses.
History
Date for your diary:
Our topic this half term is Our Victorian School. In our lessons, we will look at what life was like for children during this period, and compare it to our own experiences.
We will have our own Victorian school day on Wednesday 2nd February!
Geography
We will study significant mountains around the world, and learn about the processes that lead to these geographical features.
P.E.
We still have P.E. on Tuesdays and Wednesdays this half term, and children can still come into school wearing their kit on these days. Dress suitably for games outside!
Finally, please feel free to come and see us if you have any concerns or worries, or leave a message with the office. Thank you for all your support last term - and well done to the children, who worked so hard. We are looking forward to an equally impressive spring term!
With best wishes,
Miss Wheeler and Miss Hennessey
Happy New Year!
Welcome back to the new term. I hope you had a wonderful Christmas break with as few disruptions as possible.
I would like to take this opportunity to say a huge THANK YOU for all the kind words and gifts we received at the end of term. It means a lot to us, and we are always humbled by your generosity and thoughtfulness.
Notes for this half term:
Homework will still be weekly spellings, which the children are able to practise on their Purple Mash accounts. These will be uploaded on Fridays, and covered in a dictation session the following Friday.
Times tables are going to be a key focus this half term, so any extra practice you can get in at home will be a big help. Throwing out mixed questions in the car, chanting, coming up with rhymes or making links to real-life experiences all help to build up a mental picture.
Reading remains our main priority. The children's summarising and inferring skills developed well over the autumn term, and our next class target is to become accurate retrievers: returning to the text and scanning to find specific information.
I always love hearing the children's thoughts on the books they've read, and have been impressed by the breadth of texts they have been choosing this year. On Google Classroom, I have set up slides they can add to and leave their own reviews and recommendations for each other. If they've finished a book that they think others will enjoy, I encourage them to share this with us all!
English
We are now working towards creating our own play scripts for A Midsummer Night's Dream . Following our fantastic workshop, the children have developed a good understanding of the play as a whole, so that we can focus on dramatising and writing about specific scenes. After half term, we will be completing non-fiction writing linked to our R.E. topic, plus developing our persuasive writing techniques.
This term's writing started off with a whole school book focus: Change Sings by Amanda Gorman. Beautifully illustrated and with a universal message to share, this text has prompted some wonderful reflections and descriptive writing from the children.
Reading
Guided reading will continue to be taught as a whole class lesson each week, focusing on fluency and reading for meaning. We will also cover the key skills of explaining, retrieving, inferring and making sense of authorial choices in each lesson. The children's groups are rotated each week, so that they are in an adult-led group one week, then independent the next.
Maths
This half term, we will mainly be focusing on multiplication and division, with the aim to improve fluency and be able to apply known number facts to problem-solving scenarios. Year 3 will focus on consolidating their 2, 5 and 10 tables and securing the 3, 4 and 8 tables. Year 4s will be covering all multiplication facts up to 12x12. This will then feed into our work on fractions after half term.
Science
We start this term with learning about Sound. This will include conducting investigations into vibrations, volume and pitch. Next half term, we will be exploring Forces and Magnets. | <urn:uuid:d76502b6-ccf3-4d6e-86dd-181babe44afe> | CC-MAIN-2022-27 | https://www.littlegaddesden.herts.sch.uk/wp-content/uploads/2022/01/Class-3-Spring-2022-newsletter.docx_compressed.pdf | 2022-06-30T07:33:30+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00398.warc.gz | 906,625,225 | 887 | eng_Latn | eng_Latn | 0.99861 | eng_Latn | 0.999108 | [
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OFFICIAL Online safety at home:
parents and carers newsletter from CJS Issue 3 Monday 10 th May 2021
This is the third of a six part series of newsletters from CJS about keeping our children safe online and about encouraging them all to treat others with care and respect.
Technology is hugely valuable for education, as well as a way to keep in touch with friends and family. However, it's important we all consider how we can support children's online safety during post-lockdown, and in the event of further lockdowns. Here's some information about what your child may enjoy online and what you can do to help keep them safer:
Watching videos
From animals doing funny things, to slime-making and game-tutorials, the internet has lots of fun videos for children to enjoy. But the amount and availability of content online means that children may see something inappropriate.
The internet is a public and open space where anyone can post and share content. This can be fun and entertaining for children, but it does mean your child may see something that is intended for adults.
To understand what type of content might not be suitable and advice on how to help your child watch safely, watch this short video guide.
Find out what to do if you're worried your child might see something inappropriate online or what to do if they already have.
Children and the results of online bullying and hate
Unfortunately, because they are using agerestricted social media without the social sophistication to do so safely, children are increasingly posting more hurtful messages and posts about other children online.
In some cases, these posts can be defined, in British law, as hate crimes and are dealt with by the police.
In England and Wales, children between the ages of 10 and 17 can be arrested and taken to court if they commit a crime.
Hate crimes and other online 'cyber-bullying' can fall foul of the law.
OFFICIAL This is why children should not be using age-restricted social media and must treat others kindly online.
Children love to watch videos and YouTube is always a firm favourite! But sometimes children can be exposed to videos that are not meant for them. YouTube Kids is a safer way for children to explore their interests. You can find more information about this on YouTube: what parents need to know .
Remember, primary-age children should be supervised at all times when online.
The impact of cyberbullying on our children can be extremely damaging, especially to mental health.
If children have phones and constant access to inappropriate social media, there is no escape for those who are suffering.
See here for a report on the impact of online hate speech on young people | <urn:uuid:80ee3c69-1b3d-4181-bb45-1426146bc212> | CC-MAIN-2022-27 | https://www.cjs.derby.sch.uk/wp-content/uploads/sites/6/2021/05/CJS-E-Safety-newsletter-for-parents-and-carers-Issue-3.pdf | 2022-06-30T07:16:21+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00399.warc.gz | 762,761,507 | 539 | eng_Latn | eng_Latn | 0.998808 | eng_Latn | 0.998808 | [
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Reading
* Comment on the way characters relate to one another.
* Know which words are essential in a sentence to retain meaning.
* Draw inferences such as inferring characters' feelings, thoughts and motives from their actions.
* Recognise how commas are used to give more meaning.
* Recognise inverted commas
* Recognise:
o
plurals
o pronouns and how used
o collective nouns
o adverbs
* Explain the difference that the precise choice of adjectives and verbs make.
Writing
* Use conjunctions (when, so, before, after, while, because).
* Use adverbs (e.g. then, next, soon).
* Use prepositions (e.g. before, after, during, in, because of).
* Experiment with adjectives to create impact.
* Correctly use verbs in 1 st , 2 nd and 3 rd person.
* Use perfect form of verbs to mark relationships of time and cause.
* Use inverted commas to punctuate direct speech.
* Group ideas into basic paragraphs.
* Write under headings and sub-headings.
* Write with increasing legibility, consistency and fluency.
Mathematics
* Compare & order numbers up to 1000.
* Read & write all numbers to 1000 in digits and words.
* Find 10 or 100 more/less than a given number.
* Count from 0 in multiples of 4, 8, 50 and 100.
* Recall & use multiplication & division facts for 3, 4, 8 tables.
* Recognise place value of any 3-digit number.
* Add and subtract:
o 3-digit nos and ones
o 3-digit nos and tens
o 3-digit nos and hundreds
* Add and subtract:
o Numbers with up to 3-digits using written columnar method.
* Estimate and use inverse to check.
* Multiply:
o 2-digit by 1-digit
* Count up/down in tenths.
* Compare and order fractions with same denominator.
* Add and subtract fractions with same denominator with whole.
* Tell time using 12 and 24 hour clocks; and using Roman numerals.
* Tell time to nearest minute.
* Know number of days in each month and number of seconds in a minute.
Grange CE Primary School
End of Year Expectations for Year 3
This booklet provides information for parents and carers on the end of year expectations for children in our school. The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child please talk to your child's teacher. | <urn:uuid:db95d60c-e9cc-40e5-a28a-2121bf8f1cb7> | CC-MAIN-2022-27 | https://manage.appscentral.co.uk/uploads/client/documents/810/End%20of%20Year%20Expectations%20ParentLeaflet-Year3.pdf | 2022-06-30T07:01:52+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00401.warc.gz | 432,309,666 | 593 | eng_Latn | eng_Latn | 0.993153 | eng_Latn | 0.995105 | [
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Repetition in Children's Play
It is not unusual to find that the play of young children can be very repetitive. Whether it is playing ballet, house, firemen, in the sand, with collage, puzzles or blocks, most children begin kindy with a particular interest. This can be concerning to parents as they wonder if their child's experiences are limited, and how this impacts on their learning and development. Following are some thoughts to ponder with regard to this repetition in the context of the kindergarten setting:
- Repetition in play serves many purposes for children. It often provides a secure base from which to explore the physical and social environment and allows children opportunities to refine skills and ideas. It provides a sense of satisfaction in pursuing something of personal interest. As adults we often have particular activities that we are especially interested in and which we find difficult to leave until we reach a level of satisfaction or saturation – this experience is no different for children.
- Such focus on particular activities can also be viewed as beneficial to children as it enhances their abilities of concentration and attention to ideas or activities. This focus can be compared to the same focus which enables adults to pursue ideas and goals in study, work and leisure.
- The opportunities for children to make choices in their play are limited to outdoor and indoor play. It must be remembered that the larger portion of the kindy day is taken up with group, routine and transition activities directed by adults. From this fact two points emerge: 1. Although children may repeat a game each day at kindy, in the context of their whole day, they are doing many things: singing, dancing, participating in group games, discussing, listening to stories, taking responsibility at tidy up, using obstacle courses, relaxing etc; and 2. Indoor and outdoor play provide precious opportunities for children to exercise control in their lives, a rare but important psychological experience for children when so much of their time and activities are usually managed for them. Giving them this opportunity confirms that their ideas are valued and is important for their sense of competency and self esteem. These opportunities become even rarer as children progress through school.
- Brain research also tells us that: "In a cyclical fashion and because playful behaviour is usually pleasurable, children will repeat particular activities and are more likely to remember and learn from those repetitive behaviours. It is important to remember that it is through repetition that synaptic connections are strengthened, facilitating greater neural connectivity, which in turn means the brain can spend more energy on new learning (perhaps those conversations at group time) and the refinement of other synapses. In other words, practice not only makes perfect, it makes connectivity permanent." (Michael Nagel, 2012, In the Beginning: The brain, early development and learning.)
- This need for practice is particularly necessary with social skills. Co-operative play does not appear until sometime after 3 ½ years. The complexities involved in successfully playing with another person require skills of negotiation, communication, turn taking, conflict resolution, listening, and more. These skills need lots of practice! As children repeat those familiar and secure games, it allows for the practice and strengthening of synaptic connections which embed social skills.
- When should we be concerned about children's repetitive play? As early childhood educators, concerns arise for us when (a) children are unable to leave their game/activity to follow the daily routine eg to come to morning tea, (b) they find it difficult to change their focus to a group activity eg they only talk about spaceships even when we are discussing the petrified snake that we are looking at, or (c) they do not allow other children to use the equipment or space that they prefer for their game. In all of these situations, particular issues need to be addressed. Sometimes the
repetitive play is more about wanting to play with particular people and this too is a different issue to address.
- Our strategies at Ballymore. As a staff we value the opportunities children have to make choices with regard to their play. We have found that:
1. When observing children's play, what appears to be repetitive often has subtle but significant differences from one play episode to another. These differences may include: who is engaged in the game or activity, what materials are being used, where the game has been set up and what is the script or storyline of the game. All of these factors impact on the complexity of the play from one week to another.
2. There are many ways to incorporate different ideas or props in a child's repetitive play thereby extending their familiarity and engagement in other experiences. For example: the child who only chooses to do collage may be invited to make cakes for the bakery game, the aeroplane pilots may paint what they see from their window, the mothers may take their babies to the park to use the obstacle course, maps and plans may be drawn for builders or pirates.
3. Our group discussions offer opportunities to share ideas about games, solutions to problems (eg how to make a spaceship) and new ways to use materials (eg making biscuits from stickle bricks).
4. Seeing and participating in other children's games builds a reserve of possibilities for the future.
5. And in some cases we have to wait until the passion or interest has run its course, or the developmental level has been reached which allows children to make more diverse choices. When we take over children's play or redirect them in an effort to widen their interests, we often find that the lack of personal relevance or meaning to them results in the activity losing its fundamental benefit. Eg: taking a child from the mudpatch to do a painting because we think they should, often results in a rushed application of paint to paper with the limited goal of pleasing the adult. In addition, redirection by adults has the potential to build up a reliance on adults for ideas when autonomy and self-direction are our ultimate goals.
Our approach reflects the national Early Years Learning Framework and its key principles of Belonging, Being and Becoming. Belonging: feeling accepted and valued regardless of developmental level, interest or abilities; Being: having the opportunity to engage in the play and activity of childhood and Becoming: being exposed to experiences that move development and learning forward at each child's individual pace.
Our advice to parents would be to: stay patient, and allow children time to engage in the experiences that are personally meaningful to them at this young age for the short period of time that they have – this opportunity will not come again.
Remember also that their days are full of a wide variety of activities and that we have a whole year to investigate all that kindergarten has to offer. At some point they will surprise you and all those experiences will lead to a new interest! | <urn:uuid:a8a4b6d9-8b1f-4875-a767-8c0991db0782> | CC-MAIN-2022-27 | https://www.ballymorekindy.com.au/images/news/Repetition_in_Childrens_Play.pdf | 2022-06-30T07:00:04+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00401.warc.gz | 701,443,483 | 1,356 | eng_Latn | eng_Latn | 0.997916 | eng_Latn | 0.997957 | [
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Understanding the Psyche of a Math Learner
Introduction
There is a long history associated with the use of the word 'psyche' in philosophy first and later in psychology, stretching far back to the ancient times. It represents one of the fundamental concepts for understanding our human nature from a scientific perspective. "The English word 'soul' is sometimes used synonymously to mean 'psyche', especially in older texts" (Hillman, 1989, p. 20). When another word 'human' precedes 'psyche' to form the term 'human psyche', it refers to the conscious and unconscious parts of the human mind or spirit (see Amoroso et al., 2018, for detail). Contemporary ideas of the psyche have been very much influenced by the differing theories of two pioneering psychotherapists, Sigmund Freud and Carl Jung.
When we talk or use the phrase 'psyche of a math learner' here, we are asking the question: "What is going on in the mind of a math learner: consciously as well as unconsciously?" Whether it is conscious, subconscious or unconscious, the math learner's mind is so intangible that science is likely to be forever struggling with defining it. However, in this short article, our focus is on our understanding of a math learner's psyche through his/her math learning behavior, which, in turn, is influenced by his/her preferred math learning style and also his/her logical-mathematical intelligence.
Math Learning Behavior
In the math learning process, a student learns by acquiring, ingesting, and storing or accepting math information. The main characteristic of math learning is that it is a process of obtaining essential math knowledge to change the math learner's behavior (also known as math learning behavior) through interaction, practice, and experience in math problem-solving.
The term 'Math Learning Behavior' places its emphasis on the crucial link between the way in which a math learner goes about acquiring his/her math knowledge and behavior related to math learning. In doing this the focus is upon establishing positive relationships across three
elements of (i) self, (ii) other learners, and (iii) the math syllabus/curriculum. A student's experience with learned information composes his/her body of knowledge relevant to math. Math learning as a process is unique to each individual. Some learn quickly, scanning the information and mastering the math concept or skill seemingly effortlessly. Others may stumble or struggle while processing math information, taking longer to grasp the math concept of requiring numerous exposures over a sustained time. As a result, we need to know a math learner's preferred math learning style.
Math Learning Styles
There is actually a diverse range of learning styles appropriate for every math learner. Each of these learning styles can constitute a math learner's psyche. Schools generally use linguistic or logical learning styles, but other styles may be more effective for some math learners.
When a student is not performing as well as s/he is expected to do so in math, it is likely s/he just needs to be taught math in a different way. It is important to remember that learner diversity is not exclusively about qualities, beliefs and faith. It can also determine how the student can best learn new math skills. Some math learners perform better through movements and hands-on activities, while some need visual information to fully understand a math concept. That is why a successful math teacher is one who does not only disseminate math knowledge and encourage positive math learning but can also identify the math learning styles of students and tend to each one of them.
The idea of individualized math learning styles can be traced back to Neil Fleming's VARK model, which was introduced in the 1970s. Since then, the Fleming model has greatly influenced education. Today it is one of the common and widely used learning framework. The Fleming's learning styles are categorized into visual, auditory, reading-writing and kinesthetic. The Fleming model can be expanded into Howard Gardner's theory of multiple intelligences (TMI), which has increased from the original seven to the current nine different intelligences (Brown & Liepolt, 2004): (1) Verbal-linguistic intelligence; (2) Logical-mathematical intelligence; (3) Spatial-visual intelligence; (4) Bodily-kinesthetic intelligence; (5) Musical intelligences; (6) Interpersonal intelligence; (7) Intrapersonal intelligence; (8) Naturalist intelligence; and (9) Existential intelligence.
Critics of TMI have argued that Gardner's definition of intelligence is too broad and that his nine different so-called "intelligences" simply represent talents, personality traits, and abilities. However, despite the criticism, the TMI enjoys considerable popularity with educators and many of them have utilized the theory in their teaching philosophies and work to integrate Gardner's theory into the classroom (Cerruti, 2013).
Logical-Mathematical Intelligence
The 'true' psyche of a math learner displays, among the nine multiple intelligences mentioned above, the logical-mathematical intelligence (assessable by a standardized math assessment such as Comprehensive Mathematical Abilities Test-2 nd Edition), which is that ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns. When someone likes using his/her brain for logical- mathematical reasoning, s/he is a logical learner. In fact, math learners are logical learners. S/He can easily recognize patterns and can connect seemingly meaningless concepts easily. Math learners being logical often lean towards classifying and grouping information to help them further understand it. They excel in numbers and are fine with doing complex calculations (e.g., trigonometry off the top of their
head!). For their future career, these math learners could pursue their interest in accountancy, book-keeping, computer programming, and scientific research.
Conclusion
So, what is the psyche of a math learner? We can sum it up with the following statement: "It refers to a logical-mathematical mind that capacitates a student's math learning behavior, which, in turn, is influenced by his/her preferred math learning style, consciously, subconsciously and/or unconsciously".
References
* Amoroso, Richard; Gianni, Albertini; Kauffman, Louis; Peter, Rowlands (2018). Unified field mechanics II: Formulations and empirical tests – Proceedings of the Xth Symposium Honoring Noted French Mathematical Physicist Jean-pierre Vigier. Singapore: World Scientific.
* Cerruti, C. (2013). Building a functional multiple intelligences theory to advance educational neuroscience. Frontiers in Psychology, 4. Article ID: :950.
* Hillman, J. (1989). The poetic basis of mind. In T. Moore (ed.), A blue fire: Selected writings by James Hillman. New York: HarperCollins.
* Brown, J., & Liepolt, W. (2004). Tapping into multiple intelligences. College Teaching, 56(2), 78-84.
* Steen, S. (2021, August 15). What is the human psyche? Learn the definition, parts of the psyche, its development, disorders associated with it, and the life periods that affect the psyche. Retrieved from: https://study.com/learn/lesson/human-psyche-meaning-parts.html
* https://www.iedunote.com/characteristics-of-learning
Dr Andrew Chia KH, EdD
Editorial Team © AlphaOmegaMath | <urn:uuid:50e3da92-6d51-4e62-b9d4-e70a386754aa> | CC-MAIN-2022-27 | https://www.alphaomegamath.com/_files/ugd/aab657_f834adca822b412ea86c2003880501c8.pdf | 2022-06-30T07:39:08+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00401.warc.gz | 682,871,352 | 1,533 | eng_Latn | eng_Latn | 0.986657 | eng_Latn | 0.995854 | [
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Pruebas de acceso a enseñanzas universitarias oficiales de grado (Bachillerato L.O.E.)
IDIOMA EXTRANJERO: Inglés
No se permite el uso del diccionario ni de ningún otro material didáctico.
Las preguntas deberán ser respondidas en Inglés.
Duración de la prueba: 1 hora y 30 minutos.
Esta hoja no se entrega y hay que responder todos los bloques de la propuesta elegida, A o B.
PROPUESTA A
BULLY 1 FOR YOU
(1)The makers of a controversial computer game about bullying have decided to go ahead and launch it despite calls for it to be banned. In the game, (2) players take on the role of a new student at a school and have to fight the bullies, by punching them or hitting them with a baseball bat.
Critics have said that the game encourages violence, but the makers deny this and say that, while there is violence in the game, it is just an amusing look at school life, besides which, the violence in the game is directed against the bullies to protect pupils who are being bullied. The makers also say that players will learn to stand up to bullies.
(3) A British politician, a former minister, has called for it to be banned as it might affect the way young people perceive violence.
(4) Anti-bullying charities have said that the game might make people respond violently to bullies, which might make things more complicated and result in injuries.
1 Bully: Someone who hurts or frightens someone who is smaller or less powerful than them, often forcing them to do something they do not want to do.
QUESTIONS
I. READING COMPREHENSION. (2 POINTS) (0.5 points for each correct answer)
Add TRUE or FALSE and copy the evidence from the text to support your answer.
NO marks are given for only true or false.
1. The makers of the computer game decided not to release it. False
2. In the game, the player takes on the role of a bully.False.
3. A British politician has spoken in favour of the game.False.
4. Anti-bullying charities think that people might get hurt because of this game. True.
II. LEXICON / PHONETICS (2 POINTS):
A. LEXICON. (1 POINT) (0.25 points for each correct answer)
Find words or phrases in the text that mean the same as these given.
1. Forbidden. Banned
2. Incites. Encourages
3. Defend yourself against. Stand up
4. Makes someone feel fear. Frightens
B. PHONETICS. (1 POINT) (0.25 points for each correct answer)
1. Write two words from the text that include the same sound as "take" /eɪ/. (0.5). makers, game, players, take, baseball.
2. Write two words from the text that include the same sound as "needed" /ɪd/. (0.5). decided, directed, bullied, complicated.
III. USE OF ENGLISH. (3 POINTS) (0.5 for each correct answer)
Rewrite the following sentences starting with the words given.
IV. COMPOSITION. (3 POINTS)
Write a composition of between 100 and 125 words on the following topic:
Write your opinion on computer games.
Pruebas de acceso a enseñanzas universitarias oficiales de grado (Bachillerato L.O.E.)
IDIOMA EXTRANJERO: Inglés
No se permite el uso del diccionario ni de ningún otro material didáctico.
Las preguntas deberán ser respondidas en Inglés.
Duración de la prueba: 1 hora y 30 minutos.
Esta hoja no se entrega y hay que responder todos los bloques de la propuesta elegida, A o B..
PROPUESTA B
NOTTING HILL CARNIVAL
Notting Hill is a small area in West London but every year two million people come from all over the world to have fun. The carnival takes place at the end of August each year, and the main days are Sunday and Bank Holiday Monday.
The festival started as a local West Indian event. But though it started as a small procession through the streets of Notting Hill, it is now a huge multicultural arts festival. In fact, it is the largest festival in Europe. Only the Rio Carnival in Brazil is bigger.
At the heart of the festival is a spectacular parade. The Carnival route is three miles long and hundreds of groups move along it. There is music, decorated floats, elaborate costumes and dancing. It is a very loud festival because there are 45 static sound systems in the street playing reggae, soul, hip hop, funk, house and garage music. In addition, there are three live stages where artists from all over the world perform.
But there‟s a lot more to the festival than just music. There are 300 food stalls selling exotic international food, so you won‟t go hungry. There‟s theatre and arts and crafts, too.
You can sing and dance or you can just watch. But there‟s no need to be quiet. You can buy whistles and blow them to make lots of noise! The Notting Hill Carnival welcomes visitors and tourists. Its motto is „Every spectator is a participant‟.
QUESTIONS
I. READING COMPREHENSION. (2 POINTS) (0.5 points for each correct answer)
Add TRUE or FALSE and copy the evidence from the text to support your answer.
NO marks are given for only true or false.
1. The carnival happens every two years.
2. It isn‟t difficult to buy food at the carnival.
3. The food stalls sell international food.
III. LEXICON / PHONETICS (2 POINTS):
A. LEXICON. (1 POINT) (0.25 points for each correct answer)
Find words or phrases in the text that mean the same as these given.
5. Enjoy.
6. Big.
7. Entertain people by dancing, singing, acting or playing music.
8. Slogan.
B. PHONETICS. (1 POINT) (0.25 points for each correct answer)
2. Write two words from the text that include the same sound as the underlined sound in "sea" /i: / (0.5)
3. Write two words from the text that include the same sound as "car" /ɑ:/. (0.5)
III. USE OF ENGLISH. (3 POINTS) (0.5 for each correct answer)
Rewrite the following sentences starting with the words given.
IV. COMPOSITION. (3 POINTS)
Write a composition of between 100 and 125 words on the following topic:
Describe your favourite festival.
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The Restorative Power of Sleep
by Peeka Trenkle
Throughout the course of history, sleep has always been revered as an important part of a healthy lifestyle. The body's need for sleep has not changed over the years but our social and cultural habits and attitudes regarding sleep have changed. In the 19th century, the average person slept about eleven hours per night. In 2007, the average person slept 6-7 hours per night. This great reduction in sleep coincides with many environmental and social changes, including the advent of electric lighting, fast travel, television, telephone, computers, email…. in short, much more constant, daily stimulation of the nervous system.
If you have trouble sleeping:
Take time this winter to make sleep and rest a priority.
Unwind at night with relaxing activities like meditation, bathing, deep breathing.
Avoid television and computers for at least an hour before bed.
Keep your bedroom for sleeping; create a restful environment.
Leave a few hours between eating and sleeping so that you are not digesting while you sleep.
Remember that caffeine, even in the beginning of the day, can affect your sleep patterns. If you are experiencing sleep problems,eliminate coffee and black tea.
Use nervine relaxant herbs such as chamomile, linden, passionflower or skullcap an hour before bed.
Schedule time for sleep. If you have trouble sleeping, allow yourself time to re-learn your sleeping habits. Schedule a weekend that is devoted to relaxing activities and sleep.
Relevant Times | relevanttimes.com
Natural sleep rhythms are governed by the circadian cycles of day and night, the alternations of light and dark. When we live in natural environments, our bodies respond to the light and dark cycles by secreting proper amounts of hormones – particularly melatonin – which allow our nervous systems to engage and relax according to the rhythms of the day. Most of us live in areas where there is not complete darkness at night, where noise interrupts our quiet evenings in one way or another.
When the body lacks sleep it, produces greater levels of stress hormones which can cause more susceptibility to infection, more need for energy from food, possibly leading to increased weight, and possibly an increase in blood pressure and risk of diabetes.
Adequate sleep allows the body to replenish and repair various systems, functions, tissues and fluids (neurotransmitters and hormones) – and, through dreams, allows healing of the psyche as well. Sleep is restorative and necessary for wellbeing.
Most recommendations for sleep requirements suggest eight hours as the optimal length of nighttime sleep. But the need for sleep is better assessed according to a person's individual constitution. For instance, a very nervous-centered person, one who might be easily stressed and prone to anxiety, might have a greater need for long, restful sleep, while a person who is more prone to lethargy and depression might do well to wake before dawn for a vigorous run, curtailing the desire to sleep too long.
Sleep also naturally fluctuates according to the seasons. Now, in the winter months, we are in a time of darkness, of rest, a time when seeds lie deep in the earth waiting to germinate in the spring. Undoubtedly, our ancestors slept longer in the winter months, using this dark time of the year to rejuvenate and restore – to dream and to heal.
Regular sleep is necessary for good health. Although we live in a time and a culture which values productivity above rest, we should remember that living in right rhythm with the natural world has always proven effective for long term health.
Peeka Trenkle is an herbalist and homeopathic consultant with a private practice in NYC and Denville, NJ. She is a long time advocate for natural health and healing and has been in practice for over 25 years. She is a professional member of the American Herbalists Guild and is a graduate of The School of Homeopathy, NY.
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Name :
Parallelogram – Area
T2S4
8) If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram.
9) What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches?
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
5) base = 17 yd , height = 5 ft Gain complete access to the largest collection of worksheets in all subjects!
6) base = 9 ft , height = 84 in
7)
1)
Area = Area = Find the area of each parallelogram for the given measurements. ft2 in2 PREVIEW
2)
3)
Area =
Area =
Area =
Area =
base = 26 in , height = 3 yd Area = Not a member? Please sign up to access. gain complete
yd2
ft2
in2
ft2
yd2
B)
square yards
square inches
19 ft
120 in
1 yd
13 in
15 yd
21 ft
www.mathworksheets4kids.com
Members, please worksheet. log in to download this
8) If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram.
9) What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches?
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
6) base = 9 ft , height = 84 in
B)
Printable Math Worksheets @
www.mathworksheets4kids.com
Name :
Answer key
Parallelogram – Area
T2S4
468 190 Area = Area = Find the area of each parallelogram for the given measurements. ft2 in2 PREVIEW
105
63
77
255
2,808
If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram. 8)
84
1,560
What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches? 9)
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
5)
6)
7)
1)
2)
3)
Area =
base = 9 ft , height = 84 in
Area =
Area =
base = 17 yd , height = 5 ft
Area =
base = 26 in , height = 3 yd
Area =
yd2
ft2
in2
ft2
yd2
B)
square yards
square inches
19 ft
120 in
1 yd
13 in
15 yd
21 ft
www.mathworksheets4kids.com
Members, please
worksheet.
log in to
download this
Not a member?
Please sign up to
access.
gain complete
Gain complete access to the largest collection of worksheets in all subjects!
If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram. 8)
What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches? 9)
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
B)
Printable Math Worksheets @
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Figure 1 Image of the ARC and Writing Center logos
BASIC MLA FORMAT 8 th EDITION
When you write a paper, often times your professor will ask you to format it according to specific guidelines. These guidelines will affect how the paper looks as well as how you document any outside sources that you may use in your paper. Different classes will use different types of formatting. English classes typically use MLA format. MLA stands for The Modern Language Association. Every few years, MLA updates and makes changes to its guidelines. In April 2016, MLA replaced its 7 th edition with a new 8 th edition. This handout will discuss the basic features of MLA 8 th edition.
Basic Features of the MLA Style:
* Use Times New Roman font, 12-point size.
* Double-space the whole paper.
* All margins should be set to 1 inch.
* Each page should have a "header" that includes your last name and page number at the upper right-hand corner of each page. This should be 1/2" from the top edge of the page.
* Your paper should begin with a heading in the left corner of the first page, including the following: your name, your instructor's name, the class name and the date (for an example, see the attached sample essay on page 6). The date is written in Day Month Year format. For example: 03 January 2017.
* The title of the paper should be centered – do not underline, bold or "quote" your title.
Citing Sources
MLA provides students with a way to document the outside resources they used in an academic essay (books, articles, etc.). There are two ways instructors expect students to document their sources: in-text, or parenthetical, citations throughout the essay, and a "Works Cited" page at
the end of the document. The Works Cited page is a list of all of the resources used in the essay. MLA has certain guidelines on how to list these resources. We will discuss this more on the next page.
Why Citing Sources Matters:
It is absolutely necessary that you learn how to properly cite any other sources that are not your own words or ideas used in composing an essay in order to avoid plagiarism. Plagiarism is the act of using another person's words or ideas and attempting to pass them off as your own. There are many ways to plagiarize, even if it is unintentional, "Buying a term paper from an online paper mill or 'borrowing' a friend's completed assignment are obvious forms of plagiarism. But plagiarism also includes paraphrasing or summarizing material without properly citing its source" (Maimon 265). Plagiarism is a serious offense that comes with serious consequences. According to Valley College's 2016-2017 Catalogue, the consequences for this offense include "warning, reprimand, restitution, disciplinary probation, suspension, or expulsion" (196).
For more information about plagiarism, see the Writing Center's handout on plagiarism.
The Works Cited Page MLA 8 th Edition (see example page 7)
The works cited page provides a more in-depth way to document sources used in an academic paper and is a necessary part of any essay. According to the MLA Handbook, the Works Cited page "simplifies documentation by permitting you to make only brief references to these works in the text" (Gibaldi 144). The list should be a new page at the end of the document. In MLA 8, the same information is used for ALL citations, and this information should go in a certain order. Below is a guide for what information is required and the order of that information.
The Core Elements of a Works Cited Page Entry
In MLA 8, each piece of information required for a citation is called a "Core Element." If an element cannot be found, it can be left out. You then move on to the next element. The chart below shows the elements you should be looking for and the order they go in. Each element should be followed by the punctuation mark shown in the chart. We will briefly discuss each element.
Author: The author is the person or group primarily responsible for producing the work. List the name of the author with the last name first followed by a comma, then the first name. For example: Smith, John. If there are many authors, you can just list the first author and then add 'et al.'
Figure 2 Image showing the required order to create citations
Title: The title is the next element included in an entry. If no author can be found, then this will often be the first element in your entry. The title is usually displayed obviously at the top of a web page or on the front of a book. The title of longer works (Books, Films, Albums, etc.) is written in Italics like this: MLA Handbook. Shorter works (song title, short story titles, article titles, etc.) are in quotation marks like this: "MLA Formatting and Style Guide."
Title of Container: When the source being documented is part of a larger source, the larger source is considered the container that the source comes from. For example, the container for a web page is the whole website, and the container for a book chapter is the entire book. The container is always written in Italics. For example, The Purdue Owl.
Other Contributors: This is where you can list other people who contributed to the work that are not the author such as an editor, illustrator, director, etc. If there are no other contributors just skip it.
Version: You only need to add this information if the source has more than one edition.
Number: You only need to add this information if the source is one of a numbered sequence. For example, encyclopedias are a text that is too long to be printed in one book, so there will be several volumes. If this is the case, you should specify which volume you used.
Publisher: This is the organization that is responsible for making the source available to the public. Usually, the first or second page of a book will list the copyright information which includes the publisher. On a website, the publisher's name can usually be found at the very bottom of the page. When citing a website, if the sponsor and website title are the same, you do not need to add the publisher.
Publication date: Write the full date including month and year if you can find it, otherwise just put the year. In a book or on a website the date can usually be found with the publisher information.
Location: In a book, the location can be a range of pages, especially if it is a large anthology. If you used the entire book, you do not need to include this information. For a web source, the location will be the web address, also known as the URL, or a D.O.I. (Digital Object Identifier) number.
Thus, this is the basic format for all citations:
Author. "Title." Title of the container. Other contributors, Version, Number, Publisher's name, Date of publication, Location.
Some basic features of the Works Cited Page
* The works cited page is a list of all the outside sources used in a paper
* It is always the last page of the paper, and it should be on its own page.
* Make sure to alphabetize the entries by author's last name,
* For any source you have that does not contain an author, list alphabetically the next piece of information available to you
* All sources should have a hanging indentation: There are a few ways to make a hanging indent on Microsoft word. The fastest ways is to first add all of your citations to the Works Cited page. Then highlight the entire page and go to the "Format" area in the bar at the top of the screen. Click "Paragraph." There will be a pop-up window. In the "Indentation" section of that window, click the drop-down list under "Special" and choose "Hanging." This will apply the hanging indent to the entire Works Cited page all at once.
4
In-text Citation Basics
In MLA style, referring to the works of others in your text is done using "parenthetical citation." This method involves placing relevant source information in parentheses after a quote or a paraphrase. The in-text citation should contain the element that comes first in the Works Cited entry. In-text citations should never appear anywhere else in the sentence except at the end. Below are some common in-text citations with examples:
Book with an Author
This citation is one of the most common forms of in-text citation. You put the authors name and the page number where the quote was found in parenthesis at the end of the sentence. The period at the end of that sentence should come after the citation.
Example: In A Thousand Splendid Suns, the author demonstrates the significance of the objects by stating, "Nana cherished each blue-and-white porcelain piece" (Hosseini 3).
If you mention the author's name in the sentence, it is not necessary to put the last name in the citation.
Example: In A Thousand Splendid Suns, Hosseini demonstrates the significance of the objects by stating, "Nana cherished each blue-and-white porcelain piece" (3).
Article with an Author
This citation is very similar to a book with an author. However, if it is an electronic source with no page numbers, then the page number can be left out.
Example: The Los Angeles Times on-line article "Storm brings widespread flooding across Northern California" states, "the storms have boosted seasonal rainfall totals to levels not seen in years across California" (Hamilton).
For an article in an online journal or an article from a database, give page numbers if they are available.
Article without an Author
If no author can be found for a source then the next element is used, which is the title. Thus, this will go in the parenthetical citation instead of the author's name. You can shorten the title to the first few words.
Example: The Environmental Protection Agency article "The Impact of Global Warming in North America" explains that certain areas have higher concentrations of warming than others. It goes on to say that there are many global warming hotspots in North America most likely because this region has "more readily accessible climatic data. . ." ("Impact of Global Warming" 6).
Two Sources by the Same Author
If you are using two sources written by the same author, in order to let your reader know which work you are quoting, it is necessary to include the title of the work in addition to the author's last name and the page number in the citation.
Example: Through Gabriel's waking dream, the author offers his ideal version of death: "Better pass boldly into that other world, in the full glory of some passion, than fade and wither dismally with age" (Joyce, "The Dead" 748). While Gabriel's reflection has some peace in it, Mr. Hynes laments opportunity lost to death saying, "He would have had his Erin famed,/ The green flag
gloriously unfurled,/ Her statesmen, bards and warriors raised/ Before the nations of the World"
(Joyce, "The Death of Parnell" 714).
Here are some more complicated in-text citations:
The Bible
In your first parenthetical citation, you want to make clear which Bible you're using (and underline or italicize the title), as each version varies in its translation, followed by book (do not italicize or underline), chapter and verse.
Example: Ezekiel saw "what seemed to be four living creatures," each with faces of a man, a lion, an ox, and an eagle (New Jerusalem Bible, Ezek. 1.5-10).
Poetry
When quoting poetry, make sure you add a forward slash (/) to show the reader where the line breaks would be. The parenthetical citation should contain the line numbers of the poem, not the page number.
Example:
In Emily Dickinson's famous poem it states,
"Because I could not stop for Death /He kindly stopped for me" (1-2).
These are the first two lines of the poem, thus the citation says 1-2.
Classic Play
When citing a play or poetry, the format you will use and the way you will cite it depends on when it was written. If it is a classic play (for example one written by Shakespeare or Sophocles), you will cite the play by title, act, scene and the line number or numbers where the quote can be found. Each new line will be separated by a slash.
Example: Shakespeare allows his hero to reveal his weakness when Hamlet questions, "To be, or not to be – that is the question" (Hamlet, 3.1.56-60).
Modern Play
7
When citing a modern play, you will use the same format you would use for any book for both the quote and citation.
Example: Torvald admits to Nora that his reputation is far more important to him than she is saying, "Nobody sacrifices his honor for the one he loves" (Ibsen 1312).
For a complete list of sources, please consult OWL Purdue or an MLA handbook.
Also try www.easybib.com for assistance with creating a work cited page, but be careful! You may still need to fill in some of the information yourself.
This handout was based on the following sources:
Gibaldi, Joesph. MLA Handbook for Writers of Research Papers. 7th ed. New York: Modern language Association, 2010
Maimon, Elaine P., Janice H. Peritz and Kathleen Blake Yancey. A Writer's Resource: A Handbook for Writing and Research.MLA Handbook, 8 th ed. Modern Language Association of America, 2016
Russell, Tony, Allen Brizee, and Elizabeth Angeli. "MLA Formatting and Style Guide." The Purdue OWL. Purdue U Writing Lab, 9 December 2016, owl.english.purdue.edu/owl/resource/747/1/
"What's New in the Eighth Edition." MLA, Modern Language Association, 2017, www.mla.org/MLA-Style/What-s-New-in-the-Eighth-Edition.
Please visit our website at www.lavc.edu/writingcenter for additional resources and services.
Jane Doe Professor Smith Political Science 1 13 January 2016
The Constitutionality of the Patriot Act
The Constitution of the United States is an important document because it guarantees certain rights for every citizen. One of these rights is the right to privacy. In the aftermath of the September 11 th 2001 attacks, the U.S. government has knowingly encroached on its citizen's rights to privacy. While the government does have a responsibility to ensure the safety of its citizens, it also has a responsibility to protect their constitutional freedoms. Although some may argue that the United States government is only trying to protect our safety, they have violated people's right to privacy in several ways including the United States Patriot Act, increased Transportation Security Administration (TSA) rules, and public space cameras.
The United States Patriot Act is one way the government attempts to invade our privacy. Many people say that the act was only passed because it was rushed through Congress. The book American Government and Politics Today discusses different acts that were passed in recent years. According to this book, the Patriot Act "…was passed without meaningful review" (Bardes 133). The fact that it was not reviewed shows that the government is ignoring citizen's rights in the name of security. In addition, the New York Times article "Unconstitutional Sections of the Patriot Act" also discusses the lack of review. This article states that "many members of Congress hadn't even read the bill" before it was passed (Gosselin). This lack of review shows that the government is ignoring the constitution. Looking at the act itself, one can see that it denies Americans the privacy rights guaranteed in the Fourth Amendment ("Amendments"). The act bypasses the legal checks
9
Film: All the President's Men. Directed by Alan J. Pakula, Performances by Dustin
Film Title Director, Performers.
Hoffman, and Robert Redford, Warner Brothers, 1976.
Distributor, Release Date.
Web site "Amendments." Law.Cornell, Cornell University Law School, 2016,
No author
Title of page.
Title of Website
Sponsor/publisher (if different from website title)
Date of Web Publication.
www.law.cornell.edu/wex/fourth_amendment.
URL .
Website article
with author Antinelli, John. "Few Will Miss Campaign News." Pew Research Center, 12 Nov 2008,
Last Name, First Name. "Title of Web Article." Title of Web Page/publisher Date of Web Publication www.pewresearch.com/few-will-miss-news
URL
Book by Bardes, Barbara, Mack Shelley, and Steffen Schmidt. American Government and Politics
Two or Last Name, First Name, First Name Last Name, First Name Last Name
Title of Book.
More
Today: The Essentials.
2007 ed., Thompson Wadsworth, 2008.
Authors:
Edition.
Publisher,
Pub. Date.
Translated Fagles, Robert, translator. The Odyssey. By Homer, Penguin Books, 1996.
Work:
Translator.
Title of Book
. Author.
Publisher, Pub. Date
Article Gosselin, Peter G. "Unconstitutional Sections of the Patriot Act." New York Times, 11 Jan.
From newspaper
Last Name, First
Name. "Title of Article."
Title of Newspaper.
Pub. Date:
2009, p. A1.
Page Number.
Book: Hosseini, Khaled. A Thousand Splendid Suns. Riverhead Books, 2007.
Last Name, First Name.
Title.
Publisher, Pub. Date.
Anthology Joyce, James. "The Dead." Masters of British Literature. Edited by Robert A. Pratt et al.,
Book: Last Name, First Name. "Title of
Story." Title of Anthology.
Editor.
The Riverside Press, 1958. 727-48.
Publisher,
Copyright Date. Page #.
2 nd work by
The same author: ---. "The Death Parnell." Masters of British Literature. Edited by Robert A. Pratt et al.
"Title of Story."
Title of Anthology.
Editor.
The Riverside Press, 1958. 714-15.
Publisher
Copyright Date. Page #.
Book chapter: Levednosky, Charles. "Understanding the Patriot Act." Opposing Viewpoints: The Patriot
Last Name, First Name.
"Title of chapter, entry, or section of the book"
Title of Book.
Act. Edited by Louise I. Gerdes. Greenhaven Press, 2005.
Web Site: The Purdue OWL. Purdue U Writing Lab, 2016.
Name of Website publisher/sponsor
Date
Article from
Library Stuckey, P. Sterling. "Reflections on the Scholarship of African Origins and Influence in
Database *
Last Name, First Name.
"Title of Article."
American Slavery."
The Journal of African American History
Journal or Magazine.
425-44.
, Vol. 6, Fall 2006
Volume #
Publication Date:
InfoTrac
US History
, doi: 10.1002/tox.20155.
Page Number.
Database.
URL or DOI (document identification number)
YouTube Video "Technology in Focus" YouTube, uploaded by Big Think, 6 June 2016,
Title
Location.
User name
Date www.youtube.com/watch?v=WBlpjSEtELs.
URL
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LET'S TALK TRASH – MAY 20221
Burn Smart - Wood Stoves: Being from Alberta (few trees, plentiful natural gas), I came to Lasqueti wood stove 'illiterate'. I had no idea how to start, feed, dampen, or maintain a contained fire but I learned quickly in order to stay dry and cozy. Now, my wood stove is the heart of my home; it heats the space, bakes the cookies, and makes hot water (in winter). I thought I knew everything I needed to know about building clean burning, efficient fires but researching for this article has led to refining some of my practices.
This month, the qRd's Let's Talk Trash team is running a Burn It Smart campaign to educate folks on how to best use a wood stove. Since, I learned some things from the available information, maybe you will too!
Burning Smart begins with good wood. Firewood needs to be seasoned for at least six months and kept sheltered from the weather. It should have less than 20% moisture content (you can buy a moisture meter to check or knock two pieces of wood together listening for a hollow sound). A variety of smaller sizes in the wood pile helps with starting fast, hot fires. Pieces should not be larger than 10-15 cm in diameter for maximum surface burn area and increased efficiency. Overly large pieces tend to smoulder.
Use dry kindling and newspaper or brown bags to start your fire. Keep it small until the stove is hot and then add larger pieces. Leave the vents open for the first 10-15 minutes to complete combustion. Stack pieces loosely so that air can reach all the pieces at once. Add three or more pieces to form a sheltered pocket of glowing coals to sustain the fire. When the wood is wellcharred it needs less air to burn. Once your fire is established, you can close the vents to prevent heat loss up the chimney. That's a good time to step outside to see if you're 'Burning Smart' by looking at your chimney. A good fire shouldn't make visible smoke.
Smoke from your fire means unburned fuel, which means more pollution (particulate matter, carbon monoxide, volatile organic compounds and polycyclic aromatic hydrocarbons) and a waste of precious tree resources. Overloaded or completely damped down stoves create smoky conditions!
Keep your chimney clean and clear. This reduces the risk of chimney fires from built up creosote. Clean the ash from the wood box regularly leaving 1 inch at the bottom for maximum efficiency. Ash from untreated wood is great for the garden!
Please don't burn wet, green, painted, pressure treated wood or wood from the beach. Driftwood is soaked in salt and burning it releases sodium and chlorine ions (which lead to formations of toxic compounds). Burning driftwood also corrodes your stove and venting system. Also, burning garbage, plastic, treated or painted wood is illegal in BC because this creates toxic air conditions inside and outside of your home.
As we all share the resource of the air, think of your family, friends, neighbours and wildlife when you choose your fuel. In communities where wood heating is common, wood smoke can be responsible for smog and health problems for vulnerable people. Wood smoke can irritate the eyes, nose and throat causing headaches, nausea, dizziness and asthma.
Beyond choice of wood, emissions vary greatly depending on your stove. Stoves from the 70's and 80's would produce 4.2 grams of particulate/hour. Since 2020, new stoves have beenrequired to produce no more than 2.0 grams particulate/hour. If your stove is EPA (Environmental Protection Agency) Certified and you are using it right, you'll make 70% less smoke and use 30% less firewood. This spring, if you consider upgrading your old wood stove to a cleaner burning model, you can get a $400 rebate through the provincial Wood Stove Exchange Program (WSEP). Upgrades to pellet, propane, gas, and electric heat pumps can receive $550 in rebates from the WSEP along with additional rebates from Fortis Gas and BC Hydro.
Clean air is everyone's right. Protecting air quality is everyone's responsibility. Please direct any questions regarding the program to the Let's Talk Trash Team at 604-485-2260 extension 308 or firstname.lastname@example.org.
Burning dirty fires, stinks!
Tune into Let's Talk Trash's recorded Zoom info session on Burning It Smart with guest, Ron Spreeuw. Ron has been WETT certified since 1998 and installing wood stoves since 1991. Video available through LetsTalkTrash.ca drop down tab on wood stoves. | <urn:uuid:6b5f401a-13f6-456d-a7a0-d9a595e4e4ac> | CC-MAIN-2022-27 | https://www.lasquetilocal.ca/_files/ugd/31ee4f_b23c7003f489433893b547a705d45088.pdf | 2022-06-30T08:26:56+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00403.warc.gz | 902,078,243 | 984 | eng_Latn | eng_Latn | 0.998116 | eng_Latn | 0.998642 | [
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Scripture Reference: John 13:1-17
Goal: We follow Jesus' example of feetwashing.
For the most part, children are well acquainted with the concept of being served. After all, someone prepares their food, washes their clothes, helps them with their homework… Someone is always doing something to meet their various needs. What they may not understand, however, is that Jesus calls upon them to help meet the needs of others. This lesson is designed to help the children explore Jesus' example of serving through the act of feetwashing and how it relates to them. By taking part in the interactive activities listed, the students will also brainstorm other ways they can serve those around them.
Opening Activity:
(For this activity, you will need two identical-size trays, a variety of plastic containers, and two chairs.)
Divide the children into two equal teams. If you have an odd number of students, one child will have to go twice. Have the two teams line up at one end of the classroom. At the opposite end, place two chairs a couple feet away from the wall. Give the first person on each team a tray holding half of the plastic containers. These players must balance the trays on one hand waitress-style as they race across the room, around the chairs, and back to the starting line. Any player who drops anything must stop and pick it up before continuing. As each player gets back to the starting line, the tray is handed off to the next player in line. The first team to finish wins.
Say: The game we just played is called Restaurant Relay*, because in it, we are balancing a tray of "food" in the same way a waitress or waiter would in a restaurant. When a waitress brings us our food, we say she is serving us. Serving someone food is only one type of service. There are many other ways to serve people, too. Today in our Bible lesson, we'll be learning about a way Jesus served His disciples.
(This activity consists of a monologue by a character known as "Agent #777". You may dress in character and present the monologue yourself using the script provided below or find someone else who would be willing to do so.
If someone is dressing in character, you will need a trench coat, hat, dark glasses, walkie-talkie, and pocket-size Bible.
If you are dressing for the part, you may wish to arrange ahead of time for another adult to stay with your class while you get into costume.)
Gather the children together in front of the area from which the monologue will be presented.
Script
Come in dressed as a spy. Look around apprehensively. Talk into the walkietalkie.
Yeah, Boss. Agent #777 here. I'm at the location You sent me to – the Church of God. You may insert your church name, town, and state here. What's my mission for today? Oh, to tell the students here about an impossible mission Jesus did. Which one? Right – that one! Will do. Over and out.
Look around some more ,slip walkie-talkie into pocket, then walk over to the children. Speak to individual children for the first few sentences.
Hmmm…You're a bit on the smaller side. So are you. Stand up a minute. Yeah, I'd say you're rather short, too. You must be the students I've been sent to give a message, a message about Jesus.
We spies are famous for carrying out impossible missions. Jesus wasn't a spy, but He did some pretty impossible missions Himself while He was on the Earth. I'm here to tell you about one particular mission. Before I do that, I want to ask you a couple questions. When you grow up, what kind of job would you like to do? I mean, when I was young, I dreamed of being a spy, living a life of danger. Well, here I am, all grown up, Agent #777 at your service. What do you want to be when you're grown? Responses. What's a job you would never want to do – what do you think is the worst job you could have? Responses.
When Jesus lived on Earth, the worst job a person could have was to be a servant. Servants did many things, but one really awful job they had to do was wash people's feet! In Bible times, there weren't cars or paved roads or even sidewalks. If you wanted to go somewhere, you usually walked in the dirt to get there. And you most likely wore sandals, which meant your feet got very dirty. When you went to someone's house for supper, his servants would wash your feet. What a disgusting job!
One night as Jesus and His disciples were sitting down for supper, Jesus got up, wrapped a towel around His waist, poured some water into a large bowl, and began washing His disciples' feet. Now, you may be thinking, "What's so impossible about that?" You've got to remember, Jesus was God's Son – He was a King! Kings aren't supposed to serve other people. We're supposed to serve them!
But here was Jesus washing His disciples feet! Don't just take my word on it. Pull out Bible and open to passage, but don't actually read it. You can read about it in the Bible in the book of John, chapter 13, verses 1–17.
Why did He do it? He did it to show them how much He loved them, that He'd do anything for them. And He did it to show His disciples that He wanted them to serve others, too. What's more – Jesus loves us as much as He loved His disciples. He wants us to serve, to help each other, also.
Well, I need to get going now. I have to get to my next location and find out what mission awaits me there. So long… Walk out of room.
Life Application:
(For this activity, you will need a few basins of water, towels, and a Bible.)
Have the children gather their chairs into a circle. As they do this, randomly place the basins of water and towels around the inner side of the circle. Ask: What was unusual about Jesus washing His disciples' feet? Why do you think He didn't just tell one of the disciples to do the job? What does it mean to serve others? Why is it important to serve others? Last week we talked about what an ordinance is. Who remembers what that word means? a special action Jesus did and told us to do also What ordinance did we learn about last week? In our denomination, we consider feetwashing as an ordinance, also. The Bible tells us…Read John 13:12-15.
Because Jesus told us to follow His example, we gather to wash each other's feet a couple times a year. We do this to help us remember that Jesus gave up being a King to come down to Earth to be a servant, so we could learn about God's love and forgiveness. We also do it to show that we are all created equal. No one is "better" than anyone else. We're all to serve each other. Today our class is going to practice feetwashing.
Have the children choose partners. If there is an uneven number, pair yourself with a child. Otherwise, join with two children to form a trio. Any girls wearing tights or hose need not remove them; they'll dry quickly. You should go first to demonstrate for the class what is to be done. After you have washed a child's feet, invite the others to do the same. Don't be alarmed if they start giggling or talking. This is a new experience for them, one that may be a bit uncomfortable. But if it were comfortable, it wouldn't require humility on our parts.
When finished, ask: How did you feel as you washed the other person's feet? How did you feel when your feet were being washed? Having someone wash our feet and washing someone else's feet may seem a little embarrassing, but we do it to follow Jesus' example. We do it to show Him that we're willing to love and serve others for Him.
Closing Activity:
(For this activity, you will need a copy of the attached coupon sheet for each child, pencils, scissors, and a stapler or envelopes.)
Say: We've learned that Jesus wants us to serve others. One way He served His disciples was by washing their feet. What are some other ways Jesus served people? What are some other ways we can serve people? Who is someone you would like to serve this week? We're going to make some coupons today to be given in exchange for our services. In other words, our coupons will be for jobs we're willing to do without being paid to do them.
Show a sample coupon. Give each child a sheet of coupons to be completed. After writing in the individual jobs, have them cut the coupons apart. If they are all to be given to the same person, they may be stapled together into a booklet. However, if they are to go to different people, they may be placed in an envelope.
Before dismissing the children, briefly review the two ordinances covered thus far and tell them they'll be learning about the third ordinance next week.
*This game idea came from the ZOOM Web site at www.pbs.org.
Coupon Sheet | <urn:uuid:1d36c867-bad2-4332-9960-2511844461a4> | CC-MAIN-2022-27 | https://8744f26433a66208171d-fbfb37f0b786177f993c40dd941ac997.ssl.cf2.rackcdn.com/uploaded/l/0e14011911_1648738002_lesson5-what-is-feetwashing.pdf | 2022-06-30T08:13:45+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00405.warc.gz | 124,400,503 | 2,006 | eng_Latn | eng_Latn | 0.998865 | eng_Latn | 0.999081 | [
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DEPARTMENTS OF HEALTH & ENVIRONMENTAL CONSERVATION
FACT SHEET: Mercury Spills
Mercury is a natural substance that can be found in the environment. At room temperature, metallic mercury is a shiny, silver liquid that can evaporate into a colorless, odorless vapor. Mercury is harmful to both humans and wildlife and is found in many different products. When mercury is contained in thermometers there is very little chance of exposure. If the item breaks, mercury can be released. The small amount of mercury from a broken "fever" thermometer is unlikely to cause health problems if the spill is promptly, safely, and properly cleaned up.
Can I clean up a small spill in my own home?
You can probably clean up a small spill p by yourself if the following is true:
* The spill is a small amount, less than or equal to one household thermometer.
* The spill is limited to a small area and mercury has not been spread around.
* The spill is on a hard surface like tile, linoleum or wood that is in good condition.
* The spill is on a small porous item like an area rug, a blanket or clothing that can be safely and appropriately disposed of as indicated below for mercury debris.
If the spill involves a large area p g , has been spread around, is in cracks and crevices or other diffi cult to clean places, or is on non-disposable porous item such as wall to wall carpeting or upholstery, follow steps 1. to 5. below then 1. 5. contact the emergency spill program at 1-800-641-5005.
For information on broken fl uorescent lampsl p see www.mercvt.org or call 1-800-439-8550 (toll-free in VT) or (802) 863-7220 (dial zero). During non-work hours, contact the Northern New England Poison Center at 1-800222-1222.
How can I clean up a small spill in my home?
Open windows to ventilate the area. Close off the room from other rooms in your house. Shut the door and close any air pathways (like fl oor or ceiling grates, air conditioning or heating vents) which will circulate mercury vapors into other areas of the house.
2. Keep pets, children (especially infants and young children) and pregnant women out of the room. Isolate the area - Do not walk on the mercury or track it into other areas of the house.
3.
Wear disposable gloves if at all possible.
4. Use stiff cardboard (such as playing cards or index cards) to push mercury droplets together and to scoop up beads of mercury; a fl ashlight will refl ect off of shiny mercury beads and make them easier to see.
5. Use the sticky side of duct or masking tape to pick up any remaining mercury beads.
6. Place the mercury-contaminated cleanup materials (cardboard, gloves, tape, etc.) into double plastic bags or preferably a glass or rigid container with a lid for containment. In the meantime, store the bag or container (label and separate from your regular trash) - outside the house in an area inaccessible to children. Contact your local solid waste district, alliance or municipality for proper disposal of spill cleanup debris. See www.mercvt.org "proper disposal" or call g 1-800-974-9559 (dial one) or (802) 241-3888.
7. Wash your hands or shower if you came in contact with the mercury.
8. For health questions, call 1-800-439-8550 (toll-free in VT) or (802) 863-7220 (dial zero). During nonwork hours, contact the Northern New England Poison Center at 1-800-222-1222.
9. Once cleaned up, weather permitting, leave windows in the contaminated room open as long as practical.
Ignore or sweep up the spill.
Use a vacuum to clean up the spill.
Pour mercury down the sink.
Wash mercurycontaining items in a washing machine.
Throw mercury in the trash. | <urn:uuid:a89fac20-d532-42bc-a83f-34640727517c> | CC-MAIN-2022-27 | https://anrweb.vt.gov/dec/mercury/PDF/mercuryspillfactsheet.pdf | 2022-06-30T07:01:46+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00406.warc.gz | 146,518,959 | 855 | eng_Latn | eng_Latn | 0.99806 | eng_Latn | 0.99806 | [
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OFE Growers Newsletter for April 7, 2022
This week we began the lesson on Insects and Integrated Pest Management (IPM). As I mentioned in the last newsletter, we don't use strong chemicals in our garden as it is important NOT to have our garden plants incorporate these chemicals. This lesson is the real challenge for the home and commercial gardener alike as it is hard to see the crops we planted being attacked by all sorts of pests (insects, birds, squirrels, plants, bacteria and fungi.) We have become so enamored by the quick and easy use of chemicals to kill (-cide) these unwanted pests that it is hard to see another way in which to cope with the threats to our crops. But the truth of the matter is that each organism is part of the overall balance of nature. As we learned pests have pests and as such can be thought of as part of a much larger food chain. Upsetting that balance through elimination of a species causes the food chain to have to adjust putting more pressure on the ecosystem. When the change is too great, the result is a cascade of adjustments sometimes resulting in the loss of a number of species. Do you recall that over 30 percent of our vegetables are made possible by pollinators such as bees, moths, and flies? If we spray to eliminate mosquitoes with a powerful insecticide (there's that suffix –cide again) we kill all sorts of pollinators as well. This practice can result in less available vegetables to eat. There is no easy fix (no one likes mosquitoes but certain birds and dragon flies do) so we all need to be thinking of alternative ways in which we can reach our goals with minimal negative effects on our ecosystems. Please keep that in mind as you reach for the spray can!
The gardens are looking super great at this time. The beds are filled with beautiful green vegetables and continue to provide a bountiful harvests of lettuce, swiss chard, carrots, sugar snap peas, turnips, and radishes! We've begun the transition to a summer garden with the planting of yard long beans, cucumbers tomatoes, eggplant, and peppers.
In the Orchard, we have growing peppers and cucumbers and tomatoes. The sugar snap peas are finally producing. It looks as though we will have some pears this year as we see a lot of blossoms on the pear trees.
As a final note, the Orchard's new citrus is showing an abundance of flowers on all the trees. While it looks fantastic, these small new trees will not be able to support all these buds and will probably drop a lot of them as time goes on. During the summer, we will also have to remove a lot of the remaining buds as their turning into fruit will overly stress the tree and be too heavy for the trees to support causing broken limbs and split trees.
As mentioned earlier, STAAR preparation and testing, will affect our lessons but we may still be able to meet outside to garden. Let's hope we can do this, stay tuned. | <urn:uuid:0e2965a1-caa1-4240-9e06-a334fcf01202> | CC-MAIN-2022-27 | https://www.ofegrowers.org/uploads/8/7/5/2/87524472/04-07-2022_ofe_growers_newsletter.pdf | 2022-06-30T06:50:13+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103669266.42/warc/CC-MAIN-20220630062154-20220630092154-00406.warc.gz | 996,381,996 | 624 | eng_Latn | eng_Latn | 0.999119 | eng_Latn | 0.999119 | [
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Topic Evolution and Inheritance
Rationale
During this unit of work, children will explore how animals and plants are adapted to the environment in which they live. They will learn that adaptations occur over time and that may lead to a species evolving. Children will conduct an experiment to answer the question; which beak is best adapted to pick up a seed? They will consider how certain adaptations occur in response to environmental conditions. They will learn about natural selection and how this links to inheritance and how some characteristics are inherited from parents and some are not. Children will consolidate previous learning on fossilisation and understand how studying fossils has helped explain the theory of evolution.
NC Objective
- Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Links to other Subject/Topics.
English –
Writing
Inspiration for Aspiration
Doctor, Nurse, Carer, Geneticist,
Key Content
- How are plants adapted to their environment?
- How are animals adapted to their environment?
- What is natural selection and how does this lead to evolution?
- How do adaptions lead to evolution?
- What characteristics can you inherit from your parents?
- How can fossils help us explain evolution?
Concepts
Skills and Knowledge Year 3 and 4
Skills and Knowledge
- Reporting and presenting findings from enquiries, including conclusions, causal
- relationships and explanations of and degree of trust in results
- Ask relevant questions and use different types of scientific enquiries to answer them
- Using research and knowledge describe processes and theories
- Investigate the ethical issues of human intervention in the process of evolution by natural selection
- Explore everyday phenomena and the relationships between living things and familiar environments.
- Raise their own questions about the world around them
Science
Year 5 and 6
Summer
- Make some decisions about which types of enquiry will be the best way of answering questions
- Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment
- Begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them
- Help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used
-
- Set up simple practical enquiries, comparative and fair tests
Notice a pattern in results
- Recognise when a simple fair test is necessary and help to set it up
- Think of more than one variable factor
- Gather, record, classify and present data in a variety of ways to help in answering questions
- Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
- Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- Use notes, simple tables and standard units and help to decide how to record and analyse their data.
- Record results in tables and bar charts
- Identify differences, similarities or changes
- Talk about criteria for grouping, sorting and classifying and use simple keys
- Compare and group according to behaviour or properties
- Begin to recognise when and how secondary sources might help to answer questions that cannot be answered through practical investigations
- Use results to draw simple conclusions, make predictions, and suggest improvements
- Use scientific evidence to answer questions or to support their findings
- With help, look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions
- See a pattern in my results
- Say what they found out, linking cause and effect
- Say how they could make it better
- Answer questions from what they have found out
Year 5 and 6 Topic Vocabulary
Adaptive
Inherited
Fossils
Selective breeding
Evolution
Cross breeding
Similar
Difference
Variance
Environment
Adapted
Gene
Species
Organism
Natural selection
Mary Anning
Charles Darwin
By the end of the topic Year 5 children will with support
- Explain the terms adaptation, evolution and natural selection and use these in context.
- Children will explain (in simple terms) what DNA and genes are.
- Children will be able to describe how living things evolve through natural selection and survival of the fittest.
- Children will investigate the ethical issues of human intervention in evolution and natural selection.
Assessment
Teacher assessment of vocabulary throughout topic.
Grammarsaurus assessment
Scientific Vocabulary
Characteristics
Identical/ Not identical
Environmental
Vary
Ethical issues
Interventions
Human intervention
By the end of the topic Year 6 children will: -
- Explain the terms adaptation, evolution and natural selection and use these in context.
- Children will explain (in simple terms) what DNA and genes are.
- Children will be able to describe how living things evolve through natural selection and survival of the fittest.
- Children will investigate the ethical issues of human intervention in evolution and natural selection. | <urn:uuid:b7648041-611c-4db6-a8ca-5ccf49e5fa4e> | CC-MAIN-2024-51 | https://www.tileryprimary.org.uk/wp-content/uploads/2024/09/Year-5-and-6-Science-Summer-.pdf | 2024-12-09T23:43:09+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00343.warc.gz | 914,515,467 | 1,059 | eng_Latn | eng_Latn | 0.990855 | eng_Latn | 0.995876 | [
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POLICY BRIEF SERIES
Mobile Creches
In its current strategic curve, Mobile Creches (MC) is trying to harness the knowledge on issues relating to the young child. As MC turns 51, the experience gained from the five decades of engagement with parent communities, frontline workers, businesses, practitioners, advocates, programme implementers and policy makers has taken the form of a Report on the State of the Young Child in India (SoYCI): the first step by MC towards emerging as a knowledge creator for this important but voiceless population.
This series of five Policy Briefs, drawn from the SoYCI, aims to highlight the major issues that can be translated into actionable policies.
POLICY BRIEF
Mobile Creches
In its current strategic curve, Mobile Creches (MC) is trying to harness the knowledge on issues relating to the young child. As MC turns 51, the experience gained from the five decades of engagement with parent communities, frontline workers, businesses, practitioners, advocates, programme implementers and policy makers has taken the form of a Report on the State of the Young Child in India (SoYCI): the first step by MC towards emerging as a knowledge creator for this important but voiceless population.
Policy Brief 01
Making ECCE a Justiciable Right: Extend RTE to children under six years
Brief Summary
The enactment of the Right to Education Act, 2009, was a benchmark moment in child rights and education in India in providing a justiciable legal framework for free and compulsory education for all children in the age range of 6-14 years. However, the exclusion of early childhood education (ECE) from this fundamental right negates the pursuit for universal education. Making Early Childhood Care and Education (ECCE) a justiciable right will ensure good quality services and a foundational age continuum for children and empower them to readily gain from primary schooling. Addressing these challenges necessitates the State to recognise the importance of ECCE and extend the RTE to children under 6 years of age to make it universal, inclusive, accessible, and equitable. This Policy Brief makes three recommendations, two of which contain suggested draft Sections in the RTE to make ECCE a catalyst for a better India.
Introduction
For a right start in life—critical for the proper development and secure future of an individual—it is imperative that all children should be provided with early education. In India, a benchmark moment in education and child rights was the enactment of Right to Education (RTE) Act making free and compulsory education a fundamental right for all children in the range of 6-14 years. Although the RTE has brought about remarkable gains in the universalisation of education, the exclusion of early childhood education (ECE) from empowering legislation is an omission that will prove costly in the long run. If Early Childhood Care and Education (ECCE) is not a justiciable right, the quality of services
provided to children below six years will suffer. There have been fervent advocacy initiatives for the expansion of RTE to include children under six years of age. The National Education Policy 2020 document has also highlighted the neglect of ECCE and the need to strengthen this component in the Anganwadis – a welcome first step and a possible expression of intent.
Investing in Early Childhood Care and Education: Mapping the Benefits
An investment in early childhood care and education is fundamental for children's development and paves way for lifelong learning. Evidence has demonstrated how investments in ECCE result in life-enhancing consequences for individuals, families, and societies that go beyond providing learning opportunities. International and Indian studies establish positive externalities which correct stubborn inequalities that trap millions of Indians in poverty and malnutrition.
A simulation on increasing pre-school enrolment in 73 developing countries revealed a benefit-to-cost ratio ranging from $6.4 to $17.6 in terms of future wages. i Longitudinal studies in pre-school projects have shown huge returns for every dollar invested accompanied by other social benefits. ii In India, a 1993-study showed a higher probability of children with ECE experience of continuing in primary school and not dropping out (15%-20%). iii Another study found that children with exposure to ECE scored better on school-readiness. iv
Limits to the Wings of Learning: RTE's Exclusion of Early Childhood
It is perhaps this ample body of evidence that led to the legal foundation for a child's right to ECCE. Earlier, the care of young children was considered as the sole responsibility of parents and legal guardians, with policymakers relegating it to the family sphere alone. However, ever since the UN Convention on the Rights of Children (UNCRC) 1989, the debates have been positioned around the State's obligation to frame comprehensive policies and its responsibility towards providing quality services including early education.
Among other global efforts, Millennium Development Goals (MDG 4 and MDG 5) v had some relevance with the early development of child. Target 4.2 of Sustainable Development Goals (SDGs), directly addressing the issue of ECCE, notes that the States should "by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education" The international advocacy and campaigning on ECCE has led to recommendations on legislative and comprehensive policy measures at the national level.
The Indian State is committed to universalisation of elementary education in the country but in addition to bottlenecks in the effective implementation of policies, what hinders it is the exclusion of early childhood from the ambit of Right to Education. Section 11 of the RTE Act states, "With a view to prepare children above the age of three years for elementary education and to provide early childhood care and education for all children until they complete the age of six years, the appropriate Government may make necessary arrangement for providing free pre-school education for such children." However, it is only recommended to have such arrangements and not included as a legally enforceable measure. Further, Article 45 of the Indian Constitution also mentions the provision of ECCE for all under-six children but being a directive principle, it does not create a binding commitment on part of the State.
Available data paint a dismal picture of pre-primary education in India. For instance, U-DISE data (2015-2016) showed a paltry 10.7% enrollment in pre-primary classes to the total enrollment in primary classes. This is an important pointer to several worrying undercurrents: widespread poverty due to which parents perceive early education as a 'burden', lack of awareness about the life-improving (admittedly long term) outcome of early education, and government complacency and less investment apathy to ECCE as it is 'not a priority in the public sector' which resulted in primary schooling getting priorities in access to the limited resources at the cost of pre-primary education. vi
As per UNESCO Institute of Statistics, in 2017, only 24.1% of all schools in India have both pre-primary and primary sections. vii The 2011 census enumerated 158.7 million children aged under 6 years. Of this large number, only 76.5 million availed the Integrated Child Development Services (ICDS), including ECCE. A recent study on the equity and coverage by the ICDS in 2006 and 2016 found overall improvement
01 Policy Brief in the reach of programme services but the "poorest quintiles of the population were still left behind, especially in the largest states that carry the highest burden of undernutrition". viii
The pre-primary education component of ICDS also faces numerous challenges and around half of India's under-six population do not participate in any form of preprimary education, as per a 2018-study by Save the Children. ix The same study also talks about adverse fallouts of the lack of regulations, making a case for mandatory provisioning of ECCE. Moreover, the mushrooming of private ECCE centers has ensured that there is inequitable access, and also raises concerns regarding the quality of such centers, as children are corralled into learning rather than being engaged in age-appropriate developmental activities. While advocating right to quality ECCE the significance of the first 1,000 days has to be recognised that lays foundation for cognitive, intellectual and skill development. Therefore, the need for holistic services including infant stimulation during this period has to be prioritized.
Despite the National ECCE Policy, 2013, and reports, recommendations, and guidelines by governments and civil society groups, children under six years continue to be excluded by the RTE. The ECCE Policy and further guidelines have not translated into tangible and effective changes on the ground which is why there is an earnest demand for the early childhood education to be made a legal entitlement in order to expedite the necessary changes. Though the 2013-policy is comprehensive, its recommendations are not legally binding for the State. The National Education Policy
2020 has rightly recognised and indicated an increased focus on achieving universal provisioning of ECCE by 2030 but does not commit to free and compulsory preprimary education to all as part of the RTE Act. The increasingly vocal ground-level demand for ECCE provides a politically conducive setting for governments to make it a legally enforceable entitlement.
Policy Recommendations
* Backed by the international and national guidelines and comprehensive frameworks that have been proposed by different stakeholders, the Government of India must extend the RTE Act to include early education for all children under six—not just the children from marginalised sections—as a justiciable right. This will catalyse universalisation, equity, and accessibility and strengthen the ECCE component in anganwadis, allowing for consistency in quality services across varied settings.
* Based on the recommendation of the National Commission to Review the Working of the Constitution (2002), and the Law Commission report on early childhood (2015) x , the RTE should cover all children under 14 years. Section 11 of the Act should be amended to read:
"With a view to prepare children above the age of three years for elementary education and to provide early childhood care and education for all children until they complete the age of six years, the appropriate Government shall make necessary arrangement for providing free pre-school education for such children."
* When expanding the scope of the RTE Act, primacy should also be given to
health, nutrition, cognitive development, care and protection. Therefore, it is further recommended that to ensure a child's right to care and assistance as an enforceable right, a new provision, Article 24 A, should be inserted to read:
"Every child shall have the right to care and support for meeting her holistic needs for health, education, and nutrition, and the right to grow in a safe environment."
Endnotes:
i Engle, P. L., Fernald, L. C., Alderman, H., Behrman, J., O'Gara, C., Yousafzai, A., & Iltus, S. (2011). Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. The Lancet, 378(9799), 1339-1353.
ii The study shows positive life changes and other capital benefits among the individuals who experienced the pre-school program than non-program group. For actual figures and more details, see, https://highscope.org/perry-preschool-project/ , last accessed on 2020-09-01
iii Kaul, V., & Sankar, D. (2009). Early childhood care and education in India. Education for All Mid-Decade Assessment. New Delhi, India, National University of Educational Planning and Administration (NUEPA).
iv UNESCO. (2006): Select Issues Concerning ECCE India. Background paper prepared for the Education for All Global Monitoring Report 2007: Strong foundations: early childhood care and education. 2007/ED/EFA/MRT/PI/23. New Delhi: NIPCCD/UNESCO.
v MDG 4 pertaining to reducing child mortality states "Reduce by two-thirds, between 1990 and 2015, the under-five mortality rate" and MDG 5 on maternal health notes "Reduce by three-quarters, between 1990 and 2015, the maternal mortality ratio" For more details on these two goals and the subsequent targets, see here, https://www.who.int/pmnch/about/about_mdgs/en/
vi Kaul, V., & Sankar, D. (2009). Early childhood care and education in India. Education for All Mid-Decade Assessment. New Delhi, India, National University of Educational Planning and Administration (NUEPA).
vii UNESCO Institute of Statistics, 2017. Retrieved from https://data.worldbank.org/indicator/SE.PRE.ENRR.FE?end=2017& locations=IN&start=1971&view=chart, last accessed on 2020-09-01
viii Chakrabarti, S., Raghunathan, K., Alderman, H., Menon, P., & Nguyen, P. (2019). India's Integrated Child Development Services programme; equity and extent of coverage in 2006 and 2016. Bulletin of the World Health Organization, 97(4), 270. https://www.who.int/bulletin/volumes/97/4/18-221135/en/
ix
Save the Children & CBPS. (2018). The Right Start – Investing in
Early Years of Education. For more details, see, https://www.savethechildren.in/news/four-decades-of-icds-roll-o
ut-universal-coverage , last accessed on 2020-09-01
x
See, Law Commission of India, 2015. Early Childhood
Development and Legal Entitlements. Retrieved from, http://lawcommissionofindia.nic.in/reports/Report259.pdf, last
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Materials:
Clay or dough
1-2 sheets of plain paper
Floss or string (approx. 18in/46cm)
toothpicks
Ruler
Pen, pencil, or marker
Procedure:
1) Shape the dough into a mountain.
Topographic Map Activity
2)
Divide the paper into 4 equal parts. It might be helpful to fold the paper in half in each direction, then when the paper is unfolded trace the folds, so you create a + shape with the intersection of the lines at the center of the paper.
a. These will be your cardinal direction North, South, East & West lines. You can label them N (top), S (bottom), W (left), and E (right).
3) Place your mountain in the center of the paper on top of the +.
4)
Holding your ruler up so that 0 is on the paper next to your mountain and on one of the direction lines, measure 1cm (or ½ in) up and place a toothpick into your mountain at the 1cm (½ in) height. When you put your toothpick in, make sure that it lines up with one of the 4 lines you drew on the paper.
a. Continue around your mountain at each line on the paper and measuring 1cm up in all 4 directions.
b. Repeat this step in all 4 directions for 2cm, 3cm, 4cm, etc. until you reach the top of your mountain.
5) Trace the bottom of your mountain onto the paper using the pen.
6)
Wrap the floss/string around your mountain. Make sure that the floss is directly under the lowest set of toothpicks. With both ends of the floss in one hand, pull the floss towards you to cut the mountain at the height of the lowest set of toothpicks.
7)
Carefully lift the top part of your mountain and remove the bottom part that you just cut off. It is best to lift STRAIGHT u p and try not to move off center too much.
8)
Replace the top/remaining part of your mountain back on the paper. Remember to line up the toothpicks with the N, S, E & W lines and put your mountain back to center.
9) Repeat steps 5-8 until you have reached the top of your mountain.
The lines you have traced on your paper are contour lines. They have connected points of equal elevation that you measured with the ruler.
1)
Now you can label your contours. The largest contour that was at the very bottom of the mountain will be labeled 0, the next contour line inward will be labeled 1. This contour line represents the 1 st measurement you took with your ruler, 1cm. The 3 rd contour line inward represents the 2 nd toothpick measurement that you measured with your ruler and will be labeled 2. Keep labeling each contour until all your contours are labeled.
You can now compare your mountain to the topographic map you have just made! | <urn:uuid:6a89cb31-8ef0-4a26-aca6-13145f2f7915> | CC-MAIN-2024-51 | https://www.doi.gov/sites/doi.gov/files/topographic-map-activity.pdf | 2024-12-09T21:46:48+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00347.warc.gz | 688,087,166 | 639 | eng_Latn | eng_Latn | 0.996691 | eng_Latn | 0.996691 | [
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Criteria for Fiber Maine-ia Alignment
When aligning programs to the Maine Learning Results: Parameters for Essential Instruction , and the Common Core Standards for English Language Arts and Mathematics, it is important to note that alignment focuses on what students are expected to know and be able to do at each grade span. How students are to demonstrate their knowledge and skills is very important. Several factors influence the alignment process.
1. FOCUS: The alignment is student centered, not teacher centered. Programs that provide a great deal of teacher content and direction but little information about what students are expected to know or be able to do, are difficult to align because standards are directly tied to student expectations not teacher expectations.
2. COGNITIVE DEMAND: The level of cognitive demand of the lesson learning objective must match the level of cognitive demand of the performance indicator/descriptor at that grade span. For example:
If the learning objective asks the student to list healthy behaviors and the Standard's Performance Indicator/Descriptor requires the student explain the relationship of healthy behaviors and personal health, there would not be an alignment. The Standard's Performance Indicator/Descriptor requires a higher level of cognitive demand than the lesson provides. The teacher could, certainly, modify the lesson to meet the level of cognitive demand required, but as the lesson is written, there would be no alignment.
3. GRADE LEVEL: Lessons designed for a particular grade level must be aligned with the Standards for the grade span in which that grade falls. Alignment may not be made with Standards from other grade spans.
4. SPECIFICITY: Standards/Performance Indicators/Descriptors are written in language that allows students to demonstrate their knowledge. For Example: The student will list, restate, describe, demonstrate, analyze, predict, and estimate are terms that are both specific and measureable. When programs/lessons use the broader terms such as think about, know, and understand, alignment becomes problematic because of the lack of specificity in the language and, therefore, in expectations.
5. DEGREE: Standards are often multi-part (e.g., Science, grade span 3-5, B1: Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests). The lesson may meet only some of the specifics of the standard to which it is aligned, therefore, teachers should address the other components of the standard through additional learning opportunities.
Of course, teachers may change/increase the alignment of a lesson through the instructional choices he/she makes. | <urn:uuid:ffc21a17-90e6-4d94-b7b1-2b7c80d9ea21> | CC-MAIN-2024-51 | https://teachmefoodandfarms.org/dev/wp-content/uploads/Criteria-for-Fiber-Mainia-Alignment.pdf | 2024-12-09T23:17:48+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00345.warc.gz | 520,161,575 | 513 | eng_Latn | eng_Latn | 0.99471 | eng_Latn | 0.99471 | [
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https://diminishedvaluecarolina.
com
Understanding how much electricity an electric car consumes is crucial for prospective EV owners. This article breaks down the complexities, focusing on kilowatt-hours (kWh), efficiency, and the associated costs.
The EV Battery: A Fuel Tank Analogy
Picture an EV's battery as the equivalent of a traditional car's fuel tank. These batteries, housed in the vehicle's floor, vary in capacity, offering driving ranges from 100 to 500 miles when fully charged. But how do you measure the electricity these batteries consume?
https://diminishedvaluecarolina.
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Understanding Electricity Consumption
For EVs, electrical usage is measured in kilowatt-hours (kWh). To put it simply, a kilowatt (kW) is 1,000 watts (W), and kWh measures the amount of kW used per hour. To relate, think of a kitchen blender using 1,000 watts (1 kW) for an hour, consuming 1 kWh of electricity.
The battery size of an EV ranges from 30 kWh in a small model like the Mini Cooper SE to over 200 kWh in a robust vehicle like the GMC Hummer EV truck.
Unlike gas-powered vehicles measured in miles per gallon, EVs are evaluated by the Environmental Protection Agency in terms of kWh used per 100 miles. This efficiency rating, available on the Department of Energy's website or an EV's window sticker, allows you to gauge how much energy your electric car consumes.
Calculating Energy Consumption
To make things simpler, let's convert the efficiency rating to kWh per mile by dividing it by 100. For instance, an efficient EV using 0.25 kWh per mile and driving the U.S. average of 37 miles per day would consume around 281 kWh per month.
Conversely, an inefficient EV using 0.63 kWh per mile would consume about 700 kWh per month. The average efficiency, according to EnergySage, is around 0.35 kWh per mile, totaling approximately 394 kWh per month for the average driver.
Cost Considerations
Understanding the electricity consumption of an EV is crucial to estimating costs. Electricity rates for homeowners vary widely across the U.S., and costs depend on the utility plan you have. To calculate the annual cost of charging an EV at home, multiply the vehicle's kWh per mile estimate by your annual mileage and then multiply that by the cost of electricity.
For example, an EV using 0.35 kWh per mile and driving 13,500 miles a year, charged at a rate of 20 cents per kWh, would cost about $945 annually.
https://diminishedvaluecarolina.
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Conclusion
While the idea of estimating electric car energy consumption may seem daunting, breaking it down into manageable steps makes it more approachable. Understanding the intricacies of kWh, efficiency ratings, and calculating costs empowers you to make informed decisions about owning and operating an electric vehicle.
As the automotive landscape continues to evolve, having a grasp on these fundamentals ensures you can confidently navigate the world of electric transportation.
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THE SCHOOL HOUSE
When I went to school, it was not like going to the schools of today. I attended a one room schoolhouse called the Daisy D, which was comprised of one large room with eight rows of seats. Each row represented a grade, one through eight, with no kindergarten class. This small school was in a rural area, offering children the opportunity to learn how to read and write, the two most important subjects taught at that time. All work was completed on paper, as the only technology in the building was the teacher's manual typewriter.
The Daisy D's enrollment was no more than fifty students, with siblings attending together. Transportation to school was not included, which meant a long walk, in all kinds of weather. Arriving in the morning, the children had to wait for the teacher to come outside and ring the handbell, announcing school was about to start. Everyone then went to their designated cloak rooms, the girls on one side of the building, the boys on the other. This was where we would take off our coats, sweaters, or boots which were not needed for class. Any time we went into or outside the building, we were expected to use these entrances.
Our teacher was strict, like most one room schoolhouse teachers. She was alone, as there was no other adult to help her, with what were usually active children of various ages, and plenty of sibling rivalry. The teacher had the authority to dish out punishment to any child who misbehaved or broke the rules. One form of punishment was the strap, which was a real beaver's tail. I had the privilege of feeling this strap once, when I kept dragging leaves and debris into the school, making extra work for the teacher to clean up.
When school was in session, the teacher worked with students in each row, which was one grade. She checked homework, projects, and handed out new assignments. She went down each of the rows, working with individual students, answering their questions. In this environment, it was not unusual for children to learn an upper grade's work while in a lower grade. That was how I was promoted from grade one to grade three. Over the course of the day, we were allowed two recesses of fifteen minutes each and one hour for lunch.
My favorite entertainment at school was on Thursday's, when Mr. Fife would bring his fiddle. We would put all the chairs around the edges of the room and have a square dance. An old phonograph player supplied the calling, and Mr. Fife's fiddle provided the music. This also helped with the socialization between the boys and girls, as everyone had to pick a partner.
Our bathrooms were modern for the time, as we had his and hers outhouses with double seats. The teacher never had to worry about the kids spending too much time in the bathroom, especially in the winter. The school was heated by a big, old woodstove, with the eighth grade boys being responsible for keeping the fire burning. Most of the boys were familiar with woodstoves, as they usually had one at home.
A favorite event was show and tell, where each child had the opportunity to bring an item to school. Everyone enjoyed seeing the interesting things brought in to share with the whole class. It was an added bonus if my father were home on these days, as I could get a ride to and from school, not having to carry my item.
Attending the Daisy D was a memorable part of a much simpler life, something that I look back on with happiness and great satisfaction. | <urn:uuid:76fa9ca6-7e9e-44ba-9cd5-69cfadda40bb> | CC-MAIN-2024-51 | https://www.wmstanley.com/wp-content/uploads/2024/06/The-Schoolhouse.pdf | 2024-12-09T22:05:14+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00346.warc.gz | 970,368,982 | 728 | eng_Latn | eng_Latn | 0.99964 | eng_Latn | 0.99964 | [
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CAPEU JOURNAL OF EDUCATION
Vol. 1 No. 2, July 2020, pp. 44-48
Available online at: https://ejournal.upi.edu/index.php/APCER/index Doi: 10.17509/cje.v1i2.31843
The Effects of Using Islamic Visual Arts as Children's Teaching Materials In Kindergarten
Hazhari Ismail 1 , Iylia Mohamad 2 , Norhafizi Mohd Arof 3 ,Mohamad Albaree Abdul 4
Department of Early Childhood Education, Faculty of Human Development, Sultan Idris Education
University 1234
firstname.lastname@example.org 1 (corresponding author), email@example.com 2 , firstname.lastname@example.org 3 , email@example.com 4
Abstract
Involvements in Islamic visual arts activities are considered valuable because they are able to foster creativity and provide opportunities to children to explore, express ideas, and improve their developmental skills. In this study, a qualitative method was used to demonstrate the influence of Islamic visual arts education on the social development of children. Data was collected through the involvement of teachers who participated in group-focused discussions and semi-structure interviews to gain their experiences in the early childhood education environment. The data was analysed in-depth and used several existing studies and contemporary studies to look at the importance of Islamic visual arts education on the development of children's social skills. New themes were acknowledged including social competence traits such as groups, communications, support, and conflict resolution that can provide a further overview of the effectiveness of implementation using the Islamic visual arts in lessons for pre-school children. Keywords: Early childhood education; Islamic visual arts education; social development
How to cite (in APA style):
Ismail, H., Mohamad, I., Aroh, N.M., & Abdul, M.A. (2020). The Effects of Using Islamic Visual Arts as Children's Teaching Materials in Kindergarten. CAPEU Journal of Education, 1(2), 44-48.
Introduction
Arts are often seen as an additional education rather than children's right to obtain an arts education. Therefore, this study provided an opportunity to consider whether basic education neglected the teaching and learning of arts as well as its importance to children (Matthews, 2003; Graves, Quptah & Simmons, 2019). Moreover, Steiner believed that learning purposes are to accept changes to children's needs regardless of physical aspects, even cognitive and emotional needs (Gray and MacBlain, 2015). Arts activities can provide opportunities for children to explore the senses through visual, touch or kinaesthetic and even rhythms can also help reduce stress and meet the emotional needs of children. According to Misailidi and Bonoti (2008), Zoghi, Mohd Nor and Abdul Hamid (2018) stated that pre-school children aged 3 to 6 years old can understand a meaning through a painting. Therefore, this study showed that children at early age are able to understand the feelings expressed through artworks, while adults should be able to understand the feelings of children being expressed through artworks.
Islamic visual arts as teaching aids in classrooms Hopperstad (2008) discovered that there was a link between children's drawings and peer interactions through video recordings that acted as a 'quiet observation'. During the drawing activities, the conversation topics among the children were based on academic, thus indicating that arts activities can support the development of early literacy skills. In addition, Hopperstad (2010) also stated that there were practitioners who supported visual literacy among children. His study revealed a relationship between children's drawings and peer interactions. The drawing activities were conducted by teachers with children aged 5 to 6 years in two (2) Norwegian primary schools. The research
CAPEU Journal of Education, 1(2), July 2020
findings revealed that there were four (4) categories of interactions observed; drawings can enhance children's interactions with peers that supported problem solving; drawings as a literacy medium including pictures and other graphic forms; and children were able to understand visual shapes and structures (Arizpe and Styles, 2003; Theodotou, 2017). Thus, literacy in schools does not only include verbal language but also visual images that can be used as texts (Anning and Ring, 2004; Kist, 2000; Kress, 2003; Yazici, 2017). Therefore, visual arts do not only help improve children's social skills but are able to help the development of communication skills.
In both discussion sessions and focused-group interviews conducted, the teachers stated that there was a high chance of Islamic visual arts activities encouraged children to cooperate in groups. As a result of the observations conducted on two teachers discovered that arts learning sessions could help foster teamwork and share experiences among children, thus, supported the views of the study.
Methodology
This study employed a qualitative approach in data collection to explore the contributions in classrooms. Based on this study, various extra efforts were also conducted to gain a clearer understanding of the process. The beginning of this study focused on group discussions through qualitative and semi-structured interviews among teachers, strategies gained through a qualitative analysis were extended to explore problems and potential emerging themes.
Sample
This study was conducted in an urban preschool in Kuala Lumpur, Malaysia. There are two (2) educators volunteering themselves as respondents for the interview session conducted. In addition, the respondents have two (2) years of experience in the field. Since this study required the views of educators who had direct experience, selected respondents were categorized as potential respondents. The group discussions for this study focused on six (6) educators who have different backgrounds and involved directly with children. The selection of respondents was aimed at getting an initial idea on the study. In addition, selected groups of respondents knew each other and were interested in elements of the arts to influence the early childhood education system.
Findings
The analysis of this study was intended to explore how the effects of Islamic visual arts education in preschool on children, particularly in the aspects of social skills development. A list of proposed effects was obtained through an interview session (IS.1 2) with two (2) teachers and focused-group discussions with six teachers (FG.1 6) in the proposed preschool. The analysis indicated that there were certain themes identified from social skills attributes, particularly (a) groups, (b) communication, (c) support, and (d) solving conflicts.
a.
Group
"Rather than self-isolating all the time, children have the opportunity to work in a group, where they can draw together and have the opportunity to communicate with each other. They need to discuss opinions and share ideas."" (FG.2)
"They carry out many group activities. Working in partners" (FG.1).
A teacher instructed the children to work in groups to complete task with the time specified. Since Islamic visual arts involved recurring patterns, this made it easier for children to discuss further. The findings also lead to a consideration that group activities were able to form cooperation among them.
".. when we put children in a group and carry out Islamic art projects for each group such as large collages, colouring patterns and similar forms, they work together, build cooperation and working as a group to complete tasks on time." (FG.3)
However, there was a teacher who shared the experiences of conducting observations on a child who had difficulty completing tasks individually. The teacher formed a group to help the child to complete the assigned task by getting help from other friends.
The findings are in line with the researcher's view that working in a group provides an advantage in the teaching and learning process.
"A girl in my class is very difficult to listen to instructions from others. The child asked me to make a group and helped him. When they are in a group, they are able to carry out their tasks well, guide the child, understand each other and help each other." (IS.1)
b. Communication
The data collected indicated almost all opinions related to arts agreed that arts contributed to the development of communication skills in various teaching and learning activities of Islamic
CAPEU Journal of Education, 1(2), July 2020
arts conducted. Furthermore, communication skills are very relevant to the desire and needs of the children.
"I see arts as an opportunity for individuals to communicate with the environment. Obviously the environment is something complex for children. Like their ability to accept, the question, engagement and naturally connected." (FG.4)
"I felt it was something very important for children because it was difficult for them to express their opinions and feelings in mathematics and science. Therefore, through these geometric patterns they will help children understand the concept of numbers." (FG.1).
Other findings discovered that one of the teachers emphasized Islamic visual arts education was vital to improve children's communication skills especially for those who did not use English as the main language at home. This is evident from the opinions shared by the respondents.
"I think it's very important for children who don't use English as the main language where they use other languages when they are at home, especially when they are engaged in arts activities such as dancing, drawing and so on, they have their own ways of building confidence that is also commitment, then they can be part of group work, build confidence and become mature." (FG.5).
Thus, in order to improve communication skills, children's self-confidence should also be improved, as discussed by the researcher. Moreover, a positive classroom atmosphere can contribute to communication skills. The findings are in line with the results of interviews stated that arts helped to develop communication skills, both respondents presented evidence and shared their experiences in managing children to evaluate how Islamic visual arts helps children's development from time to time.
"Of course, this is an alternative to communicate with others and give you more confidence to speak freely. They talk about experiences such as making visits to mosques and explain more. They can communicate with friends, give opinions, and even protest against the views of others. In my opinion, that's how Islamic arts help in the aspect of communication." (IS.1).
"At the beginning of schooling, I found children had no equal self-confidence in themselves. One of my former pupils was often stuttering, it showed very difficult for him to mention something. But now, I find very significant changes through activities prepared such as arabesque drawing, colouring, and group activities. I guess it's a good improvement.". (IS.2)
c. Support
An ability to be 'someone' and try to 'feel some deeply' is one of the effects of Islamic visual arts activities that can be practiced. It is one of the ways to support others. Two respondents explained how these Islamic visual arts activities can help them to understand and to appreciate views of others.
"During Islamic arts activities, they try to learn how to appreciate others, listen and work with them… together. They have learned to listen to others instead of playing… or focusing on stories told from others. " (FG.3)
"Gives you the opportunity to show empathy, put yourself in the feelings of others. That way, you can understand and experience what other people feel by the way they express themselves, the words they use and certainly how they feel when completing a given activity. " (IS.2)
A teacher talked about understanding others in a group or not, in other words widely. As a result, this led to actions such as inquiries to provide opinions or assistance.
"I like to see my son in the group because he can get a lot of different views and sometimes it is better than making it alone ... because maybe he does not know or understand about something or may forget .. so he can always ask friends or group members who have information about Islamic arts. " (FG.2)
d. Conflict Resolution
In this regard, a teacher talked about the ability of arts activities to improve and help the development of children's skills in groups collaboratively. Working with each group members who have different views provided positive experiences and impacts. As such, these children learned how to accept and convey their views to others as well as knew how to deal with debate situations in the event of a conflict between them.
CAPEU Journal of Education, 1(2), July 2020
"… There was a case of conflict where they faced a debate with their friends about colours in Islamic drawing, and a boy shouted from his arts place and another friend said "you should use another colour" and they started arguing about it. It is an interesting thing because they can think about it… and the debate that takes place is on their knowledge .. "(IS.1)
Furthermore, teachers can explain to children can learn how to work with people they dif not like when doing Islamic art drawing activities.
"The most interesting part is when arts provide opportunities to work with different people. I remember my son telling me during his class activities about "he does not like his friends" because they have different perspectives on Islamic calligraphy drawing, but he should continue his work until it is finished. I mean, arts teach them to persevere and also respect others even if that person we do not like… "(FG.6)
belonging in group activities, leadership, ability to follow, and a sense of awareness of others. Through observations during drawing activities, children gained support from each other by encouraging and inspiring the group. They took their turns to draw and follow instructions. Drawing activities show an increased awareness of valuing others as they can help children respect their personal and social spaces, and both are important for effective social interaction. This view is supported by Lobo and Winsler (2006; Yazici, Yaman & Pinarcik, 2016) which stated that drawing improves children's social and behavioural competencies. Other studies also showed that children who participated in drawing programs show a significant improvement in their social skills and their behavioural problems decreased throughout the program compared to those who were not involved. This study evidently revealed that Islamic visual drawings provided benefits and improved children's skills and social behaviour. Thus, arts activities had significant impacts on children's social competencies and behaviours, emerged as an important element in children's readiness to go to school.
Therefore, considering all the above findings, the four main keys that appear consistently through the findings are:
* Extensive data collection indicated that Islamic visual arts education in schools environment can improve children's social skills and various other elements of social skills can also be detected even in a small number of children
* Findings from one school provided a strong level on the effectiveness of arts education, suggesting that it is possible to be held in the current curriculum, with little improvement, to offer high quality arts education at the beginning of children's education.
* In general, all types of arts activities show a positive effect on children's development even in other forms of art such as Islamic visual drawings and sketches.
Discussion and implications
Islamic visual arts, in general, appeared to enhance children's social skills as suggested by Hall (2009), Ismail et. al (2019) that drawings and arts should be considered as important elements in communication skills in the curriculum. Differences in Islamic visual arts activities such as drawing can be proven as a result of research findings that showed there were features and elements in children's social skills.
Drawing can also enhance cooperation and communication in children; giving a sense of
The feedback from the interviews showed that teachers should build a positive relationship between teachers and children by having good communication during Islamic visual arts activities. These skills are important because arts are considered a practical subject, which gives children a valuable opportunity to be creative. For an example, the findings explain how the teachers at the beginning of the activity can show correctly and explain clearly to the children how the tasks given were related to Islamic values. Giving confidence to children at the beginning of the activity is so valuable that they can complete a given arts assignment. In addition, children need interaction with adults who like to spend time with them (Ismail et al. 2019) while asking valuable openended questions. In addition, by playing the role of an adult, teachers can provide opinions and guidance but they must let the children make their own final decisions. Samuelsson et al. (2009) in his study stated that communication and interaction between children and adults through the use of tools can lead and instruct children. They discovered that by engaging children in this way, it made children more confident to participate in the activity.
The results showed that participating in Islamic visual arts drawing and drawing activitiesbuilt relationships among children through sharing of views and the possibility of develop communication and cooperation skills among them. In terms of arts, Ozyurek, Begde and Yavuz (2014) argued that the combination of painting, drawing, and storytelling among children was a spontaneous way of their expressions to overcome limited
CAPEU Journal of Education, 1(2), July 2020
drawing opportunities orally. Therefore, all forms of arts should be considered as important elements in communication skills in the curriculum to improve children's social skills as suggested by Hall (2009).
Conclusion
Policy implications
Clearly, teachers believe that Islamic visual arts are important in education but rarely use them because teachers have no professional development and are responsible for teaching the core curriculum. Early childhood education faces quite critical difficulties when they lack understanding of the basics of learning arts. Therefore, schools or the government should provide programs for early childhood education teachers in the preparation of materials for Islamic visual arts activities as one of the elements of learning. Another important benefit of this program is adult responses to art activities, namely how teachers support self-expression and learning, especially for arts teachers and not general subject teachers. Therefore, for regular teacher training courses, they should get more arts trainings that emphasize the importance of teaching Islamic visual arts in children's development.
References
Colette Gray and MacBlain (2015), Learning Theories in Early Childhood, 2nd edition, SAGE, London.
Graves, J. A., Quotah, E., & Simmons, A. (2019). Islamic calligraphy: Writing toward the light. Art Education, 72(2), 14-19
Hall, E. (2009) Mixed messages: the role and value of drawing in early education, International Journal of Early Years Education, Vol. 17, No. 3, pp. 179-190.
Hopperstad, M.H. (2008) Relationships between children's drawing and accompanying peer interaction in teacher-initiated drawing sessions. International Journal of Early Years Education, Vol. 16, No. 2, pp. 133150.
Hopperstad, M.H. (2010) Studying in Children's drawing, Journal of Early Childhood Literacy, Vol. 10, No. 4, pp. 430-452.
Ismail, H., Abdul, M. A., & Mohamad, I. (2019). The effect of Islamic visual art education on social development of preschool children. Jurnal Pendidikan Awal KanakKanak Kebangsaan, 8, 1-7.
Ozyurek, A., Begde, Z., & Yavuz, N. F. (2014). The relation between the social skills of preschool education children and the adult interactions around. Social Sciences Journal, 16(2), 115-134.
Yazici, E. (2017). The impact of art education program on the social skills of preschool
Providing different help and supports to each child individually or in groups is a valuable teaching strategy to facilitate the learning of Islamic visual arts among children, especially if it can be achieved without letting them feel neglected. Future arts trainings among teachers should be welcomed, especially in forms of workshops or courses that provide skills acquisition and teaching and learning sessions that require direct participation. This situation presents a challenge for policy makers, teaching institutions, and schools to improve the field of arts education. The main issue in this study is that learning arts in the early stages of childhood has been neglected. The focus is more on other areas of learning and not on Islamic visual arts education and experiences. As a result, when the findings were analysed, Islamic visual arts emerged as an important field for the earliest year in education and teachers could not ignore it. Teachers should be trained and should recognize that arts education is important. Overall, this study successfully discovered examples of effective artbased learning in the early years.
children. Journal of Education and Training Studies, 5(5), 17-26.
Yazici, E., Yaman, B. I., & Pinarcik. O. (2016). A study into the views of preschool teachers over art. E-Journal of International Education Researches, 7(3), 74-88. doi: 10.19160/e- ijer.80596
Samuelsson, I.P., Carlsson, M.A., Olsson, B., Pramling, N. and Wallerstedt. C. (2009) The art of teaching children in the arts: music, dance and poetry with children aged 2-8 years old, International Journal of Early Years Education, Vol.17, no. 2, pp.119–135.
Theodotou E. (2017). Supporting personal and social development through child-led art projects in the early years settings. Early Child Development and Care, 189(11), 1889- 1900.
Zoghi, N., Mohd Nor, M., & Abdul Hamid, F. (2018). Islamic patterns in Persian's Herat School of Painting: A study on Baysonghori Shahnameh. Islamic Studies, 5 (3), 65-74. | <urn:uuid:aa8f73c8-7ae2-46c1-885f-3704a279ad96> | CC-MAIN-2024-51 | https://vm36.upi.edu/index.php/APCER/article/download/31843/pdf | 2024-12-09T22:31:21+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00344.warc.gz | 559,490,363 | 4,485 | eng_Latn | eng_Latn | 0.995454 | eng_Latn | 0.997697 | [
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Kira Cynthia Kadohata
A Place to Belong
Saucy
If You Ever Want to Bring an Alligator to School, Don't!
My Louisiana Sky
Al Capone Does My Shirts
Sleeping Freshmen Never Lie
Day of Tears
Checked
Half a World Away
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The Words in My Hands
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The Thing About Luck
A Million Shades of Gray
A Study Guide for Cynthia Kadohata's ""Kira-Kira""
Outside Beauty
Journey to Topaz
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The Whipping Boy
A Moving and Emotional Saga of Family and Resilient Women
Crispin: The Cross of Lead - Literature Kit Gr. 7-8
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Kira-Kira
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In the Heart of the Valley of Love
The Best Dog in Vietnam
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Kira-Kira [by] Cynthia Kadohata
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Saucy
A Story of Angel Island
The Zabime Sisters
Bento Box in the Heartland
A Comedy in Three Parts
Kira Cynthia Kadohata
VANESSA CAMILA
A Place to Belong Yearling Books
Turner Buckminster hates his new home of Phippsburg, Maine, but things improve when he meets Lizzie Bright Griffin, a girl from a poor island community founded by slaves that the town fathers want to change into a tourist spot.
Saucy Simon and Schuster
Mariska could not be happier. Living an almost fairy‐tale life, she is popular, adored by her parents, and is engaged to be married to the most attractive man in her village. But her world is torn when war approaches the peaceful village of Bakshami. Mariska risks everything she has in order to search for her parents who left to negotiate and find peace. With a young warrior as her companion, she travels beyond the safety of her village. Together they search for Mariska's parents and peace for their village in a time of terrible uncertainty.
If You Ever Want to Bring an Alligator to School, Don't!
Penguin
A GREAT GROUP READS Selection of the Women's National Book Association and National Reading Group Month A GOODREADS Best of the Month Selection "A powerful, poignant novel." —In Touch, Grade A From the internationally bestselling author of The Orphan Collector comes a beautifully written and moving tale of family secrets and the importance of a mother's love—and how it can shape a life—even in the most shocking ways. A painful saga of strength and reinvention perfect for fans of Jojo Moyes and Lisa Wingate—set in two different times, as two young women come of age and uncover the mysteries of their families, and find their own ways in the world… On a summer evening in 1931, Lilly Blackwood glimpses circus lights from the grimy window of her attic bedroom. Lilly isn't allowed to explore the meadows around Blackwood Manor. She's never even ventured beyond her narrow room. Momma insists it's for Lilly's own protection, that people would be afraid if they saw her. But on this unforgettable night, Lilly is taken outside for the first time—and sold to the circus sideshow. More than two decades later, nineteen-year-old Julia Blackwood has inherited her parents' estate and horse farm. For Julia, home was an unhappy place full of strict rules and forbidden rooms, and she hopes that returning might erase those painful memories. Instead, she becomes immersed in a mystery involving a hidden attic room and photos of circus scenes featuring a striking young girl. At first, The Barlow Brothers' Circus is just another prison for Lilly. But in this rag-tag, sometimes brutal world, Lilly discovers strength, friendship, and a rare affinity for animals. Soon, thanks to elephants Pepper and JoJo and their handler, Cole, Lilly is no longer a sideshow spectacle but the circus's biggest attraction...until tragedy and cruelty collide. It will fall to Julia to learn the truth about Lilly's fate and her family's shocking betrayal, and find a way to make Blackwood Manor into a place of healing at last. Moving between Julia and Lilly's stories, Ellen Marie Wiseman portrays two extraordinary, very different women in a novel that, while tender and heartbreaking, offers moments of joy and indomitable hope. "Perfect for book clubs and readers who admired Sara Gruen's Like Water for Elephants." —Library Journal, STARRED REVIEW "A vibrant maze of desires." —ForeWord Reviews "Seamlessly blends mystery and history with compelling and well-researched details." —The Historical Novels Review "Vividly drawn and complex…Fans of Karen White and Sara Gruen will be drawn in by the drama and mystery of Wiseman's novel." —BookPage My Louisiana Sky Seal Press
While navigating his first year of high school and awaiting the birth of his new baby brother, Scott loses old friends and gains some unlikely new ones as he hones his skills as a writer. Al Capone Does My Shirts Annick Press
Twelve-year-old Sumiko feels her life has been made up of two parts: before Pearl Harbor and after it. The good part and the bad part. Raised on a flower farm in California, Sumiko is used to being the only Japanese girl in her class. Even when the other kids tease her, she always has had her flowers
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and family to go home to. That all changes after the horrific events of Pearl Harbor. Other Americans start to suspect that all Japanese people are spies for the emperor, even if, like Sumiko, they were born in the United States! As suspicions grow, Sumiko and her family find themselves being shipped to an internment camp in one of the hottest deserts in the United States. The vivid color of her previous life is gone forever, and now dust storms regularly choke the sky and seep into every crack of the military barrack that is her new "home." Sumiko soon discovers that the camp is on an Indian reservation and that the Japanese are as unwanted there as they'd been at home. But then she meets a young Mohave boy who might just become her first real friend...if he can ever stop being angry about the fact that the internment camp is on his tribe's land. With searing insight and clarity, Newbery Medal-winning author Cynthia Kadohata explores an important and painful topic through the eyes of a young girl who yearns to belong. Weedflower is the story of the rewards and challenges of a friendship across the racial divide, as well as the based-on-real-life story of how the meeting of Japanese Americans and Native Americans changed the future of both. Sleeping Freshmen Never Lie Simon and Schuster
"Maks the debut of a luminious new voice in fiction." THE NEW YORK TIMES Olivia, the young narrator of this beautiful novel, and her Japanese-American family are constantly on the road, looking for a home in the 1950s. Then traveling becomes a kind of home, a place for her parents to work out their difficulties, in towns that barely linger in memory, hanging in the air among them as the part of a family history that reaches further back than they care to recall, but can't help remembering....
Day of Tears Atheneum Books for Young Readers
Experience what it's like to rise up and fill a hole left by the loss of a family member. Help guide students through the novel with vocabulary prompts and comprehension activities. Imagine the challenges faced by a Japanese-American family moving from Iowa to Georgia in the 1950s. Explore the concept of prejudice and identify different groups who might experience this. Complete passages from the text with their missing vocabulary words. Reflect on the incident where Katie decides to shoplift and describe the worst thing about the experience. Find examples from the novel of foreshadowing and imagine to what it could be predicting. List the events comprising an incident in the novel in the order that it happened in a Flow Chart. Aligned to your State Standards, additional crossword, word search, comprehension quiz and answer key are also included. About the Novel: Kira-Kira (kee ra kee ra) is a Japanese word for glittering; shining. This unforgettable story is a coming-of-age tale of one family's difficulties in adapting to a post-World War II society that is reluctant to welcome a Japanese family that is laboring in Georgia's poultry plants. The story features Katie, her older sister Lynn and their younger brother, Sammy. When Lynn grows ill and eventually dies, it makes Katie realize that she must assume even more responsibility. Removed from the shadow of her high-achieving older sister, she even begins to improve in her schoolwork. This Newbery Medal winning-story deals with family relationships and the illness and death of a close family member in a sensitive, realistic manner.
Checked
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'Kouun is "good luck" in Japanese, and one year my family had none of it.' Just when Summer thinks nothing else can possibly go wrong, an emergency whisks her parents away to Japan, right before harvest season. But the mortgage has to be paid, and so Summer's grandparents are going to help with harvest instead - taking Summer, her little brother Jaz and their dog Thunder with them. Obaachan and Jiichan are… well, they're old fashioned, and demanding. Between helping Obaachan cook for the workers, covering for her when her back pain worsens, and worrying about her little brother, who can't seem to make any friends, Summer has her hands full. Then one of the boys who Summer has known forever starts paying extra attention to her. But what begins as a welcome distraction from the hard work soon turns into a mess of its own… and once again Summer ends up disappointing Obaachan. But that's the thing about luck - bad luck can always get worse. And when that happens, Summer has to figure out how to change it and save her family, even if it means further displeasing Obaachan. Surely kouun is coming soon…?
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Gale, Cengage Learning
"My mother had four daughters by four different men." There's only one way Shelby and her sisters can describe their mother: She's a sexpot. Helen Kimura collects men (and loans, spending money, and gifts of all kinds) from all over the country. Sure, she's not your typical role model, but she's also not just a pretty face and nail polish. She is confident and brave; she lives life on her own terms, and her four daughters simply adore her. These girls have been raised outside the traditional boundaries. They know how to take the back exit. They know how to dodge crazed lovers in highway car chases. They do not, however, know how to function without one another. Then suddenly they must. A late-night phone call unexpectedly shreds the family apart, catapulting the girls across the country to live with their respective fathers. But these strong-willed sisters are, like their mother, determined to live life on their own terms, and what they do to pull their family back together is nothing short of beautiful. At turns wickedly funny and insistently thought-provoking, Outside Beauty showcases Cynthia Kadohata's unerring ability to explore the bonds that bind.
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Outside Beauty
Penguin kira-kira (kee' ra kee' ra): glittering; shining Glittering. That's how Katie Takeshima's sister, Lynn,
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makes everything seem. The sky is kira-kira because its color is deep but see-through at the same time. The sea is kira-kira for the same reason. And so are people's eyes. When Katie and her family move from a Japanese community in Iowa to the Deep South of Georgia, it's Lynn who explains to her why people stop them on the street to stare. And it's Lynn who, with her special way of viewing the world, teaches Katie to look beyond tomorrow. But when Lynn becomes desperately ill, and the whole family begins to fall apart, it is up to Katie to find a way to remind them all that there is always something glittering -- kira-kira -- in the future. Luminous in its persistence of love and hope, Kira-Kira is Cynthia Kadohata's stunning debut in middle-grade fiction.
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A Prince and a Pauper Jemmy, once a poor boy living on the streets, now lives in a castle. As the whipping boy, he bears the punishment when Prince Brat misbehaves, for it is forbidden to spank, thrash, or whack the heir to the throne. The two boys have nothing in common and even less reason to like one another. But when they find themselves taken hostage after running away, they are left with no choice but to trust each other.
A Study Guide Open Road Media Drawing on Anderson's own writings and other first-person accounts, this book shows how the singer pursued her art in the context of the social and political climate of the day.
The Whipping Boy Kensington Books CRACKER IS ONE OF THE UNITED STATES ARMY'S MOST VALUABLE WEAPONS: a German shepherd trained to sniff out bombs, traps, and the enemy. The fate of entire platoons rests on her keen sense of smell. She's a Big Deal, and she likes it that way. Sometimes Cracker remembers when she was younger, and her previous owner would feed her hot dogs and let her sleep in his bed. That was nice, too. Rick Hanski is headed to Vietnam. There, he's going to whip the world and prove to his family and his sergeant -- and everyone else who didn't think he was cut out for war -- wrong. But sometimes Rick can't help but wonder that maybe everyone else is right. Maybe he should have just stayed at home and worked in his dad's hardware store. When Cracker is paired with Rick, she isn't so sure about this new owner. He's going to have to prove himself to her before she's going to prove herself to him. They need to be friends before they can be a team, and they have to be a team if they want to get home alive. Told in part through the uncanny point of view of a German shepherd, Cracker! is an action-packed glimpse into the Vietnam War as seen through the eyes of a dog and her handler. It's an utterly unique powerhouse of a book by the Newbery Medal-winning author of Kira-Kira.
Simon and Schuster 'A cracking adventure! Treads the turbulent streets of pre-civil war London.' Mark Turnbull, author of The King's Spy 1641. London. The poisonous dispute pushing King Charles and Parliament towards Civil War is reaching the point of no return. Law and order in the city are collapsing as Puritan radicals demand more concessions from the King. Bishops and lords are attacked in the streets as the Apprentice Boys run amok. Criminal gangs use the disorder to mask their activities while the people of London lock their doors and pray for deliverance. No one is immune from the contagion. Two Jesuit priests are discovered in hiding and brutally executed - and soon the family of spice merchant Thomas Tallant is drawn into the spiral of violence. Tallant's home is ransacked, his warehouse raided and his sister seized by kidnappers. Thomas struggles to discover who is responsible, aided by the enigmatic Elizabeth Seymour, a devotee of science, maths and tobacco in equal measure. Together they enter a murky world of court politics, street violence, secret codes and poisoned letters, and confront a vicious gang leader who will stop at nothing to satisfy his greed. Can Elizabeth use her skills to unpick the mass of contradictory evidence before the Tallants are ruined - both as a business and a family? And as the fight for London between King and Parliament hurtles to its dramatic conclusion, can the Tallants survive the personal and political maelstrom? Praise for Michael Ward: 'I loved it; a wickedly dark murder mystery set in Stuart London.' Jemahl Evans, author of The Last Roundhead 'A satisfying, brooding mystery set in Stuart England anticipating the coming Civil War.' Paul Walker, author of State of Treason 'Tom Tallant is an engaging hero in a dangerous world. Michael Ward creates a convincing atmosphere of London on the eve of the Civil War, from the violent underbelly of the Thameside to the domains of the rich and powerful.' John Pilkington, author of the Thomas the Falconer mystery series 'A tense and thrilling mystery, weaved through a London on the brink of war. Told with style, class, and a masterful eye for detail.' Steven Veerapen, author of the Simon Danforth Mysteries Michael Ward is a former journalist and academic. He now runs his own consultancy providing content services and training to a wide range of British companies and public sector organisations.
2023-03-06
Kira Cynthia Kadohata | <urn:uuid:685bb197-5933-49b6-81be-95afa0b2e1fb> | CC-MAIN-2024-51 | https://archive.imba.com/IDtrack?rackid=V03r221&ResearchGate=Kira+Cynthia+Kadohata(3).pdf | 2024-12-09T22:26:58+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00348.warc.gz | 85,578,549 | 4,503 | eng_Latn | eng_Latn | 0.9987 | eng_Latn | 0.998814 | [
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Topic Frida Kahlo
Rationale
The children will have the opportunity to study the life and works of the famous Mexican artist Frida Kahlo. Throughout this term the children will also be studying the country of Mexico in Geography as well as The Maya in History. So, the children will be immersed in Mexican culture taking full opportunity of the cross-curricular links on offer.
NC Objective
To create sketch books to record observations.
To choose media appropriate for the task. To develop skills in painting, drawing and sculpture.
To learn about great artists in history.
Links to other Subject/Topics.
History – The Maya
Geography – Mexico
Design Technology – Making a Mexican rug.
Inspiration for Aspiration,
artist, decorator, interior designer , printer, fabric/wallpaper designer, web designer, digital artist
- Key Content
- Who is Frida Kahlo?
- What are Kahlo's most famous works?
- How can I record my findings in a sketchbook?
- Can I create a body of work in the style of Frida Kahlo?
- How can I refine my work?
Concepts
Skills and Knowledge Year 2
Skills and Knowledge Year 5
Skills and Knowledge Year 6
- Experiment with the potential of various pencils
- Close observation
- Draw both the positive and negative shapes
- Initial sketches as a preparation for painting
- Introduce different types of brushes techniques
- Use sketchbook for recording textures/patterns
- Interpret environmental and manmade patterns
- Identify and draw the effect of light
- Scale and proportion
- Work on a variety of scales
- Computer generated drawings
- Use a variety of techniques to add effects, e.g. shadows, reflection, hatching and cross-hatching;
- Depict movement and perspective in drawings;
- Start to use a variety of tools and select the most appropriate;
- Begin to use key vocabulary to demonstrate knowledge and understanding in this strand: line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti
- Begin to understand the effect of light on objects
- Use a variety of techniques to add effects, e.g. shadows, reflection, hatching and cross-hatching;
- Depict movement and perspective in drawings;
- Use a variety of tools and select the most appropriate;
- Use key vocabulary to demonstrate knowledge and understanding in this strand: line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti
- Understand the effect of light on objects and people from different directions
Art
Year 5 and 6
Summer
- Colour mixing and matching; tint, tone, shade
- Observe colours
- Use suitable equipment for the task
- Colour to reflect mood
- Use sketchbook for recording textures/patterns
- Explore environmental and manmade patterns
Artistic Vocabulary
Shading
Sketching
Drawings
Shadow
Reflection
Cross-hatching
Hatching
Pattern
Blend
Smudge
Mark
By the end of the topic the children will:-
Continue to use a variety of drawing tools using new techniques, e.g. creating perspective. They will become more confident in techniques already learned and use the vocabulary learned accurately, e.g. shading, thick and thin. Children will use their sketching books to improve their drawing skills.
Children will continue to explore a variety of different brushes to see what happens. They will use the language of colour accurately and use inspiration from natural and non-natural works to create a colour palette. Children will be more expressive with colour, associating colours with moods.
They will produce a piece of work in the style of Frida Kahlo.
Assessment
Teacher to access finished pieces of work against skills taught in lessons.
and people from different directions
- Interpret the texture of a surface
- Begin to produce increasingly accurate drawings of people
- Concept of perspective
- Hue, tint, tone, shades and mood
- Explore the use of texture in colour
- Colour for purposes
- Colour to express feelings
- Interpret and discuss the texture of a surface
- Produce increasingly accurate drawings of people
- Concept of perspective
- Hue, tint, tone, shades and mood
- Explore the use of texture in colour
- Colour for purposes
- Colour to express feelings | <urn:uuid:55f425f5-9edd-4e57-97aa-94f04b5f5685> | CC-MAIN-2024-51 | https://www.tileryprimary.org.uk/wp-content/uploads/2024/09/Art-Year-5-and-6-Summer-Frida-Kahlo-.pdf | 2024-12-09T22:57:56+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00353.warc.gz | 920,682,456 | 915 | eng_Latn | eng_Latn | 0.994941 | eng_Latn | 0.995028 | [
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Research Information and Consent for Schools
Dear Head Teacher,
My name is Stephanie Bowen, and I am a Trainee Educational Psychologist at the University of Southampton. I would like to invite your school to take part in a research study that I am conducting which aims to investigate whether the way in which gratitude diaries are written and presented to children impacts their effectiveness at increasing gratitude, a sense of school belonging and positive emotions. Your school may also be invited to participate in a separate, follow up study which seeks to interview a small number of children who have taken part in this study to see how they felt about filling in the diary. By agreeing to this study, you would also be agreeing for children to be identified for interview later on, however parents will be sent a separate consent form should any child from your school be identified for a follow up interview.
To help you decide whether you would like your school to take part, it is important that you understand why the research is being done and what it will involve; details of the study are explained below.
Study Title: An Initial Exploration of what makes a gratitude diary successful
Researcher: Stephanie Louise Bowen
ERGO number: 70859, Date: 25.03.22 Version: 2
Who has been asked to take part?
This study is designed to be a whole class project; It involves classes of children in Years 3, 4 and 5. I am hoping to find out whether specific elements of gratitude diaries (i.e., the way they are written and presented to children) impact their effectiveness on a child's feeling of gratitude, their sense of belonging in school and their positive emotions.
What does the research involve?
Prior to beginning their diaries, I will lead a whole-class session where the children will be asked to fill out four short, self-rated questionnaires. These questionnaires explore gratitude, positive emotions and a sense of school belonging. The children will then be split into three groups, and they will fill out their diaries together each day over a three week period. The diary activity should take approximately 5-10 minutes. The diaries will only be completed at school; the children will not have to take these home to complete at the weekend.
After the three week intervention, I will collect the diaries the children have filled in, they will not be analysed for their content, but diaries will be screened to ensure there are at least 10 diary entries, and a percentage will be to checked to make sure that children have written their entries as they were asked to. When I collect the diaries from school, I will lead another whole-class questionnaire session, to ask the children to complete the short questionnaires again.
After a further four weeks, I will return to school to lead a final whole-class session, to ask the children to fill out the same questionnaires one last time. This will allow me to see if any impact of the intervention has lasted over a period of time. Please see the diagram below for an approximate timeline of the full project process.
May I ask that any children who need additional support to fill out these questionnaires in line with their normal way of working receive such support from school.
Are there any benefits for children taking part?
The aim of this project is to explore if gratitude diaries increase children's feelings of gratitude, their sense of school belonging and their feelings of positive emotions. This is an area of great interest to Educational Psychologists to help us understand how to make gratitude diaries as successful as possible. The findings of the project will be fed back to you once the study has ended and the results analysed; we hope you will find them useful if you would like to implement this intervention for any children in the future.
The study is underpinned by positive psychology research, and we hope that it will contribute to the overall wellbeing to the children in your school.
Are there any risks to children being involved?
The research is designed to be low risk, but it might be that some children feel uncomfortable writing in their diary or would like to talk to someone they trust about something they have written in their diary or any worries or concerns that they may have. Before the study begins I would like to work with you to identify a person within school that you would be happy for children to go to should they wish to speak to someone about their diary.
What data will be collected from children and how will it be stored and used?
Apart from their diary entries, children will be asked to provide their name (which will later be initially pseudonymised and then anonymised, please see below), their age and their gender.
Once the children have completed their questionnaires, their names will be removed from them and replaced with a corresponding ID number. This means that the children's names will not appear on the questionnaires when they are taken off school site. Similarly, when the diaries are collected, these will also be pseudonymised with the same ID number. Therefore, children's names will not be on any documentation that leaves the school.
A printed spreadsheet will be kept securely in school, in line with your data protection policy, which keeps a record of children's names and their corresponding ID numbers, this is to ensure that if any safeguarding concerns are raised, or a child wishes to stop being involved in the study, their data can be retrieved or removed as necessary. The hard copies of the diaries and questionnaires that are taken off school site by the researcher will be stored in a lockable and secure container. They will be scanned and saved onto a computer at the earliest point possible and will be saved on a secure university storage account. After they have been scanned into the computer, the original hard copies will be destroyed.
During data analysis, the data may be shared with my research supervisors and collaborators for the purpose of supporting accurate data analysis, but due to the data being pseudo anonymised my supervisors will not be able to connect the data with your school. Adding to this, responsible members of the University of Southampton may be given access to the data for monitoring purposes and/or to carry out an audit of the study to ensure that the research is complying with applicable regulations. Individuals from regulatory authorities (people who check that we are carrying out the study correctly) may require access to the data. All these people have a duty to keep children's information, as a research participant, strictly confidential.
After the research study has ended, the spreadsheet with children's names and corresponding ID numbers will be destroyed, removing all connection of children to the data meaning the data will be fully anonymised. The findings of the study will be written up and disseminated more widely where appropriate, but no data will be published that connects your school, or your children, to the project.
What will happen in the follow up study?
A small number of children will be asked to participate in a follow up study, to talk about their experiences of participating in the gratitude diary intervention. This will support our understanding of how to design future gratitude diaries and ensure they are effective. Children who are invited to take part will be asked to participate in a short interview with the researcher, Rosalind Keefe, a trainee educational psychologist. This will involve the child answering a few questions about their experiences. For example, asking them to describe aspects of the intervention that they enjoyed or did not enjoy. The interview will take up to 30 minutes. Rosalind will ensure that all interviews are anonymised so that the children who have participated cannot be identified. Parents will be contacted separately by Rosalind to gain their consent for their child to take part in the follow up study, should their child be selected.
What will happen to the results/findings of the research?
As mentioned previously, children's personal details will remain anonymous, with only those who are deemed necessary having access to the data (i.e., myself and my supervisors). No details of your school will be shared. The data from the study will be held on the 'Pure' data repository at the University of Southampton. Research findings made available in any reports or publications will not include information that can directly identify children or their school. It is hoped that the findings of the study will be useful to your school. It is also possible that the study's findings may be presented in an academic journal.
What if parents do not wish for their child to take part?
If you consent to your school taking part in the project, parents/carers will be sent an information letter about the study, similar to this one, and an opt-out consent form. This means that unless parents return the consent form, it will be assumed by the researcher that they consent for their child to take part. Parents/carers have the right to withdraw their child from the research at any point by telling their teacher. Similarly, children have equal rights to change their mind about taking part in the study. Children will be asked to assent to the study, but they can also withdraw this at any point by telling their teacher or parents/carers if they do not wish to take part.
Please note, if a child is selected for the qualitative follow up study, their parents will be contacted separately, and asked to provide opt-in consent for their child to take part in an interview.
Where can I get more information, or go to if I am concerned?
If you have any complaints, concerns or questions about the research please feel free to contact me (Stephanie Bowen, the researcher) on the following email address: firstname.lastname@example.org
The research is supervised by Dr Colin Woodcock (email@example.com) and Dr Catherine Brignell (firstname.lastname@example.org) from the University of Southampton.
In the unlikely case that something goes wrong in this study we advise you to contact the Head of Research Governance, University of Southampton, email@example.com, +44 (0) 2380 595058
If you remain unhappy or have a complaint about any aspect of this study, please contact the University of Southampton Research Integrity and Governance Manager (023 8059 5058, firstname.lastname@example.org).
Data Protection Privacy Notice
The University of Southampton conducts research to the highest standards of research integrity. As a publicly-funded organisation, the University has to ensure that it is in the public interest when we use personally-identifiable information about people who have agreed to take part in research. This means that when you agree to take part in a research study, we will use information about you in the ways needed, and for the purposes specified, to conduct and complete the research project. Under data protection law, 'Personal data' means any information that relates to and is capable of identifying a living individual. The University's data protection policy governing the use of personal data by the
University can be found on its website (https://www.southampton.ac.uk/legalservices/whatwe-do/data-protection-and-foi.page).
This Participant Information Sheet tells you what data will be collected for this project and whether this includes any personal data. Please ask the research team if you have any questions or are unclear what data is being collected about you.
Our privacy notice for research participants provides more information on how the University of Southampton collects and uses your personal data when you take part in one of our research projects and can be found at http://www.southampton.ac.uk/assets/sharepoint/intranet/ls/Public/Research%20and%20In tegrity%20Privacy%20Notice/Privacy%20Notice%20for%20Research%20Participants.pdf
Any personal data we collect in this study will be used only for the purposes of carrying out our research and will be handled according to the University's policies in line with data protection law. If any personal data is used from which you can be identified directly, it will not be disclosed to anyone else without your consent unless the University of Southampton is required by law to disclose it.
Data protection law requires us to have a valid legal reason ('lawful basis') to process and use your Personal data. The lawful basis for processing personal information in this research study is for the performance of a task carried out in the public interest. Personal data collected for research will not be used for any other purpose.
For the purposes of data protection law, the University of Southampton is the 'Data Controller' for this study, which means that we are responsible for looking after your information and using it properly. The University of Southampton will keep identifiable information about your child for 10 years after the study has finished after which time any link between you and your information will be removed.
To safeguard your rights, we will use the minimum personal data necessary to achieve our research study objectives. Your data protection rights – such as to access, change, or transfer such information - may be limited, however, in order for the research output to be reliable and accurate. The University will not do anything with your personal data that you would not reasonably expect.
If you have any questions about how your personal data is used, or wish to exercise any of your rights, please consult the University's data protection webpage (https://www.southampton.ac.uk/legalservices/what-we-do/data-protection-and-foi.page) where you can make a request using our online form. If you need further assistance, please contact the University's Data Protection Officer (email@example.com).
Thank you.
Thank you for taking the time to read this information sheet and for considering your school participation in the above study.
I provide permission for my school to take part in this research study and subsequent follow up study. I confirm that any personal data collected as part of the project will be held securely in school in line with our data protection policy and regulation.
I provide permission for opt-out consent to be gained from parents for the first part of this study.
Name: __________________________________________________________________
Role at School: __________________________________________________________
(If not the Head Teacher, please confirm by ticking this box that you have permission from the Head Teacher to sign this consent form on their behalf)
I have permission from the Head Teacher to sign this consent form:
Name of School: _________________________________________________________
Date: _______________________
Signature: ___________________________
Parent/Carers Consent Form (Shortened Accessible Version)
Research Information and Consent for Parents/Carers
Study Title: An Initial Exploration of What Makes a Gratitude Diary Successful
Researcher: Stephanie Louise Bowen
ERGO number: 70859
Date: 13.05.22Version: 3
Dear Parent/Carer,
My name is Stephanie Bowen, and I am a Trainee Educational Psychologist at the University of Southampton. I would like to invite your child to take part in a research study that I am doing which aims to investigate whether the way gratitude diaries are written and presented to children impacts on their effectiveness at increasing gratitude, a sense of school belonging and emotions.
To help you decide whether you would like your child to take part, it is important that you understand why the research is being done and what it will involve. Details of the study are explained below.
Why has my child been asked to participate?
* This study is designed to be a whole class project for children in Years 3, 4 and 5.
* I am hoping to find out whether specific elements of gratitude diaries impact their effectiveness on a child's feeling of gratitude, sense of school belonging and emotions.
What will happen to my child if they take part?
* First, children will be asked to fill out four short questionnaires, at school. This will be supported by familiar adults they work with in the classroom.
* Then, children will be split into three groups, and they will fill out their diaries together each day over a three week period.
o The diary activity should take approximately 5-10 minutes.
o The diaries will only be completed at school; the children will not have to bring them home to complete at the weekend.
*
After three weeks, I will collect the diaries the children have filled in.
o When I collect the diaries from school the children will be asked to complete the short questionnaires again.
* At a later date, I will return to school to ask the children to fill out the same questionnaires one last time. Please see diagram below for an overview of the process.
* Your child may also be selected to participate in a follow up interview after the study has finished. You will be asked to give permission for your child to take part, should they be selected for this.
Flow Chart of the Study:
•Children introduced to the diary project
•Children fill out questionnaires
•Children begin their diary entries (5 entries will be made this week)
•Children continue their diary entries (5 entries will be made this week)
•Children continue their diary entries (5 entries will be made this week)
•I will go back into school to collect the diaries
•Children will be asked to fill out the questionnaires again
•At a later date, children will be asked to fill out the questionnaires one last time and will be debriefed on the study
Are there any benefits in my child taking part?
* We hope that the study will contribute to your child's overall wellbeing.
* Using gratitude diaries to increase wellbeing is an area of great interest to Educational Psychologists and schools, and it will be helpful to know how we can make gratitude diaries as successful as possible.
* The results of the project will be fed back to your child's school once the study has ended.
Are there any risks to my child being involved?
* The research is designed to be low risk.
* Some children may feel uncomfortable writing in their diary or may like to talk to someone they trust about something they have written in their diary, or any worries or concerns that they may have. Children will be made aware of who they can go to in school if they would like to speak to someone about their diary.
What data will be collected from my child and how will it be stored and used?
* In addition to completing their diaries children will be asked to provide their name, age and gender. Names will later be removed and replaced with an ID number so it will not be possible to connect your child to the study.
* A spreadsheet will be kept in school which keeps a record of children's names and their corresponding ID numbers: this is to ensure that if any safeguarding concerns are raised, or your child wishes to stop being involved in the study, their data can be retrieved or removed.
o This spreadsheet will be kept securely by a key contact at school and not by the researcher.
o After the study this spreadsheet will be destroyed.
* During data analysis, the data may be shared with my research supervisors and collaborators for the purpose of supporting accurate data analysis, but they will not be able to identify your child from the information (because children's names will have been removed by this point).
* The findings of the study will be written up and disseminated more widely where appropriate, but no data will be published that connects your child to the project.
What will happen to the results/findings of the research?
* The anonymised data from the study will be held on the 'Pure' data repository at the University of Southampton.
* The results may be put into a report, or published in an academic journal, but no details of your child will be shared.
Does my child have to participate in the study?
* No.
* If you DO NOT want your child to take part in this study please sign and return the slip below.
* If your child starts the study but then decides at any point that they do not wish to take part any more they can stop without needing to give a reason.
* If you consent to your child participating (i.e., if you do NOT return the form) your child will still be asked to assent to taking part in the study when it starts. This means that your child will be asked if they want to take part. If they do, they will be included in the project. If they do not, they will be asked to write their name on a form to record that they do not want to be included.
Where can I get more information, or go to if I am concerned?
* If you have any complaints, concerns or questions about the research please feel free to contact me (Stephanie Bowen, the researcher) on the following email address: firstname.lastname@example.org.
* The research is supervised by Colin Woodcock (email@example.com) and Dr Catherine Brignell (firstname.lastname@example.org) from the University of Southampton, who you may also contact about this research.
* The following contact details can be used if you remain unhappy, or have a complaint about the study:
o The chair of the Ethics Committee, Psychology, University of Southampton, SO17 1BJ, UK. Phone: 02380 593856, email email@example.com.
o The University of Southampton Research Integrity and Governance Manager (023 8059 5058, firstname.lastname@example.org).
For a more in depth understanding of the study and information about the University of Southampton's Data Protection Privacy policy please scan the below Q-R code:
Thank you for taking the time to read this information sheet and for considering your child's participation in the above study.
If you would not like your child to participate in this project, please complete and return the slip below. If you would like your child to participate in this study, you do not need to take any further action.
By completing this slip, you are stating that you do not want your child to take part in the gratitude diary project being completed by Stephanie Bowen.
Child's Name: ………………………………………………………………………………
Class: ……………
Class Teacher: …………………………………………………………………………….
I confirm that I do not wish for my children to part in the gratitude diary study as outlined in the parent information sheet.
Parent/Carer's Signature: ………………………………………………………………
Date: ……………
Please return to your child's class teacher
Research Information and Consent for Parents/carers
Dear Parent/Guardian,
My name is Stephanie Bowen, and I am a Trainee Educational Psychologist at the University of Southampton. I would like to invite your child to take part in a research study that I am conducting which aims to investigate whether the way gratitude diaries are written and presented to children impacts their effectiveness at increasing gratitude, a sense of school belonging and positive emotions. Children participating in this study will be asked to complete a short diary exercise each day for three weeks. After this, your child may also be invited to participate in a follow up interview to see how they felt about filling in the diary; if your child is selected for this interview then you will be contacted again to gain your consent for this. This letter concerns only the first part of the study – i.e., the daily diary exercise.
To help you decide whether you would like your child to take part, it is important that you understand why the research is being done and what it will involve. Details of the study are explained below.
If you would not like your child to participate in this project, please complete and return the slip at the end of this letter.
Study Title: An Initial Exploration of what makes a gratitude diary successful
Researcher: Stephanie Louise Bowen
ERGO number: 70859, Date: 13.05.22 Version: 3
Why has my child been asked to participate?
This study is designed to be a whole class project; It involves classes of children in Years 3, 4 and 5. I am hoping to find out whether specific elements of gratitude diaries (i.e., the way they are written and presented to children) impact their effectiveness on a child's feeling of gratitude, their sense of belonging in school and their positive emotions.
What will happen to my child if they take part?
Prior to beginning their diaries, the children will be asked to fill out four short, selfrated questionnaires. These questionnaires explore gratitude, positive emotions and sense of school belonging. The children will then be split into three groups, and they will fill out their diaries together each day over a three week period. The diary activity should take approximately 5-10 minutes. The diaries will only be completed at school; the children will not have to bring them home to complete at the weekend.
After this three week intervention, I will collect the diaries the children have filled in, they will not be analysed for their content, but diaries will be screened to ensure there are at least 10 diary entries and a percentage will be checked to make sure that children have written their entries as they were asked to. When I collect the diaries from school the children will be asked to complete the short questionnaires again.
At a later date, I will return to school to ask the children to fill out the same questionnaires one last time. This will allow me to see if any impact the intervention had has lasted over a period of time. Please see the diagram below for an overview of the process.
Any children who need additional support to fill out these questionnaires in line with their normal way of working will receive such support from school.
As mentioned earlier, your child may also be selected to participate in a follow up interview after the study has finished. You will, however, be sent a separate consent form and information sheet, should your child be selected for an interview.
•Children introduced to the diary project
•Children fill out questionnaires
•Children begin their diary entries (5 entries will be made this week)
•Children continue their diary entries (5 entries will be made this week)
•Children continue their diary entries (5 entries will be made this week)
•I will go back into school to collect the diaries
•Children will be asked to fill out the questionnaires again
•At a later date, children will be asked to fill out the questionnaires one last time and will be debriefed on the study
Are there any benefits in my child taking part?
The overall aim of this project is to explore if gratitude diaries increase children's feelings of gratitude, their sense of school belonging and their feelings of positive emotions. This is an area of great interest to Educational Psychologists and schools to help us understand how to make gratitude diaries as successful as possible. The findings of the project will be fed back to your child's school once the study has ended and the results analysed.
The study is underpinned by positive psychology research, and we hope that it will contribute to your child's overall wellbeing.
Are there any risks to my child being involved?
The research is designed to be low risk, but it might be that some children feel uncomfortable writing in their diary or would like to talk to someone they trust about something they have written in their diary or any worries or concerns that they may have. Children will be made aware of who they can go to in school should they wish to speak to someone about their diary.
What data will be collected from my child and how will it be stored and used?
Apart from their diary entries, children will be asked to provide their name (which will later be pseudo anonymised and then anonymised, please see below), their age and their gender.
Names will be removed and replaced with an ID number (pseudo anonymised). Therefore, your child's name will not be on any documentation that leaves the school.
A spreadsheet will be kept in school which keeps a record of children's names and their corresponding ID numbers: this is to ensure that if any safeguarding concerns are raised, or your child wishes to stop being involved in the study, their data can be retrieved or removed as necessary. This spreadsheet will be kept securely by a key contact at school and not by the researcher. The hard copies of the diaries and questionnaires that are taken off school site by the researcher will be stored in a lockable and secure container.
During data analysis, the data may be shared with my research supervisors and collaborators for the purpose of supporting accurate data analysis, but due to the data being pseudo anonymised my supervisors will not be able to identify your child within it. Additionally, responsible members of the University of Southampton may be given access to data about your child for monitoring purposes and/or to carry out an audit of the study to ensure that the research is complying with applicable regulations. Individuals from regulatory authorities (people who check that we are carrying out the study correctly) may require access to your child's data. All these people have a duty to keep your child's information, as a research participant, strictly confidential.
After the research study has ended, the spreadsheet with children's names and corresponding ID numbers will be destroyed, removing all connection of your child to the data, meaning the data will be fully anonymised. The findings of the study will be written up and disseminated more widely where appropriate, but no data will be published that connects your child to the project.
What will happen to the results/findings of the research?
As mentioned previously, your child's personal details will remain anonymous, with only those who are deemed necessary having access to the data (i.e., myself, collaborators, and my supervisors). No details of your child's school will be shared. The data from the study will be held on the 'Pure' data repository at the University of Southampton. Research findings made available in any reports or publications will not include information that can directly identify your child. It is hoped that the findings of the study will be useful to your child's school. It is also possible that the study findings may be presented in an academic journal.
Does my child have to participate in the study?
No, it is up to you and your child to decide. If you DO NOT want your child to take part in this study then please sign and return the slip below. Participation in this study is voluntary and if your child decides at any point that they do not wish to take part in the study they can stop without needing to give a reason. If you consent to your child participating (i.e., if you do NOT return the form) your child will still be asked to assent to taking part in the study when it starts. This means that your child will be asked if they want to take part. If they do, they will be included in the project. If they do not, they will be asked to write their name on a form to record that they do not want to be included.
Where can I get more information, or go to if I am concerned?
If you have any complaints, concerns or questions about the research please feel free to contact me (Stephanie Bowen, the researcher) on the following email address: email@example.com
The research is supervised by Colin Woodcock (firstname.lastname@example.org) and Dr Catherine Brignell (email@example.com) from the University of Southampton.
In the unlikely case that something goes wrong in this study we advise you to contact the Head of Research Governance, University of Southampton, firstname.lastname@example.org, +44 (0) 2380 595058.
If you remain unhappy or have a complaint about any aspect of this study, please contact the University of Southampton Research Integrity and Governance Manager (023 8059 5058, email@example.com).
Data Protection Privacy Notice
The University of Southampton conducts research to the highest standards of research integrity. As a publicly-funded organisation, the University has to ensure that it is in the public interest when we use personally-identifiable information about people who have agreed to take part in research. This means that when you agree to take part in a research study, we will use information about you in the ways needed, and for the purposes specified, to conduct and complete the research project. Under data protection law, 'Personal data' means any information that relates to and is capable of identifying a living individual. The University's data protection policy governing the use of personal data by the University can be found on its website (https://www.southampton.ac.uk/legalservices/whatwe-do/data-protection-and-foi.page).
This Participant Information Sheet tells you what data will be collected for this project and whether this includes any personal data. Please ask the research team if you have any questions or are unclear what data is being collected about you.
Our privacy notice for research participants provides more information on how the University of Southampton collects and uses your personal data when you take part in one of our research projects and can be found at http://www.southampton.ac.uk/assets/sharepoint/intranet/ls/Public/Research%20and%20In tegrity%20Privacy%20Notice/Privacy%20Notice%20for%20Research%20Participants.pdf
Any personal data we collect in this study will be used only for the purposes of carrying out our research and will be handled according to the University's policies in line with data protection law. If any personal data is used from which you can be identified directly, it will not be disclosed to anyone else without your consent unless the University of Southampton is required by law to disclose it.
Data protection law requires us to have a valid legal reason ('lawful basis') to process and use your Personal data. The lawful basis for processing personal information in this research study is for the performance of a task carried out in the public interest. Personal data collected for research will not be used for any other purpose.
For the purposes of data protection law, the University of Southampton is the 'Data Controller' for this study, which means that we are responsible for looking after your information and using it properly. The University of Southampton will keep identifiable information about your child for 10 years after the study has finished after which time any link between you and your information will be removed.
To safeguard your rights, we will use the minimum personal data necessary to achieve our research study objectives. Your data protection rights – such as to access, change, or transfer such information - may be limited, however, in order for the research output to be reliable and accurate. The University will not do anything with your personal data that you would not reasonably expect.
If you have any questions about how your personal data is used, or wish to exercise any of your rights, please consult the University's data protection webpage (https://www.southampton.ac.uk/legalservices/what-we-do/data-protection-and-foi.page) where you can make a request using our online form. If you need further assistance, please contact the University's Data Protection Officer (firstname.lastname@example.org).
Thank you.
Thank you for taking the time to read this information sheet and for considering your child's participation in the above study.
By completing this slip, you are stating that you do not want your child to take part in the gratitude diary project being completed by Stephanie Bowen.
Child's Name: ……………………………………………………………………
Class: ……………
Class Teacher: …………………………………………………………………………….
I confirm that I do not wish for my children to part in the gratitude diary study as outlined in the parent information sheet.
Parent/Carer's Signature: ……………………………………………………
Date: ……………
Please return to your child's class teacher
CHILD ASSENT FORM
Study title: An Initial Exploration of What Makes a Gratitude Diary Successful
Researcher name: Stephanie Louise Bowen
ERGO number: 70859
Date created: 25.03.22 Version: 2
Participant Identification Number (if applicable):
If you do not want to take part in the gratitude diaries project please write your name and put a tick in the box at the bottom. This means that you will not be completing a diary or be asked to participate in a follow up interview with my friend Rosalind Keefe.
You can stop taking part at any time during the study, you just need to let your teacher know.
Gratitude Diary Research Project: Child Opt-Out Form
I do NOT want to take part in this project.
Name:
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A STUDY ON PEACE EDUCATION IN PURULIA DISTRICT IN WEST BENGAL
Arnab Chowdhury 1 & Jayanta Mete 2
Student, Dept of Education,University of Kalyani, kalyani, Nadia, West Bengal, India 1 Professor, Dept of Education, University of Kalyani, kalyani, Nadia, West Bengal, India 2
Abstract: This paper outlines an importance for introducing Peace Education programmes in Purulia. Peace Education programmes addresses the forms of violence and the systems sustaining the presence of that violence. Peace Education is a process of developing knowledge, skills, attitudes, behaviours and values that enable learners to resolve conflicts through non- violent way and mutually beneficial, harmonious relationships. The author highlights the significance of Peace Education programmes in relation to different parameters like its relevance, internal conflict resolution, and problems of youth and overall development of Purulia. Implications for practice include recommendations for policy makers to implement an initiative of peace programmes in schools as a means of reduce violence in Purulia.
Keywords: Peace Education, Purulia, Youth, Violence
1. Introduction
Peace is a concept that includes many different meanings and the pathways to Peace are multidimensional. Many people view peace as the absence of all forms of direct violence. Others view it as peace of mind. Peace is also sometimes defined as a meeting of all of one‟s basic requirements. However, peace is more than a feeling of calm, an absence of violence, and a meeting of basic requirements. It is the presence of justice, love, equality, and unity in all aspects of life. M.K. Gandhi, for instance, believed that "if we are to teach real peace in this world and if we are to carry on a real war against war, we shall have to begin with the children".Galtung describes peace as the absence of violence. He differentiated between, positive peace and negative peace. The first implies the existence of cooperation in society and a capacity for resolving conflicts non-violently. The second, negative peace means those measures like collective security, disarmament, international court system which limits and prevents war.
2. The Idea And History Of Peace Education
The field of Peace education seeks to minimise direct, structural and cultural forms of violence through the transformation of educational content, structure and pedagogy. Itis teaching the information, attitudes, values, and behavioural competencies needed to resolve conflicts without violence and to build and maintain mutually beneficial, harmonious relationships. According to UNICEF "peace education refers to the process of promoting the knowledge, skills, attitudes and values needed to bring about behaviour changes that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create conditions conducive to peace". The term peace education displays its basic idea for using education to strive towards peace. In 1945 when after World War II the United Nations was founded to promote peace in the world, the importance of education was acknowledged: "Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed". More than 50 years after this resolution, the UN still see the need for peace in the world. The period 2001-2010 was declared as the "International Decade for a Culture of Peace and Non-Violence for the Children of the World", with education as a central element identified to achieve what they define as a set of values, attitudes, traditions and modes of behaviour and ways of life based on: Respect for life, ending of violence and promotion and practice of non- violence through education, dialogue and cooperation.
3. Peace Education In India
Many institutions in the India are working for the promotion of peace, particularly Gandhianideas of peace, the Gandhi Peace Foundation, Gandhi Smriti and Darshan Samriti, Gandhian Institute of Studies, and Jaipur Peace Foundation being prominent examples. It is unfortunate that peace education continue to be ignored by educational institutions in India. From ancient times India is rich in cooperation, peace, ahimsa and Gandhian ideas on violence have influenced the peace proponents all over the world. Although Non- Governmental Organisations (NGOs) have been contributing to different aspects of peace studies, viz., human rights, gender discrimination, environment etc, they do not impact education adequately at the school level. There is need for coordination among all such institutions in order to enhance their effectiveness. However, the social movements towards equity justice inspired by Gandhi, and his belief in education for selfreliance and moral development have, with a few exceptions been largely absent from peace education scholarship. UNESCO awarded the City Montessori School in Lucknow, India the 2002 UNESCO Prize for Peace Education, citing the school's efficacy in promoting the values of peace, religious harmony, tolerance and coexistence among children. Most recently, the National Council of Educational Researchand Training (NCERT) in India has included peace education (referencing Gandhi's legacy as well in this regard) in its teacher education program, giving in-service teachers the opportunity to participate in a six-week long training that deals with skills, attitudes, knowledge and behaviour related to peace and nonviolence. On Feb 3, 2008 Former chief of Navy Admiral Ramadas along with peace activists called for including peace education in school syllabus. "In our school days we barely learnt anything about the heavy costs of war and impact of weapons of mass destruction. But at least the new generation should learn the lessons for lasting peace," said Admiral Ramdas.With regard to peace education the NCF (2005) recommends creating an environment that builds sensitivity to others cultures, perspectives and rights, clearly stating that education must be oriented towards values associated with peaceful and harmonious coexistence. There is also a strong emphasis on reorienting education, so that it does not merely lay down the rules for ethical conduct but also nurtures the need to reason, understand and make informed choices. The NCF guidelines for integrating peace education in the curriculum have three main areas of focus: teacher training, content and peace activities for students.
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4. Need Of Peace Education In Purulia
Throughout history, Purulia has gone through different devastating times. Conflict and violence have killed 4,460 of people from 2001 to 2011. The only way to save our children from this culture of violence is to imparting peace education in schools. It is the most significant way of promoting a culture of peace. Peace education needs to be accepted in all areas of the Purulia as an essential element in creating culture of peace. To meet effectively the challenges posed by the present complexity of our time, the young of today deserves a radically different education one that does not glorify war but educates for peace, non-violence and cooperation. They need the skills and knowledge to create and nurture peace for their individual selves as well as for the world they belong to. As Maria Montessori had articulated so appropriately, those who want a violent way of living prepare young people for that; but those, who want peace have neglected their young children and adolescents and that way are unable to organize them for peace. Looking at the Purulia today any sensible person feels disheartened and even horrified to see the kind of violent acts being committed by man against man and nature. It is sad to realize that we live in an era of unprecedented violence in the forms of war, crimes, injustice and oppression and exploitation amidst a seemingly outward development enjoyed by a few. The saddest part of the story is that this state of disorder and confusion in the society of Purulia is affecting the children's innocent minds. Children naturally absorb the spirit of violence in the atmosphere and will soon grow to be the next generation of perpetuators of violence. Therefore the need to nurture peace in the hearts of children has arisen as urgent issues to be addressed. It is the duty of educationists to develop peace education programmes so that the student of tomorrow in Purulia live a conflict-free life in school, to build up mutual co- operation and successful and most of all, to live as a peaceful citizen. The main aim of peace education in Purulia is to educate the youth towards the situations in which they live. Due to awareness about their oppressive and exploitative conditions they become capable of initiating efforts to eliminate structural violence which is the cause of physical violence. The Centre for Dialogue and Reconciliation based NGO Delhi working on peace education in Purulia states that, "young people were well trained to use a gun and to nurture violence. But no one had attempted to teach them to build peace and resolve conflict".
5. Research Objectives
The main objectives of this study are:
1. To examine the perceptions of the youth regarding the importance of peace education in Purulia.
2. To analyze the relevance of peace education for the peace and development of Purulia.
6. Methodology
The study is based on both primary and secondary data and that are considered as pillar and foundation for the present exercise. Primary data was collected through a well-structured questionnaire that included both open ended and closed ended questions. The study had been carried out on 200 youth of Purulia (Block Bahmundi) through convenient sampling method, keeping in view of their sex, locale and education. Secondary data was collected and compiled from different sources such as books, documents and other published reports which are documented by Non-Governmental Organisations (NGOs) in order to analyse the relevance of peace education for the peace and development of Purulia.
7. Results And Discussion
The main aim of peace education in Purulia is to educate the children towards the situations in which they live. Therefore the need to implant peace in the hearts of children has arisen as urgent issues to be addressed. With these observations, some of the significant issues in relation with peace education have discussed and the findings are as follows:
7.1 Peace education and its relevance in Purulia: Most of the youth on the basis of sex, education and locale believed that peace education is relevant in Purulia (Table 1).Because from last 11 years peoples of purulia are suffering from different forms of violence .Thousands of lives have been lost since 2001 due to the intensification of the conflict. According to official figures released in West Bengal assembly, there were 3,40 disappearance cases and the conflict has left more than 7,000 people dead as of July 2009. Conflict has impacted all sections of the society in Purulia. Hence peace education in Purulia is relevant that will focus on curriculum that aims at teaching justice, nonviolence, human rights disarmament and environmental problems and issues relevant to peace. As per the study conducted by Anupama Srinivasan, "A Survey of Civil Society Peace Education Programmes in South Asia‟ in 2008 states that on-going, protracted conflicts in Jangal mahal and Purulia have necessitated the peace programmes. By introducing young people to concepts of peace and diversity, they hope to inhibit the recruitment practices of terrorist groups based in the region. For this reason, projects working in the area also strive to improve the overall quality of education the children receive, and thereby their job prospects. This in turn could also lower the possibility of young people being conscripted into violence.
7.2 Peace Education and internal conflict resolution: Peace education will introduce new peaceful concepts about the conflict resolution and the youth of Purulia will be ready to adopt peaceful means for the resolution of internal issues of Purulia. Majority of the youth have supported that peace education will create means for the resolution of internal issues of Purulia. Mihir Desaiinhis article, "Peace Education" writes that over the past five decades, gruelling poverty, misgovernance, political manipulation of religion, gender disparities and caste and ethnic conflicts have warped and wounded the daily life of South Asia's nearly one and a half billion people. Military build- ups with nuclear implications pose huge additional burdens and hazards. Economic advancement has been blocked and basic rights like health care, universal education and employment remain out of bounds for the vast majority of South Asia's inhabitants, perhaps nowhere more so than in the Purulia district. Violence has affected the development scenario in the district of purulia, thereby not only discouraging private investment, but also creating obstacles in effective implementation of the developmental policies initiated by public authorities.It is true that peace education will create new avenues in tourism, economic development, peace culture and means for the resolution of internal issues of Purulia.
7.3 Peace Education and Problems of youth: Most of the youth clearly states that peace education will solve the basic problems whether it is social, political, and economic. Prof. J.A.K. Tareen, former Vice-Chancellor, Pondicherry University once stated at a national seminar on "Conflict in Purulia: Challenges Ahead organised by the Department of Defence and Strategic Studies of the University of Madras that the unemployed youth looked at Purulia as a failing State. It was not the truth but the Purulia youth perceived it as truth. The fragmented nature of the polity meant that there was no homogenous thought, posing a major political challenge. The fundamental problems to be tackled in Purulia are corruption and poor governance. Thousands of youth in Purulia were looking towards India for opportunities. When India was
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conquering peaks in Information Technology, the Puruliais had no institution to teach computer science. "The issue of Purulia is a genuine issue. Many leaders come here and go but do not listen to the problems of the Puruliai youth. The Puruliai youth are facing unemployment," a local youth told. According to a survey conducted by the Chatham House (UK) some time back, 94% of respondents from the Purulia valley identified unemployment as one of the main problems facing the state along with conflict and mounting corruption. A report by US based NGO notices that, jobs are few, and those that are available are often filled through elite connections and nepotism measures. Peace education will create more employment avenues for the youth.
Most of the respondents believed that peace education will solve psychological problems of youth which has been created by 11 years war like tension, heart problems, fear etc. Stone pelting is one of the biggest problems among the youth which Purulia is facing. The youth wanted to progress, they were not allowed to do so. One respondent said that "We want an opportunity to move ahead. You also see that we are not allowed to move ahead. When we protest, there is firing which is not the case in other states". No doubt they have some grievances about state administration but they can convince them through peaceful means. Hence most of the respondents believed that peace education will create new peaceful means instead of stone pelting for redresses of their grievances.
7.4 Peace education and Educational system in Purulia: Education is defined by transmitting knowledge, skills and values and thus is expected to have a formative effect on the targeted individuals. Peace education programmes and workshops should be conducted to transmit peace skills and values to students. These programmes will promote core skills such as harmony, honesty, compassion, and handling aggression among students and other such skills that they come across on a daily basis. Most of the youth believed that peace education content should be incorporated in textbooks. An analysis of the textbooks for Classes IV, V, and VI of government schools in Purulia shows that not a single character can be identified as coming from a Adivasis background. Yet a large proportion of the students in these schools are from the erstwhile Adivasi communities. Exclusion is a form of violence. It breeds a sense of inferiority. Every textbook must be thoroughly and critically reviewed for its contents, treatment, and overall vision. On the negative side, textbooks need to be kept clear of anti-peace ideas, assumptions, and attitudes. From a positive angle, it needs to be ensured that they appropriate peace opportunities optimally. Attention needs to be paid to the language used in textbooks so as to ensure that their sensibility is conducive to nurturing courteous, aestheticallysensitive, and socially-aware human beings. Role of Secular personalities like Lalleshwari, a saint revered by both Hindus and Adivasis, who defied caste structures, left her home and husband, and became a leader of the people should be taught in schools.
8. Conclusion
Peace education is very important to reduce violence and promote the culture of tolerance, harmony among different groups in Purulia. There is a need to start peace education programmes in schools, colleges and universities. Educating young people about peace would mean those aspects of daily life which are deeply connected to ones identity become part of the daily school level curriculum. Education is a key to empowerment, yet if the content of Peace is added in it; it becomes the way to sustainable peace, understanding, co-existence and development in the state as well as beyond. Thus, introduction of Peace Education at all the levels especially at pre-school and school level is the need to change the traditional stereoscopes of budding minds and build their minds positive towards one another, and enable them to be responsible citizens over time, hence prevent future conflicts, overcome the communal riots within national boundaries or combat so called terrorism beyond the borders. Hence peace Education will prove beneficial for resolution of Purulia problem and overall development of Purulia. It will also solve the major problems of the young people. Most of the youth became victims of ignorance, violence, anger, hatred, despair, terrorism and now peace education is the only way for them to come out from this gloomy situation. So there is urgent need to instil peace in education if we want to prevent future generations from the scourge of war. The following are the suggestions for policy makers.
1. Peace clubs and peace libraries should be set up in schools with supplementary reading materials that promote peace values and skills.
2. There should be provisions in schools to enable students to celebrate: (a) the cultural and religious diversity of India, (b) Human Rights Day (c) Day for the Differently-able (d) Girl Child Day (e) Women's day (f) Environment Day.
3. Availability of short-term exchanges between students from various streams to help students overcome prejudices, regional, caste, and class barriers.
4. Organisation of workshops in education for peace for teachers, principals and parents.
5. Topics related to peace education should be included in all subjects
6. NGO's should be encouraged to run peace education projects.
7. There should be coordination between Govt., NGO‟s and schools for running of peace education programmes.
Source: Google Maps
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9. References
[1] Rajagopalan, Priyadarshini (2009): "From Agenda to Action: Interpreting and Implementing the NCF Peace Education Guidelines",Educational Policy Research Series, Volume I, Number 3.
[2] Najjuma, Rovincer (2011): Peace Education in the Context of Post-Conflict Formal Schooling: The Effectiveness of the Revitalising Education Participation and Learning in Conflict Affected Areas-Peace Education Programme in Northern Uganda, Unpublished Doctoral dissertation, School of Education Universityof Birmingham, http://etheses.bham.ac.uk/3083/1/Najjuma11PhD.pdf, accessed on February 3, 2013.
[3] Fountain, S (1999): Peace Education in UNICEF: Programme Publications 3 UN Plaza New York, NY 10017 USA, www.unicef.org , accessed on November 23, 2012
[4] WWW.UNESCO.COM
[5] UNESCO (1999): The Hague Appeal for Peace, Hague: UNESCO, www.unesco.com , accessed on December 2, 2012.
[6] Bajaj, Monisha (2010): "Conjectures on peace education and Gandhian studies: method, institutional development and globalization", Journal of Peace Education, Vol.7, No 1, pp.47-63.
[7] Times of India (2008): "Peace Education in School books", Feb. 3, Chennai.
[8] The National Curriculum Framework (NCF 2005) is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India. The document provides the framework for making syllabi, textbooks and teaching practices within the school education programmes in India.
[9] NCF (2005): National Curriculum Framework, NCERT: New Delhi.
[10]
Times of India (20011): "State data refutes claim of 1 lakh killed in Purulia conflict", June 20, 2011.
[11] Castro, Loreta Navarro and Jasmin, Nario-Galace(2008): „Peace Education: A Pathway to a Culture of Peace‟ , Centre for Peace Education Miriam College: Quezon City, Philippines .
[12]Dar, Altaf Ahmad (2013): "Imparting Peace Education children affects most", March 9, Purulia: West Bengal.
[13] Wani, Showket Rashid (2010): "Peace education in schools" www.jandknow.com 25 Sep. 2010.
[14] Srinivasan ,Anupama(2008): "A Survey of Civil Society Peace Education Programmes in South Asia",Educational Policy Research Series ,Volume I ,Number, 2 August .
[15] This study was conducted by Chennai based NGO The Pranjya Trust which is working for peace, justice and security
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Science
Year 5 and 6
Spring 1
Topic Properties and Changes of Materials
Rationale
The National Curriculum requires that all children learn the topics and units of work as set out in the programmes of study. All children within a two year mini-team will study the same unit of work with differentiation by level of input, support given and the content of the work completed by each student. When appropriate links are made to other areas of the curriculum with significant figures in science throughout the ages taught within each unit of work.
NC Objective
* compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
* know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
* use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
* give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
* demonstrate that dissolving, mixing and changes of state are reversible changes
* explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda
Links to other Subject/Topics.
Maths: collecting, representing and reporting on data.
Inspiration for Aspiration
Chemical engineer, chemical engineer technician, chemist, food scientist
Key Content
* What are the properties of solids, liquids and gases?
* How can I describe the properties of materials?
* Which materials make the best thermal insulators?
* Which materials are magnetic?
* Which materials are soluble and which are insoluble?
* How can mixed materials be separated?
* What is irreversible change?
Concepts
Skills Year 3
* Ask relevant questions and use different types of scientific enquiries to answer them
* Explore everyday phenomena and the relationships between living things and familiar environments.
* Raise their own questions about the world around them
* Make some decisions about which types of enquiry will be the best way of answering questions
* Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment
* Begin to look for naturally occurring patterns and relationships and decide what data to collect to identify them
* Help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used
* Notice a pattern in results
* Set up simple practical enquiries, comparative and fair tests
* Recognise when a simple fair test is necessary and help to set it up
* Think of more than one variable factor
* Gather, record, classify and present data in a variety of ways to help in answering questions
* Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
* Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
* Use notes, simple tables and standard units and help to decide how to record and analyse their data.
* Record results in tables and bar charts
* Identify differences, similarities or changes
Skills
* Plan different scientific enquiries to answer questions, including recognising and controlling variables where necessary.
* Take measurements using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
* Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, and bar and line graphs.
* Use test results to make predictions to set up further comparative and fair tests.
* Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
* Talk about criteria for grouping, sorting and classifying and use simple keys
* Compare and group according to behaviour or properties
* Begin to recognise when and how secondary sources might help to answer questions that cannot be answered through practical investigations
* Use results to draw simple conclusions, make predictions, and suggest improvements
* Use scientific evidence to answer questions or to support their findings
* With help, look for changes, patterns, similarities and differences in their data in order to draw simple conclusions and answer questions
* See a pattern in my results
* Say what they found out, linking cause and effect
* Say how they could make it better
* Answer questions from what they have found out
Year 5 and 6 Topic Vocabulary
soluble insoluble saturation solution filtration boiling condensing evaporation freezing melting point chemical change physical change reversible change irreversible change durable flexible permeable absorbent Scientific Vocabulary Mean Data Results Fair test Variable Comparative
By the end of the topic Year 5 children will with support
* Name examples of solids, liquids and gases, identifying the properties of each type of material. They will understand how states of matter change and name some of these processes.
* Describe the properties of materials using the scientific vocabulary taught in the lesson.
* Plan and conduct a fair test investigation to answer a question about thermal insulation. They will interpret their results and conclude using scientific vocabulary.
* Predict, test and group materials according to their magnetic properties.
* Know that some materials dissolve in a liquid to make a solution. They will be able to explain the process of dissolving using scientific vocabulary (soluble, insoluble, solution) and understand that solutions have a saturation point.
* Understand that they can separate some mixed materials through various processes (evaporation, filtering, sieving or using magnets). They will be able to predict how they could separate mixtures depending on the properties of the mixed materials.
* Identify the difference between irreversible and reversible change. They will be able to give examples of each type of change.
Assessment
Teacher assessment of vocabulary throughout topic.
Grammarsaurus assessment
By the end of the topic Year 6 children will: -
* Name examples of solids, liquids and gases, identifying the properties of each type of material. They will understand how states of matter change and name some of these processes.
* Describe the properties of materials using the scientific vocabulary taught in the lesson.
* Plan and conduct a fair test investigation to answer a question about thermal insulation. They will interpret their results and conclude using scientific vocabulary.
* Predict, test and group materials according to their magnetic properties.
* Know that some materials dissolve in a liquid to make a solution. They will be able to explain the process of dissolving using scientific vocabulary (soluble, insoluble, solution) and understand that solutions have a saturation point.
* Understand that they can separate some mixed materials through various processes (evaporation, filtering, sieving or using magnets). They will be able to predict how they could separate mixtures depending on the properties of the mixed materials.
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02-Stevens.qxd 11/29/2006 11:02 AM Page 15
CHAPTER 2
Why We Need Critical Literacy
DynamicTextsandIdentityFormation
In this chapter we unpack two of the most compelling aspects of literacy and culture: the shifting role of texts in today's marketplaces and how we interact with texts to form our identities. We begin with a vignette that illustrates the dynamic nature of contemporary texts and their role in students' various in- and out-of-school identities. The proliferation of texts available on the Internet and other multimedia displays suggests an increasing need for critical literacy practices.
I t is about 4:30 on Wednesday afternoon, and ninth graders Samantha and Jordyn are hanging out after school at Jordyn's house, enjoying time away from the watchful eyes of their parents and teachers. They are in Jordyn's room and have been surfing the Net without any particular purpose. They spend a few minutes IMing 1 other friends who are similarly spending time after school. Then they log on to the Web site of a popular teen magazine for girls, Young Miss. 2 As the Web site loads, Samantha closes several pop-up windows that contain advertisements for the magazine, cosmetics, and clothing lines. She chooses to leave open a pop-up window for clothes from Abercrombie & Fitch, one of the girls' favorite stores. They browse at the online special for a few minutes and then return to the Young Miss Web site.
Samantha:
Hey, look! They have a new quiz online today. It will tell you if you are more of a Britney [Spears], a Christina [Aguilera], or a Mandy [Moore]. Do you want to take it?
Jordyn: Nah, you go ahead.
Samantha: OK, let's see here.
As Samantha navigates her way through each of the four screens that asks her a series of multiple-choice questions, she and Jordyn vacillate between taking the questions seriously and poking fun at the quiz.
Samantha:
OK, next question. On a first date, would you rather (a) have a nice dinner with your parents and potential boyfriend—yeah, right! (b) sneak out after your parents have gone to bed to go clubbing, or (c) both (a) and (b).
Jordyn: OK, so all the A's are Britney answers and the B's are Christina?
Samantha:
I'm not sure. I think the A's are Mandy, like all prissy and Goody Two-shoes. The B's are Christina, like right to the point, slutty kind of . . .
Jordyn: [interrupting] Yeah, that's it!
Samantha:
And the C's are Britney. All sweetness and innocence outside but a little nasty on the inside.
Jordyn: OK, so what's your score?
Samantha: I scored 25 on the Britney—can you believe that?!
Jordyn: [laughing] Oh, yeah, that's you, totally. They nailed you!
While Samantha's and Jordyn's teachers and parents might dismiss their after-school Web surfing as little more than killing time, the girls have actually engaged in a fairly sophisticated series of literacy practices. Amid these events are congruent and overlapping issues of expanded definitions of text, wider examples of text genres, and active negotiation and performance of identity.
LITERACY PROFICIENCY AND NEW TEXTS: A MOVING TARGET
As we discussed in Chapter 1, one of the key reasons why critical literacy should occupy a central position in literacy education is the overwhelming nature and
amount of text in today's world. Without the ability to negotiate and critically examine multiple forms of text, a "proficient" reader might only be proficient enough to superficially understand these texts. Different from reading between the lines, reading inferentially, or the oft-touted "higher-order thinking skills," critical literacy demands reading texts and filtering them for positionalities, agendas, and purposes. In such explorations of text, we should expect to hear dissenting opinions, many plausible interpretations, and discussions of the larger social, historical, cultural, and political contexts. For an example of such a critical discussion, review the textbook-based critical literacy approach provided in Chapter 1. Schooling has tended, in its use of textbooks and other print-based texts, to privilege superficial, factual-level comprehension while leaving questions of power and representation unexplored.
Typically, texts that are sanctioned in schools and used to promote students' literacy levels are fairly similar in format and presentation. They are printed on paper and follow linear formats, with either a fiction sequence of plot development or a nonfiction organization of facts and details. In both of these types of text, explicit text genres, or identifiable patterns of text, can be labeled. In fact, identification of text genres such as compare/contrast, main idea/detail, and the five-act play has been taught explicitly to students since the 1980s as part of content area literacy and secondary English curricula (e.g., Readence, Bean, & Baldwin, 2004). While these types of activities are valuable, they are not sufficient in being literate with digitally mediated texts, which might well be organized nonlinearly. In addition, the kinds of texts we now encounter in an information age, both through sheer volume and varying formats, demand sharper uses of critical lenses. In fact, considering recent research on students' efforts to navigate digital texts of various forms on the Internet, McNabb (2006), studying middle-level students' Internet needs, noted: "Reading hypertext is a different experience than reading linear print" (p. 20). In particular, navigating digital text departs dramatically from more linear-established text patterns of organization. Students must negotiate bundled masses of text through layers of links that may be idiosyncratic to the Web site's creator. More important for critical literacy, students need instruction and scaffolding in critical literacy stances precisely because Internet sites vary in authenticity, biases, and accurate information. McNabb suggested: "Many of today's middle-level classrooms were designed to prepare students with the literacy skills needed in nonnetworked cultures of the 20th century" (p. 122).
The texts that Samantha and Jordyn negotiated in the few minutes of their surfing hardly fit within the typical texts found in schools, particularly economically disadvantaged schools. Instead of using paper, Samantha and Jordyn solely negotiated electronic texts, including words, moving and still images, and sounds. They identified several different text genres, including the pop-up
advertisements and the format and sequence of an online quiz to determine personality. They moved deftly between texts, breaking linear progression of activity, and adequately sifting through dynamic organization of the Web site's links, features, and associated texts. They certainly were reading, but it would not look similar to the kind of reading that they might do sitting with a single textbook.
The essence of any definition of literacy is meaning. We read, write, talk, and listen in order to understand and to be understood, in myriad ways. While this focus on the processes and skills involved in deriving and projecting meaning through text has remained constant, the contexts and tasks of literacy have morphed, expanded, and proliferated rapidly recently. In addition to the printed and oral word, images are intertwined with text, in relentless fashion. Hypertext, e-books, pop-up boxes, streaming video, instant messaging, cell phones, smart phones that mimic larger devices like laptop computers, digital music devices, pagers, digital video recorders, personal desk assistants (PDAs), and video games are but a few of the tools that have left their mark on shifting and burgeoning definitions of text.
Numerous Web sites, including Myspace.com, Facebook.com, as well as popular reality television shows like Survivor, Lost, and Real World TV, offer sites for critique and are in marked contrast to more traditional forms of narrative. Each of these sites positions people in a fashion open to critique around gender, ethnic, and socioeconomic issues, to mention a few. Thus, all forms of text, including digital, film, and television productions, can be powerful sites for the practice of critical literacy.
In addition to the processes and skills of literacy, we must now also think about practices, that is to say, what the particular literacy event is and how the parameters and context of that event play a role in how we use literacy skills and processes to decode, comprehend, and critique texts (Gee, 1996; McNabb, 2006). To be literate means being able to engage in a range of literacy practices, drawing upon different sets of skills and processes suited to those particular practices.
The consideration of literacy practices helps to underscore the need to be a critical reader. For example, if you approached reading your daily mail with the same detail and attention that you use following directions to hook up your new computer, you would quickly find yourself obeying advertisements demanding immediate responses to take advantage of low-interest mortgage rates. Being able to negotiate contexts that involve digital literacies and tools such as computers, PDAs, smartphones, and interactive television is not a simple matter of following a linear progression of decoding and factual comprehension skills. Rather, the need to be a critical reader of the bombardment of text, in all its various and dynamic forms, is at an unprecedented high. Samantha and Jordyn
deftly screened and dismissed the various pop-up advertisements screaming for their attention. They critically chose to pay attention to one that resonated with their preferences and deleted the rest. Furthermore, Samantha and Jordyn were able to shuttle between mocking the text genre and predictability of the online quiz and taking up certain aspects that defined them in certain ways as young American girls. Their textual practice reflects a complex weaving of purpose, tone, and readers' approach.
However, at the same time, Samantha and Jordyn are clearly regular visitors of the teen magazine's Web site. In what ways do their regular visits to this Web site reinforce media-sanctioned ideas that the optimal image of a female teenager is skinny, Caucasian, and endlessly happy? To what extent are the regular visits to the Abercrombie & Fitch Web site reinforcing overly thin ideals of the human body, exposing these young girls to a site critiqued for its hypersexuality and latent racism (Moje & Van Helden, 2004)?
These are complicated questions, and our exploration of them is not without ethical considerations of impinging on the fandom pleasure that Samantha and Jordyn gain from them and also not assuming Samantha and Jordyn to be guileless innocents, capable of facile following. However, what we can tell from this brief scenario is that text, meaning, and context are at the heart of Samantha's and Jordyn's literacy events. Clearly, this is not the type of literacy event we would likely encounter in a school setting. In that sense, literacies, how we interact with text, are plural. At times, using the dominant discourse found in mainstream news shows is appropriate, whereas other situations would call for completely different patterns of interaction and content. How we learn to modify our literacy skills and processes to the practice at hand is through engaging in a variety of literacy practices. Samantha and Jordyn are arguably multiliterate readers, able to demonstrate proficiency in linear and nonlinear literacy practices, but these proficiencies have been developed through access to a variety of literacy practices. The demands of a global networked culture far exceed the old literacies and expectations for reading and comprehending static texts (McNabb, 2006). Critical literacy is imperative, but clearly, access to advanced technology influences students' experience and success with deconstructing nonnetworked and nontraditional text forms. Samantha and Jordyn are fortunate to have access to digitally mediated literacies, but the same cannot be said for all the students in the United States (McNabb, 2006). Not being able to negotiate heightened and diverse literacies will certainly prevent our students from accessing a full array of life choices.
Schools must begin to reflect expanded definitions of both text and literacies to more closely reflect the multiple literacies used in contexts outside of classrooms. Currently, most of our classrooms more strongly reflect the technology and texts of the 1950s rather than contemporary texts that are hybridized
across format and purpose. Furthermore, a few recent studies (Hagood, 2002; Hagood, Stevens, & Reinking, 2002; McNabb, 2006) indicate that the ways in which we interact with printed texts (e.g., the reading and writing processes as traditionally taught as a sequence of a handful of steps) are not the same or even transferable to those literacy practices with digitally mediated texts.
Transforming the very texts we use in schools is a first step to reconsidering the processes, skills, and practices that fall under the large umbrellas of reading and literacy. By increasing the types, formats, and text genres included in schools, we will also be changing and expanding the textual practices traditionally sanctioned in school spaces. Increasing the amount and type of texts is a companion characteristic to engaging students in critical literacy. While critique can be engaged with a single text, being a text critic can also be enacted through the comparison and juxtaposition of differing texts. In keeping with a reconsideration of the skills and processes demanded in today's information age, a reconceptualization of what kinds of texts should be included is similarly timely and relevant. Just as the landscape of texts has changed, so too must our work in it.
Now that we have laid the foundation for understanding how the nature, format, amount, and genre of texts and textual practices have changed and require a more critical approach to literacy, we turn our attention to theoretical reasons why critical literacy is crucial. In addition to our contextual need to be skilled readers and writers, critical literacy also arises from the nature of texts as attention seekers and tools of identity formation. In the next section of this chapter, we raise still more complex issues of how texts interact with our attention and the intricate ways that identity construction is wrapped up in texts and literacy practices.
TEXTS, ATTENTION, AND IDENTITY?
You are sitting in the airport terminal, waiting to board your flight and people watching as the minutes tick by. As you glance around the terminal, you notice one middle-aged woman glancing at the tourist products displayed, wearing a sweatshirt saying, "Grandmas rule." A young man walks by swiftly in his Ralph Lauren suit, talking into the earpiece of his Sprint cell phone while checking his Palm pilot PDA for his itinerary that day. A teenaged girl ambles by, listening to her iPod and adjusting her FUBU sweatshirt. All of these people have chosen particular items of clothing that work as textual markers of who they are. No doubt, just as the middle-aged woman was browsing through the coffee cups that used southwestern art to loudly proclaim "San Antonio!," they all, as you have, chosen brands, clothing, and other texts that have first
captured their attention and reflected their senses of self. Simply put, they have chosen certain attention-garnering texts that resonate with their identities.
We argue that this understanding of information, text, and attention should be at the forefront of our thinking and pedagogical planning for literacy, along with a strong foundation in understanding contemporary identity theories. Critical literacy becomes crucial in contemporary culture, in part, because of the "[m]edia culture of spectacle that has normalized the notion that entertainment is news and news is entertainment" (Goodman, 2003, p. 6). In essence, a multitude of "texts," many of them visual in nature and grappling for our attention via flashy colors and movement, cry out for deconstruction and critique. In teaching students the art of deconstruction, we open the world to critique and thoughtful examination. "Deconstruction turns a text against itself, multiplying its meanings" (Lynn, 2001, p. 97). But why, given the rapid pace of our lives and those of our students, should we take the time to slow down and notice both the form and function of the texts that enter our lives?
THE TRANSFORMATION OF TEXTS AND READERS' ATTENTION
A great deal of attention has been devoted to compelling us to prepare students for the information age and today's knowledge-based economy, but, as educators, we need to better understand and conceptualize how this information age uses texts. A useful framework for our consideration is Goldhaber's notion of an attention economy (as cited in Lankshear & Knobel, 2002, p. 1). Critical theorists Lankshear and Knobel have applied this sociological concept to digitally mediated literacies, and it is useful here as a way of understanding how texts work and to what purposes in an information age. Within this theory, we are, as consumers and potential buyers, first bombarded by images that seek to gain, keep, and direct our attention to particular purchases, often through digitally mediated modes and effects. To get us to purchase a good, service, or commodity, advertisers, companies, and even public agencies use print and digital texts to gain our attention. While this has arguably been the case for the duration of advertising, what makes it an economic system is the volume of texts competing with each other to first gain this attention.
While we realize we are bombarded with information via conventional texts, the Internet, media saturation, billboards, electronic billboards, and a host of other older communications means (e.g., skywriting and small planes towing banners), these media are strangely ignored in policy conversations about what counts as literacy proficiencies. Some thinkers believe this is a huge gap in our
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22 Critical Literacy
literacy curriculum and pedagogy. Estimates suggest that we and our students spend somewhere in the vicinity of 60% of our waking hours consuming media in some form (Lankshear & Knobel, 2002). Television, film, recordings, and the Internet rank at the top of this consumption list, but we can be sure that newer media yet to hit the scene will be vying for our attention as well. The mediadriven charisma of star power and their fans (often our students) consumes a significant portion of the information economy and celebrity-conscious culture. While information is in large supply, human attention, and its associated monetary resources, is limited. Thus, an endless array of display devices, including computerized jackets with digitized images and messages, attention-grabbing pop art, outrageous Super Bowl media spots, and even journalism that uses fear headlines, jar us into paying attention to their messages.
The attention economy is fueled by attempts at ever-greater originality and provocation in design and display of texts and images (Lankshear & Knobel, 2002). Privacy is often replaced in this fluid, Internet, and media-based medium with identities forged through sharing one's thoughts and experiences. Sharing minicam video images, voice recordings, blogs, interviews, podcasts, and autobiographical information is now the norm, offering even the most mundane individuals a forum for their ideas via chat rooms and interest groups. While the detailed debates about a textually mediated celebrity culture are outside the scope of this book, we bring up these images to show the dissonance between contemporary literacy policies and practices and the textual practices found in other social spaces. While we are not necessarily advocating that reality shows become the new fad in curriculum design, we are suggesting that educational policy and practice would do well to consider the skills, process, and practices needed by our students to mediate current and future lifeworlds.
With rare exceptions (e.g., Alvermann, Moon, & Hagood, 1999; Goodman, 2003; Kist, 2005; Stevens, 2001), curriculum planning in the United States has remained firmly rooted in an older era of traditional texts, low-level comprehension questions, and narrow assessments. Not surprisingly, the fast-moving worlds of business and advertising have devoted significant resources to designing and purchasing media spots that acknowledge consumers' limited economies of attention.
Clothing ads aimed at middle-class, suburban teens typically feature rail-thin males and females with blond hair. These images weigh in peoples' views of acceptable and unacceptable identities. Staying in the flow in a consumer society means having the right clothes and looking the part that goes with the clothes. In essence, ads are texts, constructed and aimed specifically at a particular demographic. They work in conjunction with other texts to provide us with options for performing ourselves, our identities. In this way, texts act as constitutive forces, creating and enacting possibilities for ways of being, doing, and
acting. Of course, the problem with solely relying upon and/or critically taking up such texts is that there are capitalist interests behind these texts, and their goal is profit, not personal fulfillment, agency, or social justice. As an alternative to passive consumption of consumer-driven texts, students in some high school settings have undertaken the development of video documentaries and other media dealing with local issues and problems (Goodman, 2003; Kist, 2005). Topics center on critical community issues such as gun violence and gang affiliation. After-school programs offer space for innovative curricular efforts where creativity is less restricted. The audiences for this media-based student work moves beyond the narrower realm of the school site to include community leaders in positions where they can impact social change. In all cases, reading the world through the various forms of texts that students encounter becomes the launching pad for creative deconstruction and critique by students using videos, podcasts, music, and a host of other media.
Texts can and should be critically evaluated based on how they envision and position people in various roles, how we use them to construct aspects of our identity. Just as these advertisements work to persuade us to buy the sharpest and most compact high-definition television or sleekest refrigerator with brushed steel doors, they are constructing a certain kind of person, with a certain way of being, doing, and acting. In short, these texts, along with the other less overt but still commodified spaces of print-based texts, take up dialectic positions as we mediate our senses of ourselves, our identities. Within a world that is increasingly driven by corporations and economically based interests, the use of texts persuades us to buy but also offer potential discourses, or ways of being ourselves.
Given that all of us are potential consumers to be swayed by highly creative, shocking, and powerful media messages designed to get our attention, and ultimately to persuade us to purchase products, the need for critical literacy could not be more timely. Helping students develop well-honed critical filters to evaluate how they are being positioned by text messages and, equally important, how to design their own text messages is markedly absent from our systemic discussions of curriculum standards and assessments. In essence, this leaves schools and classrooms, particularly public schools in lower socioeconomic areas, in the role of creaking institutions badly out of sync with the information flow of new texts, transmitted globally and without conventional regard to the time and space constraints of traditional print-based texts.
Global markets, global manufacturers and purveyors of knowledge, and global consumers, already either horizontal in shape or lacking any physical shape at all, have arrived as new participants, stirring like a rising mist on a summer's morning round the soaring trunks of the trees in
an old wood. They move inexorably across global space and time without respect to physical geography, political frontiers, or night and day. (Langhorne, 2001, p. 39)
Within the world of Web-based design, songs, icons, and catch statements compete to grab viewers' limited attention (Lankshear & Knobel, 2002). Arguably, the United States, with its overabundance of commercial space, both literal and figurative, may well offer more commercially based texts vying for consumers' attention than many other countries in the world. For example, the familiar Nike Swoosh works because of its simplicity and eye-catching design, along with numerous star performer associations like Tiger Woods. The use of virtually any surface to grab a potential customer's attention has become a commonplace advertising strategy. For example, if you purchase a cup of coffee in a coffee shop, you are likely to have a coffee sleeve advertising high-speed Internet connections in bright, eye-catching colors. It is no accident that large phone companies and cable television firms would view the clientele of suburban coffee shops as potential customers, given their willingness to plunk down something in the vicinity of $5 for a cup of coffee and milk. However, we tend to take these attention-grabbing devices for granted, rarely considering them "texts" for critical literacy discussions. If we are truly interested in developing an informed, aware, and critical citizenry, the variety of texts vying for our attention needs to become part of our curriculum design.
For example, having students collect attention-grabbing icons, ads, and multimedia forms of text from their neighborhood surroundings is one way to start developing their critical literacy. Although texts of all varieties need to be framed as representations (see Chapter 1 for a discussion of overemphasis on popular culture texts), tapping into texts of high interest may yield space for students to share their already existing critical literacy practices.
In addition, engaging students in creating their own digital and print-based designs that recognize how texts work to gain and maximize the attention of particular audiences moves the students into a high-level metacognitive awareness of how this form of text functions in the information age (Luke & Elkins, 1998). In fact, while it may seem at first that raising awarenesses of the potential impact of texts would be a disheartening venture, this is also what brings about agency.
In Chapter 4, we introduce various snapshots of classroom-based critical literacy practices aimed at engaging students at various levels in becoming conscious participants in critical literacy. Before moving to specific strategies, we want to continue situating our understandings of texts, the various elements of critical literacy, and one of the most important elements: the interaction between texts and identity formation.
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TEXTS AS TOOLS OF IDENTITY FORMATION
In the past, through the fields of psychology and psychiatry, we have understood and theorized identity as basically internally contained. When peoples' personalities are discussed, they are often discussed in a way that connotes a static or constant feature to their personhood. For example, if we describe a man as being bossy, commanding, or statuesque, we don't often pause to think about how those features might only be performed and seem salient in relation to a particular context, with other participants, and interacting with particular kinds of texts.
Contemporary definitions of identity, however, reject unitary, simplistic notions of a static, autonomous self. Rather, our senses of identity contain two important aspects of fluidity. One, we shift how we act and behave from context to context. As we've mentioned, part and parcel of being a critical reader is being able to recognize the various discourses, or ways of being, doing, and acting (Gee, 1996) that are communicated via texts. Similarly and relationally, we shift our linguistic registers, behaviors, and tones when we move from context to context. Two, we use texts and textual markers as key ways of constructing and communicating our identities, particularly in relation to others. In the opening scenario, differing identities were suggested by the grandmother, the young businessman, and the teenager, all through use of textual markers.
We can think of identity as fluid and shifting based on contextual feedback and individual interpretation. That is, how we understand ourselves is, in large part, informed by where we find ourselves, with whom, and engaged in what practices. This is an important aspect of the classroom that often gets reduced to faculty room discussions of children and young adults from stereotypical stances. As a social context, the classroom is marked by participants interacting with each other, performing their senses of selves, and interpreting others' actions and practices. As we read texts together, we are engaged in socially situated literacy practice, with implications of identity construction and power. For example, in an in-depth ethnography of a fifth- and sixth-grade classroom, Lewis (2001) found that the teacher had a marked tendency to favor girls over boys in reader response discussions. The boys in class dealt with this inequity by acting out and viewing the reading discussions as manifestations of feminine literacy practice.
Texts, in a critical literacy-based classroom, become sites for explicit conversations that take into account our shifting identities and make students aware of potential imbalances in agency and voice. That is, who gets to speak and control the flow of discussion is problematic and worthy of consideration just as the content of what students say in a literature circle of nonfiction text discussion is also worthy of careful consideration. In this way, the participants in this
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classroom would discuss not only the content of the text but also how the text does its work, what language choices are made and why. This is what is known as metalanguage, or language about language. These conversations about metalanguage and discourse are crucial to aiding students to critically use texts as mediational tools—interactional tactics between themselves and the world around them.
One of the best ways to first develop this critical literacy stance and, ultimately, to infuse this perspective in your classroom is to adopt the practice of questioning texts in your own reading. Thus, when you pick up a magazine or newspaper, or watch television, consciously give some thought to who is not represented in these texts. In addition, who has voice and agency and who is silenced by this presentation? This is a crucial foundation for productive, critical citizenship in a democracy (Cherland & Harper, 2007; Harper & Bean, 2006).
Both texts and the classroom social contexts in which they are discussed become sites for critical literacy. Texts, from this viewpoint, are "cultural tools for establishing belongingness, identity, personhood, and ways of knowing" (Moje, Dillon, & O'Brien, 2000, p. 167). Figures in nonfiction accounts of history, as well as characters in novels, are depicted and positioned based on perceived identity, gender, ethnicity, and culture. "When fiction and non-fiction texts are carefully considered from a critical literacy perspective, silenced voices and marginalized groups come into sharper focus" (Stevens & Bean, 2003).
Multicultural literature offers a particularly powerful vehicle for incorporating critical literacy practices (Bean & Moni, 2003; Harper & Bean, 2006). For example, issues of democracy, freedom, equity, and social justice feature heavily in young adult and children's literature, and these works lend themselves to critical literacy questions and discussion. Award-winning young adult novels like Beverly Naidoo's (2000), The Other Side of Truth, about Sade and her family's exile from war-torn Nigeria to London deals with racism and social justice issues. Critical literacy questions concerning how Sade as a Nigerian is positioned in London go to the heart of understanding racist posturing. In addition, the novel deals with political coups, persecution of free speech, and a host of other issues. Numerous other young adult novels and children's literature selections can be found at the American Library Association Web site, as well as award-winning works listed each year by the International Reading Association at its Web site, along with resources through the National Council of Teachers of English and other organizations. Commercial bookstore sites and Amazon.com offer searchable collections of young adult and children's literature.
Activity: Take a look at Sharon Flake's (2001) award-winning young adult novel, Money Hungry.
The novel chronicles Raspberry, the main character's entrepreneurial spirit, driven largely by her desire to keep herself and her mother from becoming homeless. To do so, Raspberry sells items at school and, unbeknownst to her mom, amasses a substantial stash of cash in her bedroom. But the larger problem is her side business in school, which detracts from her work and, in one instance, results in students becoming ill after buying and eating old M&M's Raspberry sells to them. She gets into constant trouble with the school administration and her mom, but she is often operating out of fear after a bout of living on the street in an old car.
* How does the main character, Raspberry, construct her in-school identity in her middle school?
* How does the school principal position Raspberry when he meets with her?
* What systemic elements of society contribute to Raspberry's predicament?
TEXTS: MEDIATING IDENTITY AND CULTURE
When someone describes you as a soccer mom, gourmet cook, guitar player, artist, member of Generation X, or jogger, they have captured one tiny element of your identity. Similarly, if we describe a student as motivated, achievement oriented, lazy, or irresponsible, we have produced a limited, essentialist label that misses the complexity of any person's identity. In most contemporary discussions of identity, the social context and related discourse, coupled with an individual's subjective interpretation of others' language and actions, lead to a particular conception of the self within various contexts (Lewis, 2001). For example, a beginning surfer paddling out to Waikiki for the first time is potentially subject to ridicule if he or she inadvertently paddles in the way of an experienced surfer's ride on a wave. The experienced surfer, through language and gestures, positions the neophyte as an outsider, unworthy of membership in the advanced level of this sport. Back on the beach, our surfer is an accomplished symphonic musician, playing the cello in the local Honolulu Symphony, where being a hotshot surfer doesn't count. Thus, identity is intertwined with culture and the discourse of people performing in that culture. Identity from this standpoint is fluid and often contradictory (Lewis, 2001). Figure 2.1 displays the elements of identity as a dynamic process, heavily influenced by the social context and cultural dimensions of this context.
The culture of particular groups like surfers and symphonic musicians guides discourse in such a way that individuals come to regard themselves as insiders, outsiders, or actors temporarily getting by in an uncomfortable setting.
Figure 2.1 Identity as a Dynamic Process
Social
Context
Social
Identity
Construction
When we consider identities to be social constructions, and therefore always open for change and conflict depending on the social interaction we find ourselves in, we open possibilities for rethinking the labels we so easily use to identify students. (McCarthey & Moje, 2002, p. 230)
In a similar fashion, Lewis (2001) defined culture as "a dynamic system within which social relations and identities are continuously negotiated and power is asymmetrical" (p. 12).
If the readings students encounter in the culture of the classroom are divorced from their experiences and interests, literacy becomes a school exercise to endure or resist. For example, Broughton and Fairbanks (2002) observed and interviewed Jessica, a sixth-grade Latina student in Texas. The classroom curriculum was heavily weighted toward passing the high-stakes state test in literacy. Jessica did not see any relationship between her journal writing and Internet reading at home and school learning. She was often bored in class and daydreamed to survive. The inclusion of multicultural literature that connected with Jessica's life would have enlivened her school experiences and, perhaps, caused her to forge a deeper connection with the classroom. Instead, she survived by feigning attention in sustained silent reading and making sure she appeared to the teacher to be "doing school" appropriately.
Viewing identity as a process rather than a unified category helps us look more closely at social practices in the classroom we often overlook (McCarthey, 2002). For example, small group and literature circle discussions are social contexts where discussions of texts are negotiated based upon gender and social power issues. This is an important element to consider, as we often assume that if we include high-interest books in a classroom, all will be well. Yet social context and asymmetrical power relations will ultimately determine how these
books are discussed and how students regard themselves in this process. In case studies of elementary students' responses to classroom texts, particularly highly structured kits and leveled texts, there is compelling evidence that students define themselves as readers in relation to these materials. For example, McCarthey found that students in color-coded programs often aligned their view of their reading identity with the predetermined categories or colors of the reading series they were using. The danger here is that students will opt for a narrow, testable level of literacy. As we mentioned earlier, in a global, fast-track society, reading at the most mundane, minimal level simply is not good enough. From an identity construction and critical literacy standpoint, classroom discussions should span both meanings that are specific to the text as well as meanings that go to the heart of critical literacy. Thus, questions of who has power and voice, how people or characters are positioned, and what gaps and silences exist in the text should be explored.
To summarize this section, the following are key elements of identity construction:
* Social context
* Individual interpretation of where one stands in a social context
* Dynamic construction
* Nonessentialist nature
The most promising element of both textual interaction and identity construction is its dynamic nature, offering the hope of agency, self-realization, and change. By developing an understanding of contemporary views of identity construction, you can modify your curriculum to accommodate the need for critical literacy, thereby creating for your students a discursive space where they can consciously use texts to mediate the world and their senses of self.
Am I "Doing" Critical Literacy?
As with any type of pedagogical practice that is named and studied, much debate exists about what "counts" as critical literacy. This type of debate is actually quite productive. Talking about our practices, the benefits, the drawbacks, including the unexpected, helps to keep critical literacy an appropriately complicated, contextualized, and transformative practice. In other words, critical literacy is not just one type of practice with similar kinds of results. It should look and sound different, based on different contexts, participants, and practices.
(Contined)
(Contined)
How, Then, Can I Know If I Am Engaging in Critical Literacy?
Critical literacy, as a label, can often be ascribed to literacy practices that, while valuable, don't engage students in critical stances. For example, asking students to compare two different versions of Cinderella fairy tales, although a higher-order thinking activity, does not include a critical perspective (Knobel & Healy, 1998). For that, questions about representation, benefit, and effects must come into the conversation. While static definitions are not desirable, there are some characteristics that we can point to that mark most critical literacy practices, including, but not limited to, combinations of the following:
* Approaching all texts as representational, including some aspects while leaving others out
* Situating a text within particular social, cultural, political, and historical contexts
* Determining what "work" (results, consequences, effects) the text does with certain kinds of readers
* Juxtaposing different texts for differing representations and comparing what work each text is doing
* Engaging in contested and rigorous discussions about a text's representations
* Finding, creating, and promoting alternative textual representations
For example, if you engage students in the development of a community video or podcast documentary,
* To what extent does this form of representation question social practices (e.g., around issues of children's health and welfare, gangs, youth violence, youth opportunities)?
* How do these issues position youth as all the same, different, complex, or stereotypical?
Each of these bulleted items offers some of the ingredients of critical literacy, but as we will see in subsequent chapters, there is much more to this process.
DISCUSSION QUESTIONS
In order to truly grasp the ideas in this chapter, it may be helpful to begin applying some of these notions of dynamic texts and identity formation to your own "reading" of various forms of texts you encounter. For example, as you watch television, explore the Internet, or read magazines you enjoy, ask
* How are various advertisements positioning you as a reader?
* Is the ad gender-specific or gender-biased in nature?
* How are various ethnic groups represented (or not represented)?
* What would change the nature of these ads if they were to be rewritten?
Discuss these findings with other teachers engaged in exploring and implementing critical literacy practices in their classrooms. In addition to texts you locate in your day-to-day environment, also look at contemporary young adult literature, particularly multicultural literature.
* How are characters constructed in terms of representations that essentialize or stereotype gender, race, and socioeconomic dimensions?
* How is the novel constructed to portray particular elements of characters and events, while leaving out others (i.e., gaps and silences)?
* Who has agency and power in the novel?
* Who lacks agency and power?
In summary, applying critical literacy practices to your own reading and moving these practices into your teaching will enable them to become familiar and offer a powerful antidote to lower-level questions.
KEY TERMS FROM THIS CHAPTER
Agency refers to students feeling like they have a voice in a classroom and their opinions and views are valued.
Attention economy is the use of print and digital texts to capture consumers' attention in order to sell products.
Content area literacy is teachers' efforts to guide students' understanding and critique of all forms of texts (print and digital) in subject areas like English, science, social studies, mathematics, art, music, and physical education.
Deconstruction is the analytical process of examining any form of text as nonneutral in terms of race, class, and gender issues, biases, hidden agendas, philosophical underpinnings, and other elements of power in discourse.
Digitally mediated texts are texts in hyperspace, on the Internet, on iPods, and on other nonlinear presentation modes that are typically more fluid than traditional static print.
Essentialist label is a narrow, often stereotypical view of a person reduced to a single term like skater that purports to identify and describe identity.
Identity formation: Identity is more than some unified concept, because people have multiple identities in varying social contexts, thus challenging older, narrow definitions of identity.
Metacognitive awareness means literally thinking about thinking and being aware of how digital texts function in the information age.
Metalanguage is critical conversations with students about language in terms of what work texts accomplish through word choice, structure, and underlying elements that go beyond the content of the material.
Positionalities means looking closely at how a text "positions" a reader in terms of race, class, gender, perspective taking, and insider versus outsider perspectives (see the work on positioning theory [e.g., Harre, Lagenhove, & Berman, 1999]).
Socially situated literacy practice: All literacy events, including reading and discussing various forms of texts, are ultimately layered with power dimensions in a classroom so that some students have a presence in discussions while others are silenced due to varying social status, race, class, and gender perceptions and biases. Like a text, no social situation is neutral.
Texts are now broadly defined as cultural tools that include a host of print and digitized forms serving a multitude of purposes (e.g., instant messaging, text messaging, using a smartphone, viewing streaming video, listening to books).
Text genres are identifiable patterns of texts, including narration and expository text patterns (e.g., compare/contrast, problem-solution, chronological listing, pro-con)
In the section that follows, we list key resource texts and Web sites that should be helpful as you undertake incorporating critical literacy in your classroom.
RECOMMENDED FURTHER READING
Dynamic Texts
Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production, and social change. New York: Teachers College Press.
Kist, W. (2005). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press.
Lankshear, C., & Knobel, M. (2002). Do we have your attention? New literacies, digital technologies, and the education of adolescents. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 19–39). New York: Peter Lang.
Chapter 2: Why We Need Critical Literacy
Lynn, S. (2001). Texts and contexts: Writing about literature with critical theory (3rd ed.). New York: Longman.
McNabb, M. L. (2006). Literacy learning in networked classrooms: Using the Internet with middle-level students. Newark, DE: International Reading Association.
Identity and Culture
Cherland, M., & Harper, H. (2007). Advocacy research in literacy education: Seeking higher ground. Mahwah, NJ: Lawrence Erlbaum.
Hagood, M. C. (2002). Critical literacy for whom? Reading Research and Instruction, 41, 247–266.
Hagood, M. C., Stevens, L. P., & Reinking, D. (2002). What do THEY have to teach US? Talking 'cross generations. In D. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
Resources: Podcasts and Wikipedia
Apple iTunes-Podcasts (www.apple.com/podcasting/)
Wikipedia: A constantly evolving digital encyclopedia that is free and based on the Hawaiian word wiki wiki for quick (en.wikipedia.org/wiki/Podcasting)
1. IMing: Instant messaging. An online chat feature that allows users to hold a written conversation by relaying rapid messages to each other.
2. A fictitious magazine.
REFERENCES
Alvermann, D. E., Moon, J. S., & Hagood, M. C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
Bean, T. W., & Moni, K. (2003). Developing students' critical literacy: Exploring identity construction in young adult fiction. Journal of Adolescent & Adult Literacy, 46, 638–648.
Broughton, M. A., & Fairbanks, C. A. (2002). Stances and dances: The negotiation of subjectivities in a reading/language arts classroom. Language Arts, 79, 288–296.
Cherland, M., & Harper, H. (2007). Advocacy research in literacy education: Seeking higher ground. Mahwah, NJ: Lawrence Erlbaum.
NOTES
Flake, S. (2001). Money hungry. New York: Hyperion.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Bristol, PA: Taylor & Francis.
Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production, and social change. New York: Teachers College Press.
Hagood, M. C. (2002). Critical literacy for whom? Reading Research and Instruction, 41, 247–266.
Hagood, M. C., Stevens, L. P., & Reinking, D. (2002). What do THEY have to teach US? Talking 'cross generations. In D. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
Harper, H. J., & Bean, T. W. (2006). Fallen angels: Finding adolescents and adolescent literacies in a renewed project of democratic citizenship. In D. E. Alvermann, K. A. Hinchman, D. W. Moore, S. F. Phelps, & D. R. Waff (Eds.), Reconceptualizing the literacies in adolescents' lives (2nd ed., pp. 147–160). Mahwah, NJ: Lawrence Erlbaum.
Harre, R., Lagenhove, L. V., & Berman, L. (1999). Positioning theory: Moral contexts of intentional action. Oxford, UK: Blackwell.
Kist, W. (2005). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press.
Knobel, M., & Healy, A. (Eds.). (1998). Critical literacies in the primary classroom. Rozelle, New South Wales, Australia: Primary English Teaching Association.
Langhorne, R. (2001). The coming of globalization: Its evolution and contemporary consequences. London: Palgrave.
Lankshear, C., & Knobel, M. (2002). Do we have your attention? New literacies, digital technologies and the education of adolescents. In D. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Peter Lang.
Lewis, C. (2001). Literacy practices as social acts: Power, status, and cultural norms in the classroom. Mahwah, NJ: Lawrence Erlbaum.
Luke, A., & Elkins, J. (1998). Adolescent literacy for New Times. Journal of Adolescent & Adult Literacy, 48, 525–530.
Lynn, S. (2001). Texts and contexts: Writing about literature with critical theory (3rd ed.). New York: Longman.
McCarthey, S. J. (2002). Student identities and literacy learning. Newark, DE: International Reading Association.
McCarthey, S. J., & Moje, E. B. (2002). Identity matters. Reading Research Quarterly, 37, 228–238.
McNabb, M. L. (2006). Literacy learning in networked classrooms: Using the Internet with middle-level students. Newark, DE: International Reading Association.
Moje, E. B., Dillon, D. R., & O'Brien, D. (2000). Reexamining roles of learners, text, and context in secondary literacy. Journal of Educational Research, 93, 165–180.
Moje, E. B., & Van Helden, C. (2004). Doing popular culture: Troubling discourses about youth. In J. A. Vadeboncoeur & L. P. Stevens (Eds.), Reconstructing "the adolescent": Sign, symbol and body. New York: Peter Lang.
Naidoo, B. (2000). The other side of truth. New York: HarperCollins.
Readence, J. E., Bean, T. W., & Baldwin, R. S. (2004). Content area literacy: An integrated approach (8th ed.). Dubuque, IA: Kendall/Hunt.
Stevens, L. P. (2001). South Park and society: Curricular implications of popular culture in the classroom. Journal of Adolescent & Adult Literacy, 44, 548–555.
Stevens, L. P., & Bean, T. W. (2003). Adolescent literacy. In L. Gambrell, L. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 187–200). New York: Guilford.
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PSHE Curriculum incorporating Social, Moral, Spiritual and Cultural elements,
BUILD elements and British Values
Sixth Form students are given a questionnaire at the beginning of each year, to see which topics they want to be taught throughout the year. They have an option of the following topics outlined for each term below. The list displays the objectives and the impact that it can have on students, if they learn that particular topic.
Throughout the year students will be signposted to other resources and material for areas that they might have missed previously, to ensure that gaps are covered throughout their time at NGA.
Medium term plan in summary and the impact it will have on the students
Term 1: Physical Health and Mental Wellbeing Unit
Term 2: Relationships and Sex Education Unit
Term 3: Living in the Wider World (Careers and Employability) Unit
Medium term plan – Term 1: Health and Wellbeing
Objectives during
Assemblies will be
Managing Risk and Personal Safety
14. To assess and manage risk and personal safety in a wide range of contexts, including online; about support in place to safeguard them in these contexts and how to access it.
15. To manage personal transport safety.
16. To travel safely around the UK and abroad.
17. To perform first aid and evaluate when to summon emergency services.
Sexual health
18. To develop a nuanced understanding of how to select appropriate contraception in different contexts and relationships.
19. How to reduce the risk of contracting or passing on a sexually transmitted infection (STI).
20. How to take responsibility for their sexual health and know where, and how, to access local and national advice, diagnosis and treatment.
Drugs, Alcohol and Tobacco
21. To manage alcohol and drug use in relation to immediate and long-term health.
22. To understand how alcohol and drug use can affect decision making and personal safety, including looking out for friends, safe travel and drink-spiking.
23. The impact of alcohol and drug use on road safety, work-place safety, reputation and career.
24. The risks of being a passenger with an intoxicated driver and ways to manage this.
Medium term plan – Term 2: Relationships and Sex Education
Contraception and Parenthood
14. To understand the implications of unintended pregnancy and young parenthood.
15. To negotiate, and be able to assert, the use of contraception with a sexual partner.
16. How to effectively use different contraceptives, including where to access them.
17. To evaluate the most appropriate methods of contraception in different circumstances.
18. To access the pathways available in the event of an unintended pregnancy and understand the importance of getting advice and support quickly.
Bullying, abuse and discrimination
19. To recognise and manage negative influence, manipulation and persuasion in a variety of contexts, including online.
20. To recognise and manage different forms of abuse, sources of support and exit strategies for unhealthy relationships.
21. To recognise forced marriage and 'honour' based violence; to get help for themselves or others they believe to be at immediate or future risk.
22. To understand their rights in relation to harassment (including online) and stalking, how to respond and how to access support.
23. Strategies to recognise, de-escalate and exit aggressive social situations.
24. To evaluate the dangers and consequences of being involved in gangs, serious organised crime or carrying a weapon.
25. Ways to celebrate cultural diversity, promote inclusion and safely challenge prejudice and discrimination.
Medium term plan – Term 3: Living in the Wider World (CEIAG)
Impact – Term 3 Living in the Wider World (CEIAG)
We want all students to be able to explain how they are benefitting as a learner from careers, employability and enterprise activities and experiences.
* To be able to match their skills, interests and values to requirements and opportunities in learning and work.
* To be able reflect on the changing careers processes and structures and their effects on their own experience and management of their career development.
* To be able to draw conclusions from researching and evaluating relevant LMI to support their future plans.
* To be able to reflect critically on the ethical, legal and business case for equality, diversity and inclusion in the workplace and the implication for their behaviour and others.
* To develop and make the most of their personal networks and show they are a proactive and discerning user of face-to –face and digital careers information, advice and guidance services.
* To show how they are developing their financial capability to make better decisions about everyday living, further study, training and work.
* To be able to research and evaluate progression pathways for higher and further education, training, apprenticeship, employment and volunteer opportunities.
* To know how to prepare for, perform well and learn from participating in selection processes.
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Inspections and Compliance Directorate
August 8, 1996 (reformatted 2014) Washington, DC
Safety Alert 07-96
SEA KAYAK SAFETY ADVISORY
In May of 1995, a group of sea kayakers paddling near Harpswell, Maine unexpectedly encountered strong currents that resulted in three kayakers being separated from the group and set out to sea. While their friends were set offshore, the main group was able to land their kayaks on a small island. Because a member of the group now ashore carried a signal mirror, the group was able to attract the attention of persons on the mainland, who in turn notified the Coast Guard. Based upon information from persons ashore, a n intensive 5 hour effort was launched that eventually located and recovered the missing kayakers. This incident underscores the need for proper planning and signaling equipment, and revealed some of the inherent difficulties in mounting open water searches for objects as small as sea kayaks.
Based upon this incident and the tremendous growth in popularity of sea kayaking along the Maine coast, the U.S. Coast Guard reminds all sea kayakers to carefully consider and adopt the following procedures to increase their safety:
Voyage planning: When planning a voyage, no matter how short or simple you intend it to be, take a few minutes to leave a float plan, including departure/arrival times, number of people and color of kayaks with a responsible friend. If it's a spur of the moment trip, write a plan just before you go and leave it in an envelope marked "FLOAT PLAN" on the dashboard of your vehicle. Make sure to always monitor the weather before and during your trip.
Know your limitations: You alone are the best judge of your own physical limitations, the capabilities of your kayak, and most importantly, your ability to operate your craft and gear. Respect the indiscriminate power of the sea along the exposed Maine coast, and carefully avoid operating in restricted visibility, including fog, rain, and darkness.
Choose your gear carefully: Make sure your kayak and paddling gear is in good condition. Properly dress for the prevailing conditions and include extra clothing and provisions to allow for changes in weather, no matter how nice the day appears. Make sure you've prepared for emergency situations by including safety equipment such as pumps, sponges, a survival knife, paddle float, and most importantly, a high quality, high visibility personal flotation device.
Signaling capability: Sea kayaks are exceptionally difficult to see from a distance, especially in marginal conditions. Compensate for this fact by choosing brightly colored sea kayaks a n d clothing, use retroreflective tape and carry advanced signaling equipment. In a sea kayak you ' re disadvantaged by size. Buy the most advanced signaling equipment available. At least one kayak in a group should carry an electronic communications device, preferably a VHF marine radio or cellular phone. All kayaks should carry a whistle or air horn, signal mirror, and strobe light.
Commercial vessel traffic: Stay well away from commercial vessels, and avoid crossing channels and thoroughfares, especially in restricted visibility. Large vessels often cannot deviate from their course and fishing vessels should be expected to operate on highly erratic courses as they tend gear. Advanced grade flares such as this hand flare can greatly increase detection.
This safety alert is provided for informational purpose only and does not relieve any domestic or international safety, operational or material requirement. Developed by the Office of Investigations and Casualty Analysis. For questions or concerns please email email@example.com. | <urn:uuid:c19d0153-60e4-40a3-9d09-e3310ed2eda5> | CC-MAIN-2024-51 | https://www.dco.uscg.mil/Portals/9/DCO%20Documents/5p/CG-5PC/INV/Alerts/0796.pdf | 2024-12-09T23:46:52+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066053598.26/warc/CC-MAIN-20241209214559-20241210004559-00360.warc.gz | 659,508,652 | 728 | eng_Latn | eng_Latn | 0.995742 | eng_Latn | 0.995791 | [
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BADGERS
Introduction
The Wildwood Animal Workbooks for Key Stage 2 include Badgers, Otters, Frogs and Wolves. Each workbook follows a standardised pattern so that children can select different animals to study but still cover the same themes.
The activity sheets are appropriate for use either as an introduction before a visit or as follow up work. Each activity sheet is designed to link in with and support National Curriculum Programmes of Study for different subjects, including Science, Literacy, Numeracy and Art. There are also Key Stage 1 workbooks covering the same animals to aid differentiation.
Activity Sheets
The following list gives details of the activity sheets contained in the workbook, including the relevant National Curriculum P.O.S and the learning objectives which each sheet covers.
Adaptation
SUBJECT:
Science
P.O.S:
Sc2 - Living things in their environment
LEARNING OBJECTIVES: To understand that different animals are found in different habitats.
To understand that animals are suited to the environment in which they are found.
Food Chains and Teeth
SUBJECT:
Science
P.O.S:
Sc2 - Living things in their environment
LEARNING OBJECTIVES: To understand that most food chains start with a green plant.
To identify the structure of a food chain of a specific animal.
To identify important features of an animal's mouth in relation to its diet.
Food Chains and Diet
SUBJECTS:
Science & Numeracy
P.O.S:
Sc2 - Humans and Other Animals Ma4 - Processing, representing and interpreting data.
LEARNING OBJECTIVES:
To understand that different animals have different diets.
To present evidence about foods eaten by an animal in a suitable bar chart.
Habitats and Homes
SUBJECT:
Science
P.O.S:
Sc2 - Living things in their environment
LEARNING OBJECTIVES: To identify different types of habitats.
Tracks and Signs
SUBJECT:
Science
P.O.S:
Sc2 - Living things in their environment
LEARNING OBJECTIVES:
To identify badgers according to observable features.
Human Impact and Conservation
SUBJECT:
Science
P.O.S:
Sc2 - Living things in their environment
LEARNING OBJECTIVES:
To recognise ways in which living things and the environment need protection.
Teacher's Notes
Teacher's Notes
Myths and Legends
SUBJECT:
Literacy
P.O.S:
En2 - Myths, Legends & Traditional Stories
LEARNING OBJECTIVES:
To understand the difference between myths and legends and fact.
SUBJECTS:
Literacy & Science
P.O.S:
En2 - Reading for information
Sc2 - Living things in their environment
LEARNING OBJECTIVES: To scan texts to find information.
Quiz
The Wildwood Badgers
SUBJECTS:
Art
P.O.S:
Exploring and developing ideas
LEARNING OBJECTIVES: To record from first hand observation.
Life Cycle
SUBJECT:
Science
P.O.S:
Sc2 - Living things in their environment
LEARNING OBJECTIVES:
To understand that adults have young and that these grow into adults which in turn produce young.
Activity
SUBJECT:
Literacy
P.O.S:
En2 - Reading strategies
LEARNING OBJECTIVES:
To recognise words and show understanding of their meanings.
Activity
SUBJECTS:
P.O.S:
LEARNING OBJECTIVES:
Glossary
SUBJECTS:
P.O.S:
LEARNING OBJECTIVES:
Art & English
Investigating and making art,craft and design
En2 - Nonfiction and nonliterary texts.
To develop control of tools and techniques in art and design.
To understand the structural and organisational features of instructions.
Science & English
Sc2 - Life processes and living things
En3 - Spelling
To develop understanding of scientific vocabulary.
To have a secure understanding of the purpose and organisation of a glossary.
Please note that throughout the pack, underlined words can be found in the glossary.
Adaptation
Made to Dig
Badgers are members of the weasel family, a group of mammals which also includes the weasel, stoat and otter. You will probably recognise their face, white with broad black stripes, with small eyes and flexible snout. A clean badger is grey although they can often be white, black or ginger. Each badger is very strong and has many features that help it to dig well and live underground.
Thick reinforced Long, muscular, wedge-shaped body for squeezing through tunnels.
the brain when it
Very short tail skull
to protect bumps its head
so that it doesn't underground.
Long snout with the badger sniff
bristles helps
out worms. Its excellent.
sense of smell is get clogged with
earth and mud.
Short but strong legs
Strong claws to help with digging.
extremely digging.
Question: Which are the front feet and which are the back feet? How do you know?
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Question: Why do you think the badger has a stripy face?
----------------------------------------------------------------------------------------
for
Food Chains and Teeth
Can you draw and fill in the gaps of this simple food chain?
Badgers have teeth which are used for eating meat and plants. The teeth are different shapes with
l flattened molars for chewing
l small incisors for cutting
l canines for tearing
Can you name the different types of teeth on these badger skulls? Use these shapes to help you.
Incisor
Canine
Molar
Feeding Time
With its short legs the badger is not able to chase prey, instead it forages which means it searches for its food on the ground. Badgers are omnivores which means they eat both meat and plants.
Their main food is worms and these form more than 50% (half) of their diet. Other
foods are taken opportunistically or by chance. Badgers eat large insects such as beetles and the nests of bees and wasps. Other mammals may be eaten if they are young or old and sick. In late summer cereals such as wheat and oats growing in fields will be eaten. Fruits and nuts are chosen in the autumn.
Amounts of different types of food taken (by one badger over two nights).
Can you convert the numbers in the table above into a bar chart below? (To help you, worm numbers have already been converted.)
Amounts of different foods taken by a badger over two nights
3
Habitats and Homes
Badgers like to live in woodlands. This is their favourite habitat. They live in groups a bit like families, usually made up of five or six animals. They live underground in a special type of den which they dig themselves and which we call a sett. This may be very large, with lots of tunnels and many entrances. There will be large sleeping chambers and often all the badgers will curl up in a heap and sleep together.
Badgers are nocturnal which means that they are busy at night and sleep during the day. At night, as well as looking for food, badgers will collect hay, straw or other dried plant material to make bedding and drag it back to
their setts. Badgers don't hibernate, but they do spend a lot more time asleep in their setts in winter, so they need lots of warm bedding.
Question: Why is the sett important?
---------------------------------------------------------------------------------------
Pooh!
Badgers recognize family members by smell rather than sight. Each badger has a smelly gland under its tail; it rubs its own smell onto the other badgers in the group so that all the badgers in the sett develop a 'family smell'.
Badgers are territorial animals. This means they defend the area where they live from badgers that they don't know. Badgers that do not have the 'family smell' are usually chased away.
Tracks and Signs
Badgers are very shy and secretive animals, as well as being nocturnal. For these reasons they are a very difficult animal to find and watch in the wild. In order to discover where badgers live, you need to become a badger detective and look for the signs that they leave behind after a night foraging.
Badger setts.
These look like wide holes 20-30cm across. You might see large mounds of soil and bedding which have been dug out of the sett or squashed plants where cubs might have played or feeding remains (can you remember what badgers like to eat?). There might also be dung pits around the sett (known as latrines) which the badgers use regularly.
Badger Paths
Badgers use regular paths which become trodden into the grass. Look for paw prints. You will see these very clearly in soft mud. They have a large pad and five toes with claws. The back foot is smaller than the front. Near the paths look for shallow holes dug out of the soil. These holes are called snuffle holes and are made when the badger tries to dig roots out of the ground.
Other Signs
Badger paths sometimes cross under barbed wire fences and when they do you need to look for badger hairs caught on the barbs. Badger hairs are stiff and wiry, coloured white at the base, dark in the middle and pale at the top. One other clue which badgers might leave behind are scratch marks on trees. Look for these around the main sett. People are not sure why badgers do this, but think it is probably done to mark their territory.
Have a look in our badger enclosure. Write down or draw a picture of any signs the badgers have left behind.
Human Impact Conservation
Badgers and Humans
In the past people have killed badgers because they liked to eat the meat. People also used to kill them because they thought that certain parts of the body could be used to cure aches and pains. Different parts of the badger were supposed to be good for curing rheumatism, leprosy, arthritis or snakebite. Their fur made very good shaving brushes too.
Dogs were commonly used to fight badgers for entertainment and sadly this still occurs nowadays in some parts of Britain, even though it is against the law. It is called badger baiting.
Today badgers are also often killed or injured accidentally when they try to cross roads or railway tracks. Badgers like to stick to the same paths that they have always used, even if there is now a busy road cutting across it.
How can we look after badgers?
Badgers are now protected by their own law - this protects both badgers and their setts. The most important way that we can help badgers is by looking after their habitat (where they live). Badger tunnels have now been built under busy roads near where badgers live to help them cross the roads safely.
Multiple Choice
(Tick the box you think has the right answer.)
a. keep them as pets
b. look after their habitat.
1. What did we used to make out of badger fur?
a. hair brush b. shaving brush c. hats
2. How can we help badgers to cross roads safely?
a. lollipop lady
b. 'badger' crossing
c. 'badger' tunnel
3. How can we best look after badgers?
c. put food out for them
Badger Myths and Legends
Badgers are often shown in stories as wise, kindly animals, for instance in The Wind in the Willows. There are also all kinds of superstitions about badgers. Sometimes they are considered lucky animals and some times unlucky.
Badger Superstitions and Beliefs
l Witches smeared badger grease mixed with herbs onto their broomsticks to help them fly.
l Badger blood was drunk to cure disease.
l A bridle made from badger skin or a piece of badger skin in your shoes will give you magical power over horses.
l Leather (skin) was made into bridles that were thought to give humans power over a horse.
l A badger crossing your path will bring you good luck.
l Badgers are wise; other animals bring them their stories to keep and they will teach people which roots and herbs are good to eat.
l If you hear a badger call, it will bring you bad luck.
Our language has adopted two names for the badgers: 'brock' from the Celtic broc which means black and white and 'badger', either from the French word 'becheur' which means to dig or from the word 'badge' because of its marked face.
An Iron Age prince was buried lying on a bronze burial couch covered in badger skins. These were to give him the badger's courage and wisdom in the afterlife.
Fantastic Folklore
People used to believe that:
l Badgers' legs were shorter on one side than the other to help them to walk on sloping hillsides.
l Badgers could change their shape at will.
l Badgers had holes in their tails - one for every year of life.
Quiz
Badger Quiz
1. What is a badger's home called?
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2. What is their favourite food?
-------------------------------------------------------------------------------------
3. What do we call animals that eat both meat and plants?
-------------------------------------------------------------------------------------
4. Do badgers live on their own or in groups?
-------------------------------------------------------------------------------------
5. What do we call animals that are active at night-time?
-------------------------------------------------------------------------------------
Badger Life Cycle
Question: Why do you think the cubs stay so close to the sett at first?
-----------------------------------------------------------------------------------------
Badger Word Search
Can you find all the words to do with badgers in the grid below? There are 20, running forwards, backwards, up, down, across and diagonally. Some of the letters are used in more than one word.
To help you, some of the words you are looking for are: B_ _ _ - a male badger, S_ _ - a female badger, C_ _ - a young badger, S_ _ _ - a badger's home, D_ _ - what badgers do! P_ _ - what badgers use for digging, C_ _ _ _ - on the ends of paws to help dig, G_ _ _ _ - badgers do this to each other, B_ _ _ _ _ _ - badgers collect dry plant material to use as this, N_ _ _ _ - when badgers come out, N_ _ _ _ _ _ _ _ - the word used to describe animals that come out at night, F_ _ - this animal sometimes shares the badger sett, R_ _ _ _ _ - also shares the badger sett, F_ _ - this keeps a badger warm, B_ _ _ _ and W_ _ _ _ - the stripes on a badger's face are these colours, N_ _ - badgers might do this when they fight, G_ _ _ _ - part of the badger that makes a smell, O_ _ _ _ _ _ _ - an animal that eats meat and plants, E_ _ _ _ _ _ _ _- badger's favourite food!
Let's Make a Badger Puppet
To make your finger puppet, you will need:
l a pair of scissors
l some black felt and some white felt
l some glue
l a sewing needle
l black or white thread
l two small beads
Step 1.
Cut out shape "A" in white felt. (Take care with scissors!)
Step 2. Cut out shapes "B" and "C" in black felt.
Step 3. Sew "B" onto "A", by sewing along the dashed lines as shown. (Be careful with the needle!) Then glue the beads in the places shown, for the eyes.
Step 4. Sew "A + B" onto "C", sewing along the dashed line as shown. Make sure you fold the end of "C" over, to make the badger's nose.
Your finger puppet is now ready to slip onto your finger!
Make a Badger Mask!
You will need felt tips (or paint), a pair of scissors, a hole punch and some elastic.
Trace the badger head on the next page onto thin card. Colour it in and cut it out. Ask a grown up to help you cut out the eye shapes. Use a hole punch to make holes where it is marked by a cross. Measure the correct length of elastic to fit around your head. Thread it through the holes on the side of the mask and tie a knot. Your mask is now ready to wear!
Word List
l canine - fang-like teeth at the side of the mouth often used for stabbing and holding prey.
l flexible - able to bend easily.
l consumer - an animal which eats plants or other animals. Consumers are sometimes called carnivores, herbivores or omnivores.
l forage -search for food.
l habitat - a place where an animal lives.
l gland - part of the body which produces a smelly oil.
l herbivore - an animal which eats plants.
l incisor - rectangular-shaped teeth at the front of the mouth usually used for cutting.
l hibernate - to sleep through the winter.
l latrine - a small hole in the ground used as a toilet.
l nocturnal - animals which are active at night and sleep during the day.
l molar - big square-shaped teeth at the back of the mouth used for chewing and grinding.
l omnivore - an animal which eats both meat and plants.
l prey - an animal which gets hunted and eaten by other animals.
l opportunistically - to take something by chance.
l producer - a green plant which can take energy from the sun and make food using the process of photosynthesis.
l territorial - a word which describes an animal which defends its territory.
l sett - an underground burrow which has been made and which is lived in by badgers.
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Please write clearly in block capitals.
Centre number
Candidate number
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Forename(s)
Candidate signature
GCSE FOOD PREPARATION AND NUTRITION
Paper 1 Food Preparation and Nutrition
Thursday 14 June 2018 Afternoon Time allowed: 1 hour 45 minutes
Materials
* a black pen
For this paper you must have:
* a pencil.
Instructions
* Fill in the boxes at the top of this page.
* Use black ink or black ball-point pen.
* Answer all questions.
* Do all rough work in this answer book. Cross through any work you do not want to be marked.
* You must answer the questions in the spaces provided. Do not write outside the box around each page or on blank pages.
Information
* The maximum mark for this paper is 100.
* The marks for questions are shown in brackets.
* You are reminded of the need for good English and clear presentation in your answers.
*
JUN188585W01
IB/G/Jun18/E19
8585/W
Section A consists of multiple choice questions.
Answer all
questions in this section.
There are 20 marks available.
Only one answer per question is allowed.
For each answer completely fill in the circle alongside the appropriate answer.
If you want to change your answer you must cross out your original answer as shown.
If you wish to return to an answer previously crossed out, ring the answer you now wish to select as shown.
For each question you should shade in one box. An example is shown below.
Which food is high in protein?
A cabbage
B cheese
C oranges
D cucumber
0 1 . 0 1 Which one of the following is a micronutrient?
[1 mark]
A carbohydrate
B fat
C protein
D vitamin
CORRECT METHOD
WRONG METHODS
IB/G/Jun18/8585/W
[1 mark]
A eggs
B meat
C milk
D wheat
0 1 . 0 3 Anaemia is caused by a diet deficient in which mineral?
[1 mark]
A calcium
B iodine
C iron
D sodium
0 1 . 0 4
The percentage of recommended energy from carbohydrates per day is
[1 mark]
A 15%
B 35%
C 50%
D 75%
Question 1 continues on the next page
IB/G/Jun18/8585/W
Coeliac disease is an intolerance to
[1 mark]
A 0 °C to 35 °C
B 3 °C to 63 °C
C 4 °C to 75 °C
D 5 °C to 63 °C
0 1 . 0 6
Which one of the following is the correct storage condition for bananas?
[1 mark]
A at room temperature
B in the chill cabinet
C in the freezer
D in the refrigerator
0 1 . 0 7 Which of the following methods of cooking are all water based?
[1 mark]
A steaming, grilling, poaching
B boiling, frying, simmering
C baking, roasting, grilling
D simmering, boiling, poaching
IB/G/Jun18/8585/W
Which one of the following shows the danger zone temperatures?
[1 mark]
A a food worker sneezing when preparing food
B a fish bone in a fishcake
C cleaning agents left on a work surface
D a piece of plastic in a cake mixture
0 1 . 0 9 Convection is the transfer of heat energy through
[1 mark]
A direct heat rays
B liquids
C metals
D solids
0 1 . 1 0 Which one of the following are water soluble vitamins?
[1 mark]
A vitamins A and C
B vitamins B and C
C vitamins B and D
D vitamins C and D
Question 1 continues on the next page
Turn over ►
IB/G/Jun18/8585/W
Which one of the following is an example of bacterial contamination?
When heated, the colour of sugar changes from white to brown.
This process is called
[1 mark]
A caramelisation
B enzymic browning
C gelatinisation
D oxidation
0 1 . 1 2 Which vitamin helps the body absorb calcium?
[1 mark]
A vitamin A
B vitamin B
C vitamin C
D vitamin D
0 1 . 1 3 Which one of the following is an example of a primary processed food?
[1 mark]
A bananas
B eggs
C flour
D tomatoes
IB/G/Jun18/8585/W
[1 mark]
A bananas
B eggs
C flour
D tomatoes
0 1 . 1 5 Identify one food that has an extraction rate during production
[1 mark]
A bananas
B eggs
C flour
D tomatoes
0 1 . 1 6 Which fruit is affected by enzymic browning?
[1 mark]
A apples
B grapes
C oranges
D raspberries
Question 1 continues on the next page
IB/G/Jun18/8585/W
Which one of the following can be an example of a free range food?
[1 mark]
A air miles
B carbon footprint
C fair trade
D food miles
0 1 . 1 8 Which of the vitamins listed below is an antioxidant?
[1 mark]
A vitamin A
B vitamin B
C vitamin D
D vitamin K
0 1 . 1 9 Which one of the following is not a legal requirement for food labelling?
[1 mark]
A cooking instructions
B list of ingredients
C serving suggestions
D weight
Which one of the following describes the distance food is transported from producer to consumer?
IB/G/Jun18/8585/W
What is added to foods when fortification takes place?
[1 mark]
A additives
B emulsifiers
C nutrients
D preservatives
Turn over for Section B
IB/G/Jun18/8585/W
Do not write box
outside the
20
Section B
Answer all questions in this section. There are 80 marks available.
Question 2 is about food safety.
0 2 . 1 Givefourpersonal hygiene rules that must be followed by people serving food.
[4 marks]
1
2
3
4
IB/G/Jun18/8585/W
0 2 . 2
State two food safety rules that must be used for each of the following. Explain why each rule is needed.
[8 marks]
Storing fresh, cooked prawns.
Food safety rule
Explanation
1
1
2
2
Reheating cooked chicken.
Food safety rule
Explanation
1
1
2
2
IB/G/Jun18/8585/W
Do not write outside the box
12
Question 3 is about nutrition, health and food science.
0 3 . 1
Information about two meals is given below. You should use this information when answering the question that follows.
Table 1
With reference to the ingredients, nutrient content and reference intake for each of the dishes, assess the suitability of each meal for an elderly person.
Evaluate which meal is the healthier choice. Include justified reasons in your answer. [12 marks]
IB/G/Jun18/8585/W
Question 3 continues on the next page
IB/G/Jun18/8585/W
Do not write outside the box
0 3 . 2
[6 marks]
0 3 . 3
Explain the function of the following ingredients when making shortcrust pastry. [4 marks]
Plain flour
Fats
Explain why dietary fibre is important in the body. Suggest ways the meat pie and roast potatoes can be modified to include more dietary fibre.
IB/G/Jun18/8585/W
22
Question 4 is about food science.
0 4 . 1
Complete Table 2 below to match the sauce with the correct sauce making method. [3 marks]
Sauce making methods: Starch based Emulsion Reduction
Table 2
Give three reasons why it is important to stir a flour based sauce.
[3 marks]
Explain how gelatinisation takes place when making a starch based sauce.
[6 marks]
IB/G/Jun18/8585/W
0 4 . 2
0 4 . 3
0 4 . 4
Describe how the following raising agents work.
Give an example of a recipe that uses each method.
Name a chemical raising agent
Describe how it works
Example of a recipe using this chemical raising agent
[4 marks]
Name a biological raising agent
Describe how it works
Example of a recipe using this biological raising agent
[4 marks]
IB/G/Jun18/8585/W
Do not write outside the box
20
Question 5 is about food choices.
Sales of organic food and drinks in the UK are growing.
0 5 . 1
Analyse and evaluate why an increasing number of consumers are choosing organic food and drinks.
[8 marks]
Question 5 continues on the next page
IB/G/Jun18/8585/W
Do not write outside the box
0 5 . 2
Explain the advantages and disadvantages of Genetically Modified (GM) foods.
Do not write outside the box
[6 marks]
Advantages
Disadvantages
14
IB/G/Jun18/8585/W
Question 6.1 is about food processing and production.
0 6 . 1
Table 3
[6 marks]
Using Table 3 above, explain how the different heat treatment methods: allow milk to last longer
affect the nutrition, taste and appearance of milk
Question 6 continues on the next page
IB/G/Jun18/8585/W
Question 6.2 is about food additives.
0 6 . 2 Food additives are used in many processed foods. [6 marks]
Explain why additives are used in food processing.
Explain some of the concerns people have about their use.
END OF QUESTIONS
Copyright information
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Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team, AQA, Stag Hill House, Guildford, GU2 7XJ.
Copyright © 2018 AQA and its licensors. All rights reserved.
IB/G/Jun18/8585/W
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APPENDIX C
Murton Parish: Conservation area
City of York Conservation Area No 34. (6.17ha)
Introduction and scope of Conservation Area
Murton Conservation Area was designated on 4th October 2005. It encompasses the older parts of the main village. Along Murton Way the boundary starts at Anvil Cottage and Prospect Farm on the south side and Fern View on the north side and runs to the junction of Murton Lane. Two fields either side of St James's Church and one field between Greenacres and Lieway are included. The boundary then runs north along Murton Lane from the adjoining field on the west side and from No1 Murton Lane on the east side to the junction of Moor Lane. At this junction the boundary runs east from South View to Rose Farm on the north side (though excludes Rose Villa to No.8 Moor Lane) of Moor Lane and from Murton Hall to the duck Pond on the south side. This description should be viewed in conjunction with the conservation area map.
History
Typically for such a small village, historical sources are limited though it is probable that in common with most settlements within the Vale of York that it originated in the Saxon and Viking periods, which preceded the Norman Conquest of 1066. If current academic thought is correct it is also likely that the basic linear form of the village was laid out shortly after the Conquest in the late 11th and 12th centuries AD. This layout is still evident today at the eastern side of Main Street where farmsteads and houses front the roadside with a line
of 'garths' (private gardens or enclosures) behind. Murton Hall suggests a location for a manor house typically placed at one entrance to the village.
It is probable that the village has always been a small settlement. Existing field boundaries do not show the signs of a shrunken village; St James's Church has remained a simple chapel, maintaining the same scale from its construction in the 12th century. 19th century maps and trade directories show a very small settlement, predominately engaged in agriculture. A number of 'gentlemen' are described as living within the village, which explains two 19th century villas along Main Street; The Villa and Lime Tree House. It is probable that these larger houses were in some way connected with the training of race horses within the parish.
Important Buildings
The Church of St James's is listed Grade II* and dates from around 1200AD. Despite extensive repair work in the early 20th century the building has maintained its original form not undergoing the long phases of rebuilding typical of most parish churches. Murton Hall is listed grade II and a fine example of a late 18th century farmstead complete with boundary wall and coach-house. Of the unlisted buildings within the village, Southview is a good example of another 18th century farmhouse, whose plan form suggests earlier origins. Cherry Tree House, Lilac Tree House and The Villa are substantial houses displaying some status in their quality of design and materials. Murton Chapel is a simple 19th century Methodist chapel.
Character
The character of the conservation area is focused on Murton Lane where the typical village linear layout of two opposing building lines is found. Farmsteads and houses predominate with farm buildings and outbuildings found to the rear. At the eastern side a line of garths has been preserved. Development to the east and north of the area is located close to the road, either directly so or separated by small front gardens bounded by low walls and railings or hedgerows. At the western side, the building line is recessed from the roadside producing a more separate aspect, reflecting the non-agricultural, residential and at times higher status nature of development in this area.
Moving northeast the boundary follows part of the Moor Lane to pick up the boundary wall of Murton Hall, duck pond and Rose Farm. The boundary continues southeast to cover St James's Church, Fern View, Anvil Cottage and Prospect Farm. This group presents a strong traditional appearance equal to the centre of the village. This area also includes open fields either side and opposite of Murton Chapel. These fields help bring the open countryside into the heart of the village and to maintain its small-scale.
Apart from St James's Church, the chief building materials are local brick and slate or pantile roofs. Hedgerows and railings are important features. Trees are not a strong feature of the village though a few notable specimens are located within gardens to the west of Main Street.
The main elements of the character and appearance of the area are: -
(1) A typical Vale of York village that is nonetheless individual and distinct and presents a traditional and rural character.
(2) The quality of many of its historic buildings.
(3) The small scale of the village and its close relationship with the surrounding countryside.
(4) Shared characteristics of building materials, layout and scale.
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ProFathering 15™ Survey
Select the correct answer.
1) What is the family in which you grew up called?
a) Family of parents and siblings
b) Family of origin
c) Family of history
d) Family of the past
2) Most media and entertainment still portray dads as one or more of the "3Ds." What does "3Ds" stand for?
a) Dumb, doubtful, distant
b) Distant, dumb, dreadful
c) Dumb, dangerous, distant
d) Dreary, dreadful, dangerous
3) What must you first become before you can become a good dad?
a) A good man
b) A good husband/partner
c) A good employee
d) A good individual
4) Which of the following statements is not true?
a) Your character is key to how good a man and dad you can become.
b) Morals are the key to character.
c) You must work on your character if you are to raise healthy children.
d) You don't always have to teach, model, and reinforce morals in your children.
5) What must you learn first before you can handle your emotions?
a) Let go of the past
b) How to connect with and get to know my emotions
c) Focus on the future
d) Focus on the present
6) Which of the following statements is true?
a) Real men are in touch with their emotions and aren't afraid to show them.
b) Men and women don't differ in how they process emotions.
c) In all cases, it's bad to suppress emotions.
d) Most women don't want men to show their emotions.
7) What creates grief in a person?
a) A rapid heartbeat
b) Other people
c) Poor self-esteem
d) Loss
8) Which of the following things must you do to grieve?
a) Show courage in the face of grief.
b) Don't talk with others about my grief.
c) Don't reflect on my grief and the cause of it.
d) Ignore my grief until it goes away.
9) On balance, who is worse off when it comes to health outcomes?
a) Men than women
b) Women than men
c) White people than Black people
d) Hispanic men than White men
10) What are the basics when it comes to taking good care of your physical health?
a) Eat healthy, go to the bathroom at least twice a day, get enough sleep
b) Eat healthy, work out, have lots of sex
c) Eat healthy, work out, get enough sleep
d) Have lots of sex, go to the bathroom at least twice a day, get enough sleep
11) What is the most important relationship in the life of your children?
a) The one I have with my children.
b) The one between their mother and me.
c) The one they have with their mother.
d) The one they have with their grandparents.
12) Which of the following things will your children not learn from your relationship with their mother?
a) Whether their mother and I respect each other.
b) Whether their mother and I resolve conflicts in healthy ways.
c) Whether their mother and I show affection towards each other.
d) What career my child should pursue.
13) When it comes to thinking, what are men and women like?
a) Men are like spaghetti, and women are like waffles.
b) Men are like waffles, and women are like spaghetti.
c) Men are like cereal, and women are like syrup.
d) Men are like syrup, and women are like cereal.
14) What will help you to talk with the mother of your children and give you the best chance to solve a problem between the two of you?
a) Before the talk, I should have a solution in mind.
b) Share my view first, and then listen to her view.
c) I should bring an open mindset.
d) I should bring a friend to act as a referee.
15) Do different styles of parenting or different approaches to parenting cause more problems between parents?
a) Approaches cause more problems than styles.
b) Styles cause more problems than approaches.
c) Neither one causes more problems.
d) There is no difference between a parenting style and a parenting approach.
16) Which of the following views must you take into solving any problem with the mother of your children?
a) I should try to tackle problems we can't solve.
b) It's not okay to reduce a problem and not solve all of it.
c) I can only control what I say and the actions I take to solve problems.
d) I should win at all costs.
17) What is your goal in building your fathering skills?
a) To become an involved, responsible, committed dad
b) To become an involved, responsible, employed dad
c) To become an involved, committed, employed dad
d) To become a responsible, committed, consistent dad
18) Which of the following statements is not true?
a) I can be just as good a parent as my children's mother.
b) Fathering is the same thing as parenting.
c) I am unique and special in my children's lives.
d) I should father my children in all the ways they need me.
19) Which of the following actions should you not do?
a) If I am ever concerned about the development of any of my children, I should talk with their doctor about my concern.
b) I should learn about the physical, social, and emotional milestones my children should reach by certain ages.
c) I should learn how to help my children to reach their milestones.
d) To make sure my children reach their milestones, I should compare my children to other children.
20) Which of the following statements is not true?
a) The way I raise my children can strengthen a natural weakness or weaken a natural strength.
b) Nature is the traits that my children were born with and that don't change.
c) The way I raise my children can help them run faster than their natural ability will allow.
d) Nurture is the way I raise and treat my children.
21) What is the goal of discipline?
a) To show my children that I'm right and they're wrong
b) To develop the character my children need to succeed
c) To show my children that I'm right and their mother is wrong
d) To tell my children they should not question me
22) If I ever have to punish my children, what must you do after you punish them?
a) Repair the damage
b) Repair their spirit
c) Undo the damage
d) Confuse them
23) Which of the following statements is not true about what a healthy sense of sexuality will do for you?
a) It will help me to have healthy sexual relations between my wife/partner and me.
b) It will help me protect and not harm another's sexual nature, such as through rape or unwanted touch.
c) It will not help me raise children who grasp their nature as sexual human beings.
d) It will help me protect my sexual nature from harm by others.
24) Which of the following aspects are not part of your sexual nature?
a) My level of responsibility in having sex
b) How healthy I am to have sex
c) How much I respect my wife/partner's desire for sex and for certain things during sex
d) Whether my wife/partner makes more money than I do
25) Which of the following forms of intimacy is not vital to a healthy romantic relationship?
a) Emotional
b) Intellectual
c) Social
d) Spiritual
26) With whom must you form intimate relationships for your overall health and well-being and how good a dad you can become?
a) Other men
b) Co-workers
c) My lawyer
d) My doctor
27) Which of the following statements is not true about dads who balance work and family?
a) They are less likely to be focused when at work.
b) They are less likely to suffer the stress that comes with long hours at work.
c) They are less likely to call in sick just to spend time with their families or to recover from illness.
d) They are more committed to their employers overall.
28) Which of the following statements about work-family balance is true?
a) Work duties are not the main issue that keeps dads from being the best dads they can be.
b) Dads who balance work and family are not as productive as dads who don't.
c) Balance might mean something different for me than for another dad.
d) Dads who balance work and family don't advance as fast and as far in their career as dads who focus more on work than on family.
29) Which of the following three things does every good dad do for his children?
a) Nurtures, guides, decides
b) Provides, nurtures, punishes
c) Nurtures, guides, cooks
d) Provides, nurtures, guides
30) When I create a spending plan (budget), what should you budget for?
a) The present rather than the future
b) Needs rather than wants
c) The future rather than the present
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I Spy Numbers
Right here, we have countless ebook i spy numbers and collections to check out. We additionally meet the expense of variant types and afterward
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Story Time!! Episode #1 (I Spy Little Numbers) I Spy Song ♫ Counting Songs for Children ♫ Number Recognition Kids Songs by The Learning Station Page 4/47
I Spy Numbers in Art I Spy Letters Read Aloud with AHEV Library 3-YearOld Reads \"I Spy Numbers\" Book I Spy Numbers (1-10) I spy little numbers The Book on Unbelief | Pastor Steve McCall | Sunday Page 5/47
Worship Service I Spy ABC | Fun Alphabet Search and Find Activity Game for Kids (2-4 Year Old)! Scholastic - I SPY: Fantasy (2003) I spy numbers in art. How 'I Spy' Books Are Made I spy picture Page 6/47
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riddles | Brain Games for Kids | Photo hunt kids game shows | Emoji challenge Montessori I Spy Games How to Play "I Spy" | Easy Tips for Smart Kids | Show Me How Parent Video Guess I spy with my little Page 7/47
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eye something beginning with Spelling game exercises TESOL ESL TEFL I SPY Games for kids 3 I Spy Little Book | READ ALOUD Babies \u0026 Kids Books
Missing Numbers for kindergarten | Educational Page 8/47
yet exciting platform for young kids to test their number recognition skills. In this, you see a number in the center of the screen. Below it, four pictures are given. One of these has the Page 11/47
number you see at the center, and that number of stars. You have to identify this picture and click on it.
I Spy Numbers Counting Game | Turtle Diary I Spy Numbers Paperback – Illustrated, Page 12/47
January 1, 2012 by Jean Marzollo (Author) › Visit Amazon's Jean Marzollo Page. Find all the books, read about the author, and more. See search results for this author. Are you an author? Learn about Author Page 13/47
Central. Jean Marzollo (Author),
I Spy Numbers: Marzollo, Jean, Wick, Walter: 9780545415859
...
Description I SPY NUMBERS is based on the bestselling I SPY LITTLE Page 14/47
NUMBERS. Babies, toddlers, and preschoolers can search photos from the original I Spy series for numbers to help them learn counting and basic math skills. Simple picture clues and rhyming Page 15/47
riddles guide the youngest readers through 12 interactive, fun-filled spreads.
I SPY Numbers by Jean Marzollo Paperback Book The ... These I Spy Number Recognition Page 16/47
Practice Sheets are a perfect hands-on activity for your little learners! This is a fun and engaging activity that will make learning numbers a blast! How to Use this Resource:Each Page 17/47
page focuses on identifying one number. Students are to find the number on the page and
I Spy Numbers Worksheets & Teaching Resources | Teachers ... I Spy Numbers. by Marzollo, Page 18/47
Jean. Format: Paperback Change. Price: $3.99 + Free shipping with Amazon Prime. Write a review. Add to Cart. Add to Wish List. Top positive review. See all 100 positive reviews › Licia Cunha. 4.0 out Page 19/47
of 5 stars Better in a board book!! December 31, 2019. This book is great for the usual look and find. ...
Amazon.com: Customer reviews: I Spy Numbers I Spy Numbers is Page 20/47
possibly the second book in the I Spy Square 8x8 Books series. This is a paperback rerelease of I Spy Little Numbers. Pictures 1, 2, 3... (I Spy School Days), 1, 2, 3... (I Spy...
Read Book I
Spy Numbers
I Spy Numbers | Walter Wick Wiki | Fandom Teach and assess early childhood students' understanding of the numbers one to ten in different forms using our Number Sense I Spy Numbers 1-10 Pack. Students Page 22/47
Read Book I
Spy Numbers
will use number recognition and number skills to find the numbers one to ten in forms of the number word, ten frame, tally marks, dice, blocks, numerals, and counting fingers and then color the correct Page 23/47
answers. Use these activity sheets as individual practice, small group activity, an assessment tool, or homework practice.
Number Sense I Spy Numbers 1-10 Activity Pack Page 24/47
(teacher made) Have your child look at the pictures and make up an "I Spy" type riddle for you to solve using the pictures. For example "I Spy with my little eye, a number that is greater than 25 but less Page 25/47
than 76" or "I Spy a number with a 7 in the tens place." After you have solved the riddle, make a riddle for your child to solve.
I Spy Numbers | Activity | Education.com I Spy Numbers Page 26/47
Read Book I
Spy Numbers
Activity (0-5) Munchkins and Moms. Welcome to another week of the Early Childhood Education Team posts! This Week we are focusing on activities to teach the numbers 0-5. If you're tot schooling or Page 27/47
Read Book I
Spy Numbers
home preshcooling, this is a prefect time to fill up you lesson plan book! Don't forget to pin these posts for future lesson plan ideas, as well!
Activity (0-5) Munchkins and Moms I Spy Numbers Paperback – 1 May 2012 by Jean Marzello (Author) 4.5 out of 5 stars 272 ratings. See all formats and editions Hide other formats and editions. Page 29/47
Amazon Price New from Used from Library Binding "Please retry" £11.47 . £9.73: £9.95: Paperback "Please retry" £3.23 . £2.63:
I Spy Numbers: Amazon.co.uk: Jean Marzello: Books An I Spy 8x8 at Page 30/47
$3.99! I SPY NUMBERS is based on the bestselling I SPY LITTLE NUMBERS. Toddlers and preschoolers can search photos from the original I Spy series for numbers to help them learn Page 31/47
counting and basic math skills. Simple picture clues and rhyming riddles guide the youngest readers through 12 interactive, fun-filled spreads.
I Spy Numbers by Jean Marzollo, Page 32/47
Walter Wick, Paperback ... Spy Dialer is the totally 100% seriously free reverse phone lookup used by millions of people. NO membership required! Have a missed call? Need to know whose number is Page 33/47
it? Search now by phone number, name or address. Works with any phone number type -- cell phone, VOIP or landline!
Free Reverse Phone Lookup Cell Phone or Landline | Spy
...
Page 34/47
Use our I Spy Numbers One Through Ten Activity Pack to teach and assess student understanding of numbers one through ten. Students will use their number recognition skills to find and color the Page 35/47
given number. There are ten worksheets in this pack, each focusing on recognizing a different number.
I Spy Numbers 1-10 Activity Pack (teacher made) I Spy Numbers by Page 36/47
Jean Marzollo and Walter Wick. Publisher: Scholastic USA. ISBN: 9780545415859. I Spy Numbers is based on the bestselling I Spy Little Numbers. Preschoolers can search photos from the Page 37/47
original I Spy series for numbers to help them learn counting and basic maths skills.
I Spy Numbers NRICH Click here to purchase I Spy Numbers (0-100) Each page Page 38/47
features one focus number. Students are asked to search a grid of numbers, coloring the focus number each time they find it. These worksheets are self-correcting!
Number Page 39/47
Recognition Activity and Worksheets I Spy Numbers 1 ... Can I track my phone or someone phone by number with Spydialer? Spydialer does not offer any phone tracking or GPS services at this time. This requires Page 40/47
technology entirely different from ours. Spydialer is a reverse phone number search engine that can be used to find someone's email, address, name, social media info via phone number.
Page 41/47
[OFFICIAL]Spydia ler: Best Reverse Phone Number Lookup I Spy is a popular counting and number recognition song for kids. Children will learn to count and recognize numbers with Page 42/47
this fun teaching tune! I Spy is also a great brain breaks learning song...
I Spy Song ♫ Counting Songs for Children ♫ Number ... As you number the items, skip a number e.g. 1, Page 43/47
2, 4. Allow students to catch your mistake and correct you. Think aloud, "You are right. I need to list 3 after 2. Good job!" Review each number on the list, and have students repeat the Page 44/47
number name chorally. Intermediate
I Spy Counting Practice | Lesson Plan | Education.com
...
There are a number of ways to make these pages reusable. You could slip Page 45/47
Read Book I
Spy Numbers
an I Spy game into a dry erase pocket and have kids color the letters with a dry erase marker. For kids who don't want to color, they can put a colored gem or counter on each letter. This encourages fine Page 46/47
Copyright : myprofile.leominsterchamp.com
Read Book I Spy Numbers
motor skill building in a whole different way.
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Walker Books Classroom Ideas
The Story of Buildings
*Notes may be downloaded and printed for regular classroom use only.
Author: Patrick Dillon Illustrator: Stephen Biesty ISBN: 9781406335903 ARRP: $32.95 NZRRP: $34.99 April 2014
Walker Books Australia Locked Bag 22 Newtown, N.S.W., 2042
Ph +61 2 9517 9577 Fax +61 2 9517 9997
These notes were created by Steve Spargo. For enquiries please contact: firstname.lastname@example.org
Outline:
Notes © 2014 Walker Books Australia Pty. Ltd. All Rights Reserved
A highly readable book about architecture, lavishly illustrated with sixteen intricate cross sections.
From straw huts to skyscrapers, palaces to arts centres, The Story of Buildings takes us on a journey across continents and over centuries. Patrick Dillon selects sixteen of the most iconic buildings from around the world including the Parthenon, Notre Dame Cathedral, The Taj Mahal, The Forbidden City, The Bauhaus, Crystal Palace, The Sydney Opera House and The Pompidou Centre, and tells the remarkable human story behind each of them. Stephen Biesty's detailed, intricate cross-sections allow us to see inside these incredible structures and appreciate the inspiration of their creators. Technical information and architectural terms are explained in labels and flaps and there is an extensive index and timeline at the end of the book.
Author/Illustrator Information:
Patrick Dillon is an architect and historian. He is the author of The Story of Britain, a narrative history for children, and of two highly acclaimed history books for adults: The Last Revolution and The Much - Lamented Death of Madam Geneva. Patrick lives in London with his family.
.
Stephen Biesty loves history, architecture and drawing. These three interests led to his first book for children, the internationally bestselling Incredible Cross-Sections which has sold over a million copies worldwide. He has illustrated many others, including Great Explorers, Incredible Explosions and Rome in Spectacular Cross-Section Stephen lives in Somerset with his family.
How to use these notes:
This story works on many levels. The suggested activities are therefore for a wide age and ability range. Please select accordingly.
These notes are for:
* Non-fiction
Themes/ Ideas:
Example of:
National Curriculum Focus:*
* Primary years 4-6
* Buildings
Content descriptions include:
Key Learning Areas:
* English
* Ages 8+
* History
* Geography
www.classroom.walkerbooks.com.au
* Ancient History
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Discussion Questions and Activities
View the cover and title. Identify the following:
* The author
* The title of the book
In the same groups, create a timeline of the creation of the building. See page 90-95 for an example of a timeline.
* The publisher
Discuss the following: What is the role of the author? What is the role of the publisher?
From the front and back cover what information can you learn about the book? What do you think this book is about? What information do you think will be covered in this book? What type of book is this and where would you expect to find it in your library?
How does the layout of this book affect the readability of the text? Consider the large illustrations, large headings and fold out pages.
Find the following sections in The Story of Buildings and explain their purpose. In what kind of books might you find these sections?
* Timeline
* Contents
* Index
What is the purpose of an index? In what sort of books would you find one?
Who is the audience for this book? What makes you think that? Who do you think might enjoy this book other than the intended audience?
Is this book fiction or non-fiction? How can you tell? Find examples of the language of opinion/feeling and factual reporting. What is the purpose of each type of language?
Form small groups and pick your favourite building from the book. Hold a discussion on the following:
* Who built it?
* When was it built?
* What is the purpose of this building?
Large buildings take a lot of effort and cost a lot of money to build. Why do people or cities build these buildings?
Sketch your school or house with cross-sections in a similar style to Stephen Biesty's illustrations. Label the features and purposes of these features.
Read pages 80 – 83 and identify the reasons the design of the Sydney Opera House was chosen. Imagine you were entering a competition to design a new Sydney Opera House. Sketch your design, incorporating interesting features that you think would impress the judges.
In small groups, create a model of a building using only paddle pop sticks and glue. Think about how to make your building strong enough to stand up by itself. Present your model to the class and explain which structural features worked and which didn't.
Think of a famous landmark building that is not featured in The Story of Buildings and research it online or in your school library. Write a one page report which covers the who, why, when, where and how of the building. Illustrate your report with photos or drawings.
Visit your school library and look for books on the Egyptian pyramids, the Pyramid of Djoser in particular. Compare the information on pages 18-19 of The Story of Buildings to the information in the sources from the library. Write a report on how these different sources deal with the same issue. Is the information the same or different? Why do you think that is?
Research author Patrick Dillon and illustrator Stephen Biesty. What other books have they written/illustrated? Are their other books similar or different to The Story of Buildings? Choose your favourite book and present it to the class, explaining why you chose it.
* What materials were used to build it? Would they have been easy to obtain when it was built?
* Is the building still around today? Has it changed?
Other great titles from Patrick Dillon and Stephen Biesty
Great Explorers Author: Stewart Ross Illustrator: Stephen Biesty PB 9781406348668 AU$19.95/NZ$24.99
Into the Unknown HB 9781406304794 AU$39.95/NZ$44.99
The Story of Britain Author: Patrick Dillon Illustrator: PJ Lynch PB 9781406348606 AU$19.95/NZ$22.99 HB 9781406311921 AU$39.95/NZ$51.99
www.classroom.walkerbooks.com.au
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Part C of the IDEA: Early Intervention
Lawyers.com sm
The Individuals with Disabilities Education Act (IDEA) is probably best known for its goal of making sure that children with certain disabilities get a "free appropriate public education," or FAPE. This includes special education and other services specifically designed to meet each child's special needs. This is known as Part B of the IDEA. It applies to eligible children between the ages of 3 and 21.
Many parents may not know about Part C of the IDEA, though. Under this part, certain children under three years old, and their families, are entitled to various kinds of assistance and services.
What Part C Provides
Part C provides early intervention services for infants and toddlers (up to 3 years old) who have developmental delays; or have been diagnosed with physical or mental condition (like blindness or Down Syndrome) that creates a high probability that the child will suffer a developmental delay. Some states cover children who are at risk of experiencing a substantial developmental delay if they don't receive early intervention services. So, what's all that mean, exactly?
Early intervention services can be any number of services, education and support mechanisms that help your child's physical, cognitive, communication, social, emotional or adaptive development. The special rules or "regulations" for Part C list possible early intervention services. Some examples include family training and counseling, nursing assistance and physical therapy.
Generally, a developmental delay is when an infant or toddler develops or matures at a slower rate than other children her age when it comes to her communication skills or her physical, cognitive, adaptive, or social or emotional development. For example, a two-year-old toddler who isn't talking yet may have a developmental delay in her communication skills. Each state has its own definition of definition of "developmental delay," so be sure to check the laws in your area.
How Part C Works
The federal government offers money to states to help them pay for early intervention services. Any state that takes this federal money must make sure that eligible infants and toddlers in the state receive the Part C services they need. Also, each state must create:
* A lead agency. It manages all early intervention services in the state. It agency may be the department of education, health department or some other office in your state. If you don't know how to contact your state's lead agency, you should contact the state education agency (SEA) in your state, or ask your child's pediatrician
* An Interagency Coordinating Council (ICC) or state interagency coordinating council (SICC). This is made up of parents like you and persons who provide early intervention services. The ICC helps the lead agency make sure that early intervention services are available for eligible infants and toddlers
If you think your infant or toddler has a developmental delay, you should contact the lead agency or ICC in your area and ask that your child be "assessed." A team (sometimes called a "multidisciplinary team") will test your child to see if he's eligible for early intervention services. Team members are professionals in speech and language skills, physical abilities, hearing and vision and other important areas of development. You don't have to pay for this evaluation.
If your child qualifies, you'll meet with medical professionals, therapists and social workers. Together you'll develop an individualized family service plan (IFSP). This plan sets out in detail what early intervention services your child and family needs and how you'll get them. The IFSP must contain several items of information, like:
* A statement about your child's current levels of physical, cognitive, communication, social, emotional or adaptive development
* A list of the specific early intervention services that are needed, including how often they're needed
* A description of the "natural environments," such as your home or child care center, where you and your child will receive the services. If services won't be provided in a natural environment, such as in a hospital or clinic, there must be a statement explaining why
* The name of the person who'll make sure that the service providers and agencies deliver the services (he's sometimes called a "service coordinator")
* A description of any plans to "transition" or move your child out of Part C services and into another program, such as a special education program under Part B of the IDEA, when your child turns three years old
The IFSP is reviewed every six months. Also, you must give the ICC your written consent or permission before you and your child will receive any early intervention services. You should get details about these matters after the IFSP is completed.
Who pays? Other than the initial evaluation, development of the IFSP, and the work done by the service coordinator, you may have to pay for some or all of the Part C services you get. Each state has different rules about this. However, many states require the family to pay for a portion of the services based upon the family's income level. | <urn:uuid:aacdc4eb-6e09-4c17-88f2-ac8a62825111> | CC-MAIN-2021-49 | https://www.infanthearing.org/coordinator_toolkit/section9/35_part_c_idea.pdf | 2021-12-05T19:52:52+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00367.warc.gz | 888,327,989 | 1,009 | eng_Latn | eng_Latn | 0.998636 | eng_Latn | 0.998434 | [
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A Level Design Technology
Bridging work
* Link to the course syllabus
https://www.eduqas.co.uk/qualifications/design-and-technology-asand-a-level/#tab_overview
Once on the website, scroll down to download the specification.
Contacts in school if you have any questions –
firstname.lastname@example.org
Assessment as As Level
The subject content for GCE A level Design and Technology will be assessed in the written examination and non-exam assessment (NEA).
Course title - Design and Technology in the 21st Century
Written examination: 2.5 hours at the end of year 12
Design and make project known as a contextual challenge (NEA): approximately 40 hours class time.
With 3 challenges set by the exam board
As level Exam board set contexts for 2021
Learners are required to select one of the following contexts as the basis of their design and make task:
1. Cradle to cradle – Cradle to cradle design is vital to maintain the resources at our disposal. Create a product with this philosophy at its heart.
2. Revitalisation – Examine a product or product range you assess as being in need of revitalisation and create an innovative solution for the identified end-user/s.
3. Mobility or individuality – Well-designed products help people in all aspects of everyday life especially those whose daily challenges are becoming increasingly complex and demanding. Design a new or re-imagined product that will enhance the daily life of a named user
Contextual challenge – Design and make task
In order for you to be ready for an effective start in the Autumn term, you need to complete a portfolio of work over the summer break.
Tasks to complete.
1. Look at the Exam board set contexts for 2021. Select two of the contexts and identify and investigate design possibilities. In order to do this, complete the following tasks
2. Write a design brief – who,what,why,when,where,how?
3. Discuss potential clients- collect as much information as possible about the end user
4. Explore similar products/solutions
COLLECT ALL THIS INFORMATION ON A POWERPOINT.
Your Sketching/drawing skills
Use the link below to develop your 2D and 3d drawing skills.
Keep a sketchpad of the evidence you have completed.
Copy and paste this link into your browser to view.
https://8884717- my.sharepoint.com/:f:/g/personal/u_chel_olcc_lancs_sch_uk/EnK62Yx mqTJAprV-HVh0XCkBa7uus_fiQ1NKJ6GLyy8gog?e=Tu4TZj
Also sketch every objects at home i.e. – shower gel bottle, ketchup, deodorant can etc. to give you some skills.
Technology student website on the internet
Technology student Product Design on the internet – this is the most comprehensive website that gives a summary and understanding of topics at GCSE level. Scroll down to the green menu and look at Product Design, Design Process and equipment and processes. Make a powerpoint using screen capture and explain what you have understood from each capture screen.
Link: https://www.technologystudent.com/ | <urn:uuid:749f8490-1fe7-43e3-b7e5-84a1366bd0fe> | CC-MAIN-2021-49 | https://www.olcc.lancs.sch.uk/_site/data/files/3DD93FFDCB05123EEA261F27BFA2BE7B.pdf | 2021-12-05T19:23:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00367.warc.gz | 1,003,619,447 | 683 | eng_Latn | eng_Latn | 0.987474 | eng_Latn | 0.994167 | [
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The separation of arts and
sciences is a colonial poison
Art sciences are despised in favor of the natural sciences in many African societies. In fact, this trend has been obvious during, and especially after, colonization in many of our African nations. The fear is that the African child who takes art subjects won't be exposed to as many opportunities as the one who studies natural sciences. For the African middle class, that is truth. Is it though?
Education has always been one of the pillars for every people. Along with politics and economy, it has been the thing that, even to this day, is attacked and taken over during foreign occupation. This is the oldest strategy used in occupation. To appease the occupied people's innate sense of revenge, the occupant tames the occupied mind by exposing him to information that either legitimizes alien presence or distracts him with "serious matters" that divert him from thinking about the actual occupation.
The processes used in the colonial destruction of the African education paradigm is fascinating. Turning minds into muscles and praising the biggest muscle. That is the colonial education in a nutshell. All the curriculum was structured around one word: Labor. Why? Because that is what was needed from the African. The very few who tried to think of education as something that should transcend labour was reminded in the strongest of terms that they had gone beyond their pay grade and charged for trespassing.
Consequently, almost half of African countries celebrate every year a president killed by that colonial system, a victim of trespassing. His crime was that he was a laborer who wasn't supposed to possess the ideas he had acquired, not through education but through the accident of experience, trials and tribulations – struggle. They had failed the education system because ideas, rather than labor, are the forbidden fruit of the colonial education system. Even more forbidden were ideas that defended African interests. To this day such ideas are forbidden and the penalty for having them exists but varies.
The very education system most of us grew up in, fighting every day to be the best in it, was designed to bury our innate capabilities needed to claim our humanity. "You have to understand that it is at the price of alienation that we got those A's at school […]" Amos Wilson wrote. The best the African was expected to be, to this day, is a skilled worker.
It follows that the measure of excellence is to become a highly-skilled worker. But then what? If the economic system is organized to ensure that all benefits that accrue from it go foreigners, a highly skilled worker then is the weakest link. In other words, the excellence you were fighting for in school was designed to create society's weakest link. It is akin to a disease that destroys the immune system – autoimmune.
Accordingly, the colonial education system ensured that every information fed in the aim of creating a colonized mind carefully veer into idealistic worlds, abstract ideas, unpalpable feelings, and to nudge his or her consciousness or to get her in touch with her sensibilities. The modus operandi of the colonial curriculum produced a predictable modus vivendi of the colonized. To create a mind preoccupied with labor rather than thought, the colonial curriculum emphasized a lexicon of execution and efficiency rather than introspection and reflection.
A hundred years of that and there is no collective concept of a better society for the colonized with millions of minds turned into robots at a remote command. The mind so transformed cannot maneuver its way into the ideal world of dreams. The conditioning is intended to constrain the possibility of a better world.
The abstract world is of vital importance when it comes to the well-being of a people. It allows them to imagine alternative ways of dealing with their interactions with nature and people. In that imagination process, they learn how to love each other, how to respect each other; they discover their life purpose or rather set it, they theorize concepts from observation. They develop. The mind naturally expands when you let it do so. The development of this is what is killed by the colonial curriculum.
It is in the seemingly abstract ideas of respect that a sense of community is cultivated and the abstract ideas of love that solidarity is built. It is in those ideas that the colonial education renders "useless" because they have no link to labor and the market. They are replaced by the lexicon of management noted above.
Disorder also persists because it is in the constant training of the mind around abstract ideas of good and bad that the ways to order are discovered. In African society these ideas are passed on from one generation to another, one tale, myth, legend, proverb at a time. Such were not just stories; they were approaches to exercise the mind; they would shape the minds of young people to honor the elders, to love, care, and prepare him to die in defense of what is shared in community.
In a healthy society, sciences and arts are inextricably linked: the arts conceive the ideal by pushing the boundaries of the possible while the sciences attempt to implement it. However, when science and the arts are conceived in the lens of labor, neither is capable of addressing society deepest ailments due to the deficiency of consciousness needed to heal the body (science) and the soul (arts). | <urn:uuid:b4c91fa0-c4ca-4892-b6de-5bab634edd4b> | CC-MAIN-2021-49 | https://panafricanreview.rw/the-separation-of-arts-and-sciences-is-a-colonial-poison/?print=pdf | 2021-12-05T19:36:26+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00368.warc.gz | 505,243,330 | 1,225 | eng_Latn | eng_Latn | 0.999298 | eng_Latn | 0.999362 | [
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Canine influenza (dog flu) What you need to know
Influenza viruses 101
Influenza viruses are spherical enveloped viruses in the Orthomyxoviridae family of viruses. They are surrounded by a lipid membrane, embedded in which are glycoproteins – proteins linked to sugars – whose composition determine the virus type and strain. There are three types of influenza – A, B and C.
Influenza A strains belong to the genus Influenzavirus A, and can infect humans and animals.
* Common human influenza A strains include H1N1 and H3N2
* Common canine influenza A strains include H3N2 and H3N8
* In wild and captive birds and poultry (chickens and ducks), avian influenza strains H5N1 and H7N2 have caused global outbreaks
* Many avian, human and swine influenza strains can also infect pigs; strain mixing in pigs can give rise to new viruses Influenza B and C viruses generally infect only humans and do not cause pandemics.
About Canine Influenza Virus
There are two recognized strains of canine influenza A virus:
* H3N8 was identified in greyhounds in 2003 and is related to equine influenza.
* H3N2 was identified in 2015 in an outbreak that originated in birds.
Canine influenza A strains H3N8 and H3N2 are structurally very similar to human influenza A strains, but are not known to cause disease in humans. However, given that viruses are constantly changing, it is possible that canine influenza strains could change and infect humans. For this reason, the US Centers for Disease Control and Prevention (CDC) and partners monitor canine influenza.
How is Canine Influenza Virus Transmitted?
The incubation period for canine influenza is one to five days, and clinical signs can appear two to three days after exposure. The virus may be spread during the incubation period, even if there are no clinical signs of illness, and a dog can still spread the virus even if it does not develop the disease.
Canine influenza virus can survive on hands for 12 hours, on clothing for 24 hours, and hard surfaces for up to 48 hours.
There are two main routes of transmission:
1. Droplet transmission via respiratory discharges from infected dogs coughing, barking or sneezing.
2. Direct contact with contaminated hands, clothing, inanimate objects or environmental surfaces.
In the US, several outbreaks of canine influenza have affected thousands of dogs across the mid-West and South, and the virus has been reported in 40 states. H3N8 has been transmitted to cats, and there is evidence that it can be transmitted to ferrets and guinea pigs.
PATHOGEN EDUCATION
Protecting against canine influenza
1. Vaccination
Vaccination is one of the best ways to prevent canine influenza. Vaccines against the most common strains H3N8 and H3N2 are available for dogs and should be given at the same time as vaccines against other respiratory pathogens such as canine distemper, parainfluenza and canine cough. Many boarding facilities in the US require a canine influenza vaccine prior to boarding.
2. Isolation and infection control
Canine influenza is highly contagious, so isolation and infection control are critical to preventing transmission.
* Suspected and confirmed cases should be isolated and evaluated in separate rooms to protect other dogs.
* After evaluation, disinfect walls, floors, and surfaces that the dog or a human may have contacted.
* The air supply in isolation rooms should be separate from other areas, ideally with a wall or door.
* Gloves and gowns are the minimum personal protective equipment that should be worn.
* Separate shoes for the isolation room are preferred. Otheriwse, use a disinfecting footbath to disinfect shoes when exiting the isolation.
3. Infection prevention-cleaning and disinfection
Good infection prevention practices can reduce the risk of virus transmission in facilities housing animals, especially dogs. Only a few disinfectants carry a specific EPA-approved claim against canine influenza strains.
The American Veterinary Medical Association (AVMA) notes that "In veterinary, boarding, and shelter facilities, the canine influenza virus appears to be easily killed by disinfectants commonly used in those facilities, such as quaternary ammonium compounds (eg, benzalkonium chloride), aldehydes, potassium peroxymonosulfate, phenols and bleach (1:30 dilution) solutions."
When selecting disinfectants, first review the product label and other technical information. The label directions will specify the required dilution and the contact time (or wet time), which is the time the disinfectant must stay wet on the surface to be effective. Clean and disinfect surfaces, cages and carriers that come into contact with either dogs or humans who have touched dogs and regularly launder clothing and bedding. Routine cleaning of water and food bowls, and toys with soap and water may help to prevent transmission.
* After handling animals, staff should practice hand hygiene with soap and water or an alcohol-based hand sanitizer.
The following Clorox disinfectants carry disinfecting claims against human influenza A virus or avian influenza A viruses with the contact times shown in the table below. Note that these products do not carry specific EPA-claims for effectiveness against canine influenza virus strains.
References:
Center for Food Security and Public Health, Iowa State University. Canine Influenza. Technical FactSheet. http://www.cfsph.iastate.edu/Factsheets/pdfs/canine_influenza.pdf Accessed October 17, 2017.
Centers for Disease Control and Prevention. Canine flu key facts. https://www.cdc.gov/flu/canineflu/
keyfacts.htm Accessed October 17, 2017
American Veterinary Medical Association. Canine Influenza A Backgrounder. https://www.avma.org/KB/
Resources/Reference/Pages/Canine-Influenza-Backgrounder.aspx Accessed October 17, 2017
Merck Animal Health, Nobivac. Prevent The Spread of Dog Flu. https://www.dogflu.com/ Accessed
October 17, 2017
Clorox Professional Products Company. Professional Cleaning Products and More. https://www.
cloroxprofessional.com/products/ Accessed October 17, 2017
For more information, contact your Clorox sales representative or
Call: 800-234-7700
Visit: www.cloroxhealthcare.com
Email: email@example.com
© 2018 Clorox Professional Products Company, 1221 Broadway, Oakland, CA 94612.
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International Journal of Advanced Science and Research
ISSN: 2455-4227; Impact Factor: RJIF 5.12
Received: 25-12-2019; Accepted: 26-01-2020, 28-02-2020
www.allsciencejournal.com
Volume 5; Issue 1; 2020; Page No. 08-10
A study of solar cells and different types of solar cells
Dr. Shimpy Kumari
Research Scholar, Department of Physics, L.N.M.U, Darbhanga, Bihar, India
Abstract
The solar cell technology originates from the year 1839. A French physicist Antoine-César Becquerel while experimenting with a solid electrode in an electrolyte solution, discovered the photovoltaic effect. During his experiments, he studied that when light falls upon an electrode, it can generate an electrical voltage. Some years later it was Charles Fritts who developed the solar cells in their true sense by coating semiconductor selenium with a very thin and almost transparent layer of gold some 50 years later. Fritts's devices were not very efficient, as they could only transform less than 1 percent of absorbed sunlight into electricity. According to today's parameters, these early solar cells capacity can be considered inefficient, but they broadened a vision of a free, abundant, and clean source of energy among many others. In 1927 a different metalsemiconductor junction solar cell, made of copper and copper oxide semiconductor was demonstrated.
Keywords: different, originates, physicist, Becquerel
Introduction: Solar Cell
A solar cell is a device that transforms the incident light energy directly into electrical energy through the use of photovoltaic (PV). The development and idea of solar cell science dates back to the 1839 research of French physicist Antoine-César Becquerel. These early solar cells, however, had very low energy-conversion efficiency of less than 1 per cent. This deadlock got finally overcome with silicon solar cell developed by Russell Ohl in 1941. Thirteen years after, three other American researchers, G.L. Pearson, Daryl Chapin and Calvin Fuller, conceptualised a silicon solar cell capable of generating an efficiency of around 6 per cent energy conversion when exposed to direct sunlight [1, 2] . Today, silicon is widely used in fabrication of majority of solar cells, which are available in equally better efficiency and optimal cost as the materials differ from amorphous (non-crystalline form) to polycrystalline to crystalline (single crystal) silicon forms. The solar cells do not make use of any simulated chemical reactions as the case for batteries or fuel cells or consume fuel to generate electricity, and also unlike electric generators, they do not have any mobile parts.
Solar cells are placed in arrays, which is nothing but solarcells present into large groups. Thousands of individual cells make up this array [3] , can emulate electrical power stations, transforming sunlight into electrical energy for all commercial, industrial use and for residential power distribution. The advancements in technology has also enabled individual homeowners to deploy solar cells in much smaller configurations, widely referred to as solar cell panels or simply solar panels. These can be setup on their rooftops to fully replace or complement their conventional power supply. Solar cell panels can also be easily setup at remote terrestrial locations to provide electric supply where conventional sources of power are either unavailable or quite expensive to install. The solar power setups don't have any mobile components that would require extra maintenance or any exclusive fuels which require refilling. This enables solar cells generate power for most of the space installations, from communications and weather satellites to space stations. (For space probe mission's enroute to space or to other planets, solar power is still not sufficient. This is because of the incident energy gets diffused with distance from the Sun.) Solar cells have also been found to be extensively used in numerous consumer products, including electronic toys, portable calculators, and radios. Solar cells used in certain products may also try to utilize energy from other forms of lighting (e.g., from incandescent and fluorescent bulbs) in addition to sunlight, which is the primary intended source.
Solar Cell Structure and Operation
Solar cells, are found to have almost the same basic structure, even when used for different applications such as satellite, power plant or even a basic portable calculator. In a basic solar cell optical coating or antireflection layer makes way for the light to enter the cell, (this leads to reduction in loss by reflection). This layer in turn promotes below energy-conversion layers transmission, by effectively capturing light present on surface of solar cell. Spin coating helps in development of antireflection layer which is type of oxide of silicon, titanium or tantalum, it can also be developed by a method of vaccum decomposition on surface of cell [4] .
Under the antireflection layer the energy conversion layers present are top junction layer, absorber layer which
8
constitutes device's core, and the junction layer present at back [5] . In addition, two more electrical contact layers are present, which completes the electric circuit by transporting the electric current out to an external load and back into the cell. The light entering location on cell's face is available in some grid pattern has electrical contact layer and is generally made up of metal which is a good conductor. As light is obstructed by metals, thin and widely spaced grid lines are created as without impairing collection of the cell current. There is no opposed restrictions on electrical contact layer present at back. It acts as an electrical contact and therfore covers the back surface of the cell completely. The layer present at back is made out of metal, due to requirement of good electrical conductivity.
A solar cell absorber should efficiently absorb radiation at wavelengths from the visible range of electromagnetic spectrum, as most of the energy in sunlight and artificial light falls in this bracket. A semiconductor-based multilayer stack should be able to exhibit absorption of solar light in increased manner and low thermal emission is required for solar thermal applications which are unconcentrated. The calculated absorption at solar wavelengths is 76%, whereas at thermal wavelengths the absorption measured is 5% when taken at room temperature [6] . Semiconductors are the class of substance which absorb visible radiation strongly. Semiconductors which are of thicknesses of about onehundredth of a centimetre or less are found to absorb all incident visible light; since the junction-forming and contact layers are much thinner, the thickness of a solar cell is essentially that of the absorber. Solar cell are manufactured using semiconductor materials like Indium phosphide, silicon, gallium arsenide and copper indium selenide.
Common Types of Solar Cells
Hundreds of photovoltaic cells (or solar cells) form an array of solar photovoltaic (PV) cells called as PV array. Solar cells convert radiant light into electrical energy made up by solar arrays and this energy is then utilized in powering electrical devices and also to regulate temperature in businesses and homes. Solar cells have materials with semi– conducting characteristic whose electrons get excited upon getting strucked by sunlight and turn it into electrical current. Amidst all the various types of solar cells, crystalline silicon (including monocrystalline and polycrystalline) makes the two most commonly type of solar cells and they are made of what is known as thin film technology.
Silicon Solar Cells
In 1954, the first silicon photocell which produced electrical power from solar radiation was reported of having 6% efficiency [7] and lead to the development of this technology. The solar cells present in today's market are majorly made of some type of silicon, some estimates even show that silicon is used for making 90% of all solar cells [8] . However, there can be variety of form of silicon. The purity of the silicon mostly distinguishes the variations; purity here shows the alignment of silicon modules. The purity of the silicon modules is found to be directly proportional to the efficiency of solar cell at converting sunlight into electricity. Crystalline silicon make up 95% of silicon based solar cells currently present in the market [9, 10] , which makes it the most commonly used solar cell. There are two types of crystalline silicon namely monocrystalline and polycrystalline.
Monocrystalline Silicon Solar Cells
Crystalline silicon of the monocrystalline type are easily recognized by their color, they are also called "single crystalline" cells. They are made up of very pure type of silicon, this property makes them most unique. In the silicon world, if the molecules are more pure then the material is more efficient at converting light energy into electricity. The most efficient of all solar cells are Monocrystalline solar cells, their efficiencies have been documented at increased level of 20%.
These cells last longest among all varieties with a warranty of up to 25 years. The % efficiency for the cells is usually 13-16% which is less than half of the limit of balance of around 33% for Si [11] . But quality occur with the price and the solar panels composed of monocrystalline cells are the most costly among all solar cells, hence polycrystalline cells and thin-film cells are more preferred by the consumers. Also, the cutting method (four-sided cutting) wastes too much of silicon which adds up to the cost.
Polycrystalline Solar Cells
The first solar cells to get an introduction to the solar-cell industry in 1981 were polycrystalline solar cells, also called polysilicon or multisilicon cells. They don't undergo the cutting method as for monocrystalline cells. The silicon is first melted and then it is poured in a squarish mold, which gives the square shape. Here there is no silicon wastage and the method is affordale. This makes them much more affordable since hardly any of the silicon is wasted during the manufacturing process.
However the monocrystalline cell is more efficient than the polycrystalline cell because the latter has lesser purity, example: polycrystalline solar cells in a PV system operates at an efficiency of 13-16% [12] . It is less efficient in terms of space as well. Also, it doesn't perform better than monocrystalline cell when the temperature is high.
Thin Film Solar Cells
The thin film solar cell is another upcoming solar cell with growth rate of 60% since 2002 to 2007, representing 5% of all market cells by 2011. The typical efficiency is 7-13% [13] . Much R&D is carried out with the hope that the efficiency would shoot up to 16% in upcoming devices [14] .
Many varieties of semiconducting materials are placed on top of each other to create a thin series of films. The price of mass production of thin films is much less than crystallinebased models. Flexibility of the product is also very high which has many advantages. One more advantage is that high temperature and shading has lesser negative effects on the thin films.
Amorphous Silicon Solar Cells
A-Si or a-Si: H solar cells are in the category of thin-film silicon, in which some layers of photovoltaic substance are deposited on a surface substrate. This technology may progress swiftly in the future, it accounted for 4% of the market. Many varieties of silicon-based solar cells are structured (crystalized) on a molecular level but the silicon material is not. In this the principal carrier transport process occurs by either diffusion current or the drift current due to
9
a huge electric field.
The power source of most of the portable calculators are amorphous silicon based thin film solar cell. For quite a long span of time, the low power output of amorphous silicon solar cells had their usefulness for small applications only. This problem is solved to some extent by "stacking" of multiple solar cells one upon another like a stack of books, this enhances their performance and increases their efficiency in terms of space.
Thin film amorphous silicon solar cells are generally used for powering small portable devices like pocket calculators, travel lights, and camping gear used in trekking. Stacking is an costly process in which multiple layers of amorphous silicon cells have improved the efficiency to 8%.
Fabrication of Amorphous Silicon Cell
Solar panels comprising amorphous silicon are formed on a substrate like glass or metal by depositing vapoor of a thin layer of around 1m thick of silicon material. Plastics can also be used for deposition at 75 0 C. The cell consists of single sequence of p-i-n layers. However, power output falls down to 15-35% under exposure to sunlight. This degradation mechanism has its name after their discoverers, the Staebler-Wronski Effect.
For improved stability, the use of a thinner layers is recommended in order to increase strength of electric field around the material. This, however, reduces light absorption, hence the effectiveness of the cells. This lead to the development of triple layer devices containing p-i-n cells stacked one upon another. Uni-Solar is one of the pioneers in the development of amorphous silicon cells. They use a triple layer system to absorb the light coming from the entire solar spectrum.
Conclusion
I was doing research for this article. I found more than one article (in mining publications) that suggested that the capacity for manufacturing thin–film photovoltaic solar cells from cadmium telluride is very close to a maximum supply of tellurium available, or that may become available and that a ability of companies like First solar to continue to expand at the rates they have been going to over the past several years will become increasingly difficult to maintain because of lack of available tellurium.
sReferences
1. Balhorn G, Weber KJ, Armand S, Stocks MJ, Blakers AW. High efficiency multicrystalline silicon solar cells by liquid phase epitaxy; Sol. Energymater. Sol. Cells. 1998; 52(1-2):61-68.
2. Benitez P, Mohedano R, Minano JC, Hernandez M, Munoz F. New nonimaging static concentrator for bifacial photovoltaic solar cells; Proc. SPIE. (Nonimaging optics), 1999; 3781:22-29.
3. Bruton TM. General trends about photovoltaics based on crystalline silicon; Sol. Energy Mater. Sol. Cells, 2002; 72:3-10.
4. Rob Andrews, Nabeil Alazzam, Joshua M. Pearce, "Model of Loss Mechanisms for Low Optical Concentration on Solar Photovoltaic Arrays with Planar Reflectors", 40th American Solar Energy Society National Solar Conference Proceedings, 2011, 446-453.
5. Ye L, Zhang Y, Zhang X, Hu T, Ji R, Ding B, et al. Sol. Energ. Mat. Sol. C, 2013; 111:160.
6. Figueres E, Garcera G, Sandia J, Gonzalez–Espin F, Rubio JC. "Sensitivitystudy of the dynamics of three– phase photovoltaicinverters with an LCL grid filter," IEEE Trans. Ind. Electron. 2009; 56(3):706-717.
7. Thomas NH, Chen Z, Fan S, Minnich AJ. Semiconductor-based multilayer selective solar absorber for unconcentrated solar thermal energy conversion. Scientific reports. 2017; 7(1):5362.
8. Chapin DM, Fuller CS, Pearson GL. A new silicon p-n junction photocell for converting solar radiation intoelectrical power. J Appl Phys, 1954; 25:676-677.
9. Gangopadhyay U, Jana S, Das S. State of art of solarphotovoltaic technology. Conf. Pap Sci. [cited 2017 May 11], 2013.
10. Energy SP. Technology roadmap. 2014 [cited 2017 May11].
11. Schmela M. Global market outlook for solarpower/2016–2020.
12. Tiedje T, Yablonovitch E, Cody GD, Brooks BG. Limiting Efficiency of Silicon Solar Cells, IEEE Trans. Electron Devices, ED, 31:711-716.
13. Ismael AI. Electrical energy analyses in monocristal of solar cell systems, Gazi University Institute of Science and Technology, Ankara, Turkey, 2012.
14. Progress with Polycrystalline Silicon Thin-Film Solar Cells on Glass at UNSW", A.G. Aberle, Journal of Crystal Growth, 2006; 287:386-390.
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Statement of Values and School Philosophy
PURPOSE
The purpose of this policy is to outline the values of our school community and explain the vision, mission and objectives of our school.
POLICY
Andale School is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents and carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students.
The programs and teaching at Andale School support and promote the principles and practice of Australian democracy, including a commitment to:
* Elected government
* The rule of law
* Equal rights for all before the law
* Freedom of religion
* Freedom of speech and association
* The values of openness and tolerance.
This policy outlines our school's vision, mission, objective, values and expectations of our school community.
VISION
Andale School's vision is to develop unique Australian children by embracing their differences and challenges, and empowering them with education.
MISSION
Andale will redefine the traditional learning environment by creating a customised offering in the education sector. One shapes by pour values; authentic, courageous, extraordinary, and our community; loyal, safe and supportive.
VALUES AND PHILOSOPHY
We believe that each child should be viewed as a unique learner, therefore individualised programs that build on each child's strengths are the key to a meaningful learning experience. The school's approach to education stems from an understanding of the whole child and promotes learning equally across all developmental domains, social and emotional, cognitive, language and physical.
All children have the right to feel safe and to be safe all of the time. The welfare of the children at Andale School is our first priority.
Our school is founded on three cornerstones: Growth. Community. Environment.
This foundation enables us to create a holistic and inclusive learning environment that extends beyond the classroom.
With this as our basis, we can expand and evolve towards a sustainable and ambitious future.
Environment: Junior Class
Our school provides an optimal learning environment for young learners. The environment is established to support individual learners and takes into consideration student interests, strengths and needs.
Growth: Middle Class
As our students enter the second phase of their learning journey, the emphasis is on growth, building on their early learning. Students increase their independence and understand their role as learners.
Community: Senior Class
Our students incorporate their skills and knowledge with a focus on their role in the community. They take greater responsibility as leaders in the school community and look to find their place in communities beyond Andale.
BEHAVIOURAL EXPECTATIONS
Andale School acknowledges that the behaviour of staff, parents, carers and students has an impact on our school community and culture. We acknowledge a shared responsibility to create a positive learning environment for the children and young people at our school.
As teachers and non-teaching school staff, we will:
* Model positive behaviour to students consistent with the standards of our profession
* Communicate politely and respectfully with all members of the school community
* Proactively engage with parents about student outcomes
* Work with parents to understand the needs of each student
* Work collaboratively with parents to improve learning and wellbeing outcomes for students
* Treat all members of the school community with respect.
As parents and carers, we will:
* Model positive behaviour to our child
* Communicate politely and respectfully with all members of the school community
* Ensure our child attends school on time, every day the school is open for instruction
* Take an interest in our child's school and learning
* Work with the school to achieve the best outcomes for our child
* Communicate constructively with the school and use expected processes and protocols when raising concerns
* Support school staff to maintain a safe learning environment for all students
* Follow the school's processes for communication with staff
* Treat all staff, students, and other members of the school community with respect.
As students, we will:
* Model positive behaviour to other students
* Communicate politely and respectfully with all members of the school community
* Comply with and model school values
* Behave in a safe and responsible manner
* Respect ourselves, other members of the school community and the school environment
* Actively participate in school
* Not disrupt the learning of others and make the most of our educational opportunities.
As community members, we will:
* Model positive behaviour to the school community
* Treat other members of the school community with respect
* Support school staff to maintain a safe and inclusive learning environment for all students
Our Statement of Values and School Philosophy ensures that everyone in our school community will be treated with fairness and respect. In turn, we will strive to create a school that is inclusive and safe, where everyone is empowered to participate and learn.
REVIEW CYCLE
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Frypa Rascals Preschool
Inspection report for early years provision
Unique Reference Number 203397
Inspection date
06 July 2006
Inspector
Jacqueline Oldman
Setting Address
Frypa Hall, The Fryth, Basildon, Essex, SS14 3PL
Telephone number
01268 281921
E-mail
Registered person
Frypa Rascals Pre-School
Type of inspection
Integrated
Type of care
Sessional care
ABOUT THIS INSPECTION
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.
The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are satisfactory.
WHAT SORT OF SETTING IS IT?
Frypa Rascals Pre-School opened in 1969 and is committee run. It operates from a large hall situated on the outskirts of Basildon town centre. A maximum of 26 children may attend the pre-school at any one time. The group opens five days a week during school term times. Sessions are from 09:30 until 12:00 Monday to Friday and from 13:00 until 15:30 Monday to Thursday. All children share access to a secure enclosed outdoor play area.
There are currently 59 children from two to under five years on roll. Of these 26 children receive funding for nursery education. Children attend from the local and wider community. The pre-school supports a small number of children who have learning difficulties and/or disabilities and also supports children who speak English as an additional language.
The pre-school employs seven members of staff. All staff, including the supervisors, hold appropriate early years qualifications. One member of staff is currently working towards a recognised early years qualification. The setting receives support from the Early Years Development and Childcare Partnership (EYDCP), the Pre- School Learning Alliance (PSLA) and other professionals.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is satisfactory.
Children stay healthy because staff follow procedures which satisfactorily meet their physical, nutritional and health needs. Children are beginning to understand the importance of simple personal hygiene practices such as washing their hands before eating because some children know hands carry germs. However, the management of soap, to protect children with allergies, results in it not always being made freely available to children. There are clear written guidelines that protect children from illness and infection and cover the procedures in the event of a child being unwell. Children's welfare is promoted as staff have attended first aid courses and keep clear records of any accidents.
Children are well nourished. They are offered balanced and nutritious snacks that are eaten as a social group. Fresh fruit is offered daily to promote their development. Children can help themselves to fresh drinking water throughout each session and are beginning to understand the importance of drinking regularly in hot weather. However, staff are not always vigilant in ensuring children don't share cups to minimise the spread of infection. Staff ensure they are aware of any specific dietary requirements or allergies so that children's individual needs are met.
High regard is given to protecting children from the effects of very hot weather. Staff ensure parents are reminded to protect their children with suitable sun cream when attending pre-school. All children wear hats when playing outside in the sunshine and a gazebo is erected to provide extra shade. This is made comfortable with cushions for children to rest or share books outside.
Children enjoy physical activity and delight in using the outside area, this lays the foundations for a healthy, active life style. For most of each session children move freely between the inside and outside and benefit from physical freedom using a wide range of equipment and resources. These provide varied opportunities for natural movement, spontaneous and imaginative play as well as scientific skills when planting and growing their own flowers and vegetables. They are able to explore the capabilities of their bodies within an environment that has been carefully planned to meet the needs of young children.
Protecting children from harm or neglect and helping them stay safe The provision is good.
Children play and explore in a safe and well organised environment. The hall is bright and spacious and children benefit from a well developed outdoor area. Posters and examples of children's work are displayed to help children develop a sense of belonging. A range of activities and resources, both indoors and outdoors, are set up ready for them to make choices about their play. Children move between the indoor and outdoor activities in safety and with appropriate adult support at all times.
Children's safety is given high regard. Clear arrival and collection procedures protect children from unauthorised persons. Risk assessments, daily checks and staff intervention regarding observation of potential hazards ensure that equipment, toys and activities are safe, well maintained and appropriate for individual children's age and stage of development. Children are learning to keep themselves safe as clear explanations are given for the restrictions imposed on them. For example, children are told not to drink from the water play trough as children have been playing in the water. Appropriate fire safety precautions are taken and children practise the emergency evacuation procedure, this helps them learn about potential hazards.
Children are safeguarded as staff have a satisfactory awareness of their child protection responsibilities. Although they know who to contact if concerned about a child's well-being, and the procedures are clearly displayed in the hall, the necessary contact details are not included in the child protection policy. As a result children's welfare is not yet fully protected.
Helping children achieve well and enjoy what they do
The provision is satisfactory.
Younger children are mostly happy and settled within the pre-school. Staff are aware of the individual children, they offer a good level of support and assistance to children who require help in leaving their main carer. Their achievements are satisfactory, and would be improved by staff developing further the planning of activities, play opportunities and first hand experiences which allow children to build on their natural curiosity as learners. For example, the youngest children will benefit from spending time in small groups to develop their confidence and self-esteem.
Children are able to independently select the toys and resources and make choices about their play. The majority of younger children are becoming secure within their environment and receive a high level and quality of support from staff to help them make progress. Older children are forming friendships with their peers and developing good relationships with an approachable and friendly staff team. All children play happily and most are confident to initiate conversations and involve other children and adults in their play.
Nursery Education.
The quality of teaching and learning is satisfactory. Children are generally confident
in their surroundings. They enthusiastically join in activities outdoors and select the toys and resources they wish to use from the variety available both indoors and outdoors. Children develop their independence skills and learn to take responsibility through choosing from a good range of planned activities, toys and equipment that are set out ready for them. Children are enthusiastic to assist in daily tasks, for example, tidying up and selecting items from the colour table. More able children sit and listen well at group times, they participate with gusto in familiar songs and rhymes. Staff are very skilled in engaging children in complex role play situations. They encourage them to put forward their thoughts and feelings, which they do with confidence. Children's ideas about what will happen when a plane lands or how they will get from the airport to the hotel with their heavy luggage are all explored enthusiastically. Children behave very well and are generally aware of the expectations and boundaries in place, for example, using equipment appropriately and sharing the toys and resources because staff are sufficiently consistent.
Staff provide children with many opportunities to mark-make and practise their emergent writing through everyday and fun activities in role play both indoors and outdoors. However, children are not always encouraged to write their names on their artwork. Children count up to 10, and many count beyond this as they check the number of children present. Children are observed using the number poster independently to reinforce their knowledge. They are confident in their use of simple calculations and have opportunities to use these skills each day during circle time. Children use mathematical language in their play, such as full and empty and talk about shapes they see. Children are keen to discover about the world around them and enjoy opportunities to sow, water and observe plants as they grow. Children are competent in their use of technology and make full use of the office area in the 'doctor's surgery'. Children enjoy and participate in a very good range of physical activities to assist them in developing their large and small motor skills.
Staff are developing an awareness of the needs, interests and skills of individual children and use this information to plan a stimulating and varied range of activities. Planning is flexible and is adapted to meet the interests of the children. However, is not currently effectively differentiated to clearly identify the needs of individual children to ensure it provides sufficient support and/or challenge to maximise outcomes of all children. Children's achievements are satisfactory but would be improved if planning clearly identified, and staff are made consistently aware of, the aims and objectives of core activities. The implementation of a sufficiently detailed system for observing what children do and using these observations to inform their next steps in learning will provide continuity and progression for children's all round development.
Helping children make a positive contribution
The provision is satisfactory.
Most children are confident and form good relationships with staff and their peers. Children play well together, learning to share and take turns, and they negotiate this with confidence. They develop a sense of belonging and confidently take on responsibilities within the pre-school, such as helping to clear up after snack.
Children are encouraged to feel valued by staff that mostly interact effectively with them. Systems are in place to support children with learning difficulties and/or disabilities. However, staff are not always fully aware of individual children's developmental targets to ensure they maximise opportunities to promote their welfare and development.
The children's spiritual, moral, social and cultural development is fostered. Children develop self-esteem and respect for others. They receive frequent praise for the efforts and achievements, this helps them build their confidence and feel good about themselves. Children celebrate each others birthdays and are developing a good understanding of the world in which they live. For example, they know that doctors help you when you are ill, that stethoscopes are used to listen to your heart beat and a thermometer is used to take your temperature. Children respond positively to the boundaries as clear explanations are given to help them take responsibility for their actions. Behaviour is managed positively and an imaginative range of strategies help children to develop a sense of fairness.
The partnership with parents and carers is satisfactory. The newly formed pre-school committee have given priority to establishing and securing links between home and the setting. They have recently introduced a newsletter as a user friendly way of passing relevant information to parents and carers. Parents are invited to contribute to the newsletter. The entrance hall is used to display information about the setting, this includes details of the curriculum. Children and their parents take part in fund raising events and social outings to help develop a sense of belonging. Parents are encouraged to extend their child's progress at home with the popular book sharing scheme. This helps to ensure all children make progress and allows parents to become involved in their child's care and learning.
Organisation
The organisation is satisfactory.
Leadership and management are satisfactory. The supervisors work closely with the Committee to ensure they are fully informed and the development plan is consistent with improving outcomes for children. They are developing a skilled, enthusiastic and dedicated staff team. Staff demonstrate commitment to children's achievement and development, which is demonstrated by the children's enthusiasm for, and involvement in, their learning. Processes for monitoring and evaluating children's progress are not yet effective in identifying children's next steps in learning, but management are aware of this and have identified this as an area for improvement.
The staff team place play at the heart of children's learning and use talk effectively to help children make progress in all areas. Practitioners demonstrate a good knowledge of the setting's policies and procedures and implement these to help ensure children are kept safe and well. Staff appraisals help to identify individual training needs and they are supported in accessing it. The pre-school has a clear management structure and all members of staff have clearly defined roles and responsibilities. Children are protected because an effective staffing and employment policy is followed and checking procedures are robust.
Staff are deployed well to ensure children receive suitable levels of adult interaction. The pre-school has had significant changes to committee and staff members during the last year. However, the newly appointed committee is giving high regard to ensuring policies, procedures and records are reviewed to ensure they are in line with the National Standards and contain necessary and correct information to ensure children are safe and well cared for.
Overall children's needs are met.
Improvements since the last inspection
Since the last visit the newly appointed joint supervisors have been giving careful consideration to addressing the actions and recommendations previously made and as a result some changes have been made improving outcomes for children. The outings and no smoking policy and procedures have been reviewed and updated to help promote the welfare and safety of children; this includes maintaining minimum ratios of two children to every adult and ensuring drinking water is made readily available. Effective risk assessments are now obtained prior to taking children on outings and parents are fully informed. The group has reviewed their policy of informing Ofsted of any significant events and all staff are aware of this.
The joint supervisors have looked at the effectiveness of the provision and as a result the lunch club no longer operates and there is a clear break between sessions. They have spent time re-evaluating the effectiveness of children's care and learning. They have worked with other professionals and started to revise their methods of planning, observation and assessment to improve outcomes for all children. Enquiries have been made regarding accessing appropriate training to support the youngest children. However, in order to maximise learning for all children the setting needs to develop further their observations and evaluations to ensure activities are effectively adapted to challenge and support children to achieve as much as they can.
Complaints since the last inspection
There has been one complaint made to Ofsted since the last inspection. We received information that during an outing to a farm a child had been lost for a period of time and that the parents of the child had not been informed of the incident. We investigated these concerns under Standard 6 (Safety) and Standard 12 (Working in partnership with parents). Ofsted Childcare Inspectors made a visit to the pre-school and to the farm on 19 July 2005. The provision has been given seven actions under National Standards 1(Suitable person), 6 (Safety), 7 (Health), 8 (Food and drink) and 12 (Working in partnership with parents). Compliance with the National Standards will be checked at every future inspection. A satisfactory response to the actions has been received. The provider remains qualified for registration.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are satisfactory. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are satisfactory.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
* review and update the child protection policy to ensure it includes contact names and telephone numbers for the local police and social services
* develop further the planning of activities, play opportunities and first hand experiences which allow children to build on their natural curiosity as learners to maximise outcomes for children under three years
The quality and standards of the nursery education
To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
* develop further the planning cycle to ensure that activities are adapted to challenge and support children to achieve as much as possible
* ensure that evaluations are sufficiently detailed to show what children can do and to indicate the next steps in children's learning.
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Building better childcare: Compliments and concerns about inspectors' judgements which is available from Ofsted's website: www.ofsted.gov.uk | <urn:uuid:964a68de-c129-4702-8b91-742d0873639f> | CC-MAIN-2021-49 | https://files.ofsted.gov.uk/v1/file/1030117 | 2021-12-05T19:57:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00371.warc.gz | 328,936,995 | 3,641 | eng_Latn | eng_Latn | 0.948451 | eng_Latn | 0.998023 | [
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Hearing Loss
What is hearing loss?
When a child has trouble with hearing it is called a hearing loss. There are many types and degrees of hearing loss. Types of hearing loss are classified by where in the ear the problem occurs.
Types of hearing loss include:
- Conductive hearing loss: This type of hearing loss occurs when something interferes with sound waves traveling through the outer and middle parts of the ear. Possible causes include:
o complete blockage in the outer ear by wax
o ear infection or a collection of fluid in the middle ear
o damage to the tiny bones in the middle ear.
Conductive hearing losses may or may not be permanent depending on the cause.
- Sensorineural hearing loss: This type of hearing loss is caused by a problem in the innermost part of the ear or in the auditory nerve (the term auditory refers to hearing). Possible causes include:
o abnormal development of the inner part of the ear
o injury to the ear from diseases, such as meningitis and rubella
o tumors
o a physical injury to the inner ear.
Sensorineural hearing losses are permanent. Sometimes the problem with the inner ear also causes problems with balance. Children with both hearing and balance problems may have mild delays in the development of their motor skills.
A child may have both a sensorineural hearing loss and a conductive hearing loss. This type of hearing loss is called a mixed loss.
What are the levels of severity?
Hearing losses are also classified by their severity: mild, moderate, severe, and profound. The level of severity is determined by the loudness of sound that a child can hear. The loudness of sound is measured in decibels (dB).
Mild: Children with mild hearing losses can hear sounds of 30 to 40 dB or louder. They may have trouble hearing faint or distant speech. The most common cause of a mild hearing loss is fluid collection in the middle ear.
Moderate: Children who have moderate losses of hearing can hear sounds louder than 45 to 60 dB. They need speech to be loud. It is hard for these children to understand speech in group situations.
Severe: Children with severe losses can hear sounds of 65 to 85 dB or louder. They can hear only loud voices one foot or less away or loud sounds in the environment.
Profound: Children with profound hearing losses may hear loud sounds of 90 dB or more, but they may be more aware of vibrations than sound. The term deaf usually applies to children with profound hearing losses or to children with no hearing at all.
What are the symptoms?
Your child may have a hearing problem if:
- Loud noises do not startle your child by 3 or 4 months of age or if your child does not turn towards the source of a sound.
- Your child notices you only when he or she sees you.
- Your child does not experiment with sounds other than gargles and other vibrating noises that he or she can feel.
- By 15 months of age, speech is delayed or hard to understand. Single words such as "dada" or "mama" are not spoken.
-
- Your child hears some sounds but not others.
Your child does not always respond when called.
- Your child hears poorly and has trouble holding his head steady. Your child is slow to develop unsupported sitting or walking.
- Your child has a cleft lip or palate, kidney disease, short stature, or other birth defects.
How is it diagnosed?
Most states test a newborn's hearing before the baby leaves the hospital. Every child who may have a hearing loss needs thorough testing of his hearing and middle ear function. An audiologist performs hearing tests. He or she is specially trained to recognize and evaluate hearing.
After a hearing loss is diagnosed, your health care provider will try to find out the cause of the hearing loss. Additional tests may include blood tests, an EKG, and a CAT scan (a special x-ray) of the middle and inner ear. It is important to try to find out if the cause, especially if it is a genetic cause. Then you will know if your next child has a chance of having the same problem.
Results from these tests help determine the best treatment and educational strategy for your child.
What is the treatment?
A child's early years are very important for learning and the development of language. Treating hearing impairment early makes a big difference in how well a child functions later in life. The audiologist tries to provide the best use of a child's remaining hearing. She or he designs a treatment plan for your child. This plan consists not only of making sound louder with hearing aids, but also hearing and language training, and parent support and training.
- Hearing aids
Hearing aids do not restore hearing. They are loudspeakers that help get the best sound possible to your child's ear. The aid makes sounds louder, not clearer. It may distort some sounds. Children of all ages can use hearing aids. The aids even help young infants.
Make sure that you talk to the ear doctor about what sounds your child can hear with and without a hearing aid, the effects of noise on your child's hearing, and how to keep the hearing aids in the best working order. Your child will also need to learn how to hear better; for example, by ignoring noises in the environment and paying attention to voices.
- Cochlear implants
The cochlea is the part of the ear that turns the vibrations we call sound into electrical signals. The brain then interprets the signals into meaningful sounds such as speech. Some children with hearing loss may benefit from an electronic device called a cochlear implant (CI).
A CI has of three parts: a microphone, a microcomputer, and a cochlear electrode. The microphone, worn behind the ear, sends the sound to a microcomputer. The microcomputer is connected to the microphone by a wire and is worn in a pouch attached to the belt.
It turns the sound into an electrical code which is sent by radio wave to the cochlear electrode. The wire electrode is surgically implanted through the skull behind the ear into the cochlea. The cochlear implant does not give the child normal hearing. However, the child may be able to interpret the signals produced by the implant after he or she gets used to the signals and what they mean.
Your team of doctors and hearing specialists will help you decide if an implant is right for your child. The results of an implant may vary from child to child. Most children who get an implant have improved hearing and oral language abilities. Therapy given after surgery may also play an important role in how well your child's hearing improves.
- Ear tubes
A buildup of fluid in the middle ear could worsen your child's hearing loss. Your child may need to have ventilating tubes (ear tubes) to help drain fluid in the middle ear. Any additional hearing loss may make a big difference in what a child can hear. A child with ear tubes can continue to use hearing aids.
- Therapies
Language training programs for hearing-impaired children are offered as early as infancy. Parent-infant programs help parents provide an environment rich in language for their child.
Hearing-impaired children use a variety of ways to communicate. You and your health care provider will need to decide which way works best with your child. If your child has some hearing left, it may be best to train your child to make the most of his or her speech and hearing abilities. For a more severe hearing loss, a child may need to be trained to use speech, hearing, vision, speech-reading, finger spelling, reading, writing, or signing (American Sign Language) to communicate.
Think about and discuss the following questions to help determine the best method of communication for your child:
o How much hearing does your child have left?
o How does your family communicate with your child?
o Are you willing to attend sign language classes?
o What resources are available to you and your child?
- Education
Contact your local school district before your child starts school. Children with hearing loss usually require some special classroom changes. A team of professionals will help evaluate your child and put together an Individual Education Plan (IEP). Parents have a right to help put together this plan. You may also ask your health care provider to review the plan. In some schools there are programs available for children with hearing loss. Ask and find out all the services that may be available for your child.
- Follow-up
Hearing-impaired children need regular hearing, ear, and eye exams.
Younger children need to be tested more frequently than older children because their ear canals are growing and changing shape. Because your child's primary way of learning and communicating is through sight, regular eye exams are important to make sure there are no problems.
How can I help my child learn to communicate?
- Talk directly to your child. Always face your child and bend down to his or her level before you begin to speak. Use short, simple phrases and sentences. Don't use baby talk. Speak clearly and slowly.
- Use many facial and body expressions.
- Talk about things that are important to your child. Provide materials, toys, and games that are interesting to your child to stimulate conversation.
- Repeat words and phrases often. As part of your child's daily routines-for example, getting dressed--emphasize words like shirt, socks, and shoes. Add words to your child's one- and two-word phrases. For example, when your child says "blue train," say back to the child, "The blue train is going fast."
- Encourage your child to join in your conversation. Praise your child's efforts at making sounds. Respond to the meaning your child is trying to communicate. Encourage taking turns in conversation.
- Avoid having conversations in places where there is a lot of noise, including sound from television, radio, electrical appliances, and competing conversations.
When should I call Idaho Falls Pediatrics?
Call during office hours if:
- there is any sudden change in your child's response to sound, especially from a cold
- you are concerned about your child's hearing.
*NOTE: This information is provided as a public educational service. The information does not replace any of the instructions your physician gives you. If you have a medical emergency please call 911 or call the Hospital at (208) 529-6111. If you have questions about your child's care, please call Idaho Falls Pediatrics at (208) 522-4600. | <urn:uuid:c266009b-fd03-4e74-b080-31d50614aaec> | CC-MAIN-2021-49 | https://www.ifpeds.com/media/5h3pvmlc/hearing-loss.pdf | 2021-12-05T20:27:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00370.warc.gz | 889,100,479 | 2,136 | eng_Latn | eng_Latn | 0.998896 | eng_Latn | 0.99916 | [
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Claremont Colleges Scholarship @ Claremont
HMC Senior Theses
HMC Student Scholarship
2014
Using Topology to Explore Mathematics Education Reform
Carling Sugarman Harvey Mudd College
Recommended Citation
Sugarman, Carling, "Using Topology to Explore Mathematics Education Reform" (2014). HMC Senior Theses. 54. https://scholarship.claremont.edu/hmc_theses/54
This Open Access Senior Thesis is brought to you for free and open access by the HMC Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in HMC Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact email@example.com.
Using Topology to Explore Mathematics Education Reform
Carling Sugarman
Jon Jacobsen, Advisor
Michael Orrison, Reader
Department of Mathematics
Copyright c ⃝ 2014 Carling Sugarman.
The author grants Harvey Mudd College and the Claremont Colleges Library the nonexclusive right to make this work available for noncommercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Abstract
Mathematics education is a constant topic of conversation in the United States. Many attempts have been made over the last fifty years to reform teaching methods and improve student results. Recent ideas have emphasized problem-solving to make math feel more applicable and enjoyable. Additionally, the widespread problem of "math anxiety" has been tackled by creating lessons that are more discussion-based than drill-based to shift focus from speed and accuracy. In this thesis, we explored past reform goals and some added goals concerning students' perceptions of mathematics. We developed and tested a pilot workshop in topology, a creative and intuitive field of mathematics, for use in 4th–6th grade classrooms. Preliminary results suggest some success in altering student views on mathematics.
Contents
Chapter 1
Introduction
This thesis explores elementary mathematics education, and the many past attempts at reforming mathematics curricula and teaching methods. Several proposed reform ideas were reviewed and their main goals were analyzed. Through this analysis, we identified some valuable goals, as well as a few that could be altered slightly for improvement. A few additional goals were then added. This thesis aims to explore how these goals can be combined to present mathematics most effectively to young students in order for them to develop a strong mathematical base, get excited about mathematics, and better understand the field as a whole.
To gain more insight into the potential of these reform ideas, we incorporated them into a set of lessons that adapt the study of topology for use in a 4th–6th grade classroom. Thus, we created an elementary topology workshop and tested it in a local 5th grade classroom. To the average mathematician, teaching topology to elementary students might seem like a crazy, unrealistic feat. Topology is considered an upper-level subject in mathematics and many students don't encounter it until graduate school. The intent, however, was not to establish a rigorous topology curriculum for young students. Instead, topology was used to introduce some rich mathematical ideas that are accessible to a 4th–6th grade mind. An early exposure to such valuable concepts can help to build a foundation for the students in their future endeavors in mathematics. Bringing topology lessons into elementary classrooms not only provides an enriching experience for the students, but is a chance to reflect on the efficacy of several reformative ideas for mathematics education as a whole.
The introduction of a topic like topology into early education holds strong potential to alter the way in which young students view mathematics. It is the perfect topic from which to get a taste of upper-level material. The visual nature of topology makes it intuitive, so it lends itself to a young audience. While topology is typically taught to college and graduate mathematics students in a rigorous manner, it's possible to gain a strong understanding of the fundamental concepts through purely visual demonstrations. Additionally, topology relies on some core mathematical ideas that are very valuable for students to understand at an elementary level. By bringing topology into the classroom, students are familiarized with these foundational concepts in a non-obvious way to keep the material from seeming dry and compulsory. The students' positive reactions to the subject and their ability to grasp information presented through a topological lens during the workshop reinforced my belief that topology could be used to create powerful elementary mathematics lessons.
Chapter 2
Review of Mathematics Education Reform
The conversation about improving math education, especially in the United States, is ongoing and highly controversial. Schools in the United States consistently perform at a mediocre level when compared with schools across the rest of the world. In 2007, for example, "15-year-olds in the United States ranked 25th among their peers in 30 developed nations in math literacy and problem solving" (Lewin, 2008). And as performance fails to improve, students in the United States have shown a "steadily declining interest in math ... as [they] progress through the grades" (Drew, 2011). The failures of mathematics education in the United States pose a great threat to the growth of the country. In fact, "policy analysts and pundits have expressed anxiety, even fear, about whether the United States will continue to be a world leader economically" (Drew, 2011). With this and other concerns in mind, many proposals have arisen for the reform of mathematics education in the United States.
2.1 Past Ideas for Reform
By far one of the most common goals in mathematics education reform is a desire to focus on problem-solving to highlight the applications of mathematics and make the subject feel more useful in everyday life. It is believed that problem-solving contributes to the practical use of mathematics and teaches students to be adaptable (Resnick, 1987). Problemsolving is also advocated as a way to develop mathematical thinking as a tool for daily life, since it can be applied to many unfamiliar situations
(Cockcroft, 1982). A particular example of the goal to focus on problemsolving is discussed by Conrad Wolfram, the Strategic and International Director of Wolfram Research. Wolfram is a major proponent of "ComputerBased Math," a movement to "redefine math education away from historical hand-calculating techniques and toward real-life problem-solving situations that drive high-concept math understanding and experience" (Wolfram, 2014). Wolfram's idea for reform takes advantage of the power of computation and suggests using computers in mathematics lessons and exams to allow students to solve more realistic problems, like choosing "the best life insurance policy" (Wolfram, 2010).
While problem-solving should be the focus of mathematics education, it is not clear that the main benefit of this reform is to prove to students that math is applicable in their everyday lives. The process of solving large, application-based problems lets the students figure out on their own how certain math skills might be of use in finding a solution. By giving them a problem description, realistic or not, students are given the opportunity to brainstorm the ways in which their mathematical skill-set can contribute to a method for solution. Discovery of application seems to be a much stronger way to emphasize the importance of mathematics than simply incorporating an application into a lesson clearly framed around a certain mathematical skill.
In addition to applications of mathematics, several reform leaders have mentioned that we must also show students the creative nature of mathematics. It is a common perception, not just among young students, that math is a rigid field in which there is a strict method with which to find the one correct answer. Seymour Papert discussed how this phenomenon is rooted in the fact that the "difference between between the work of a child in an elementary mathematics class and that of a mathematician is not in the subject matter ... but in the fact that the mathematician is creatively engaged in the pursuit of a personally meaningful project" (Papert, 1972). Students see mathematics as rigid because they are not often given projects that free them of the rigidity of fixed lessons. Math, however, is not a fixed set of facts but a wide open subject that is, and will always be, improving and expanding. Even mathematicians do not understand everything about math, so everyone has the potential to contribute to our collective knowledge of the field. Papert digs into how we might be able to "put children in a better position to do mathematics rather than merely to learn about it" (Papert, 1972).
Another common goal among proposals for mathematics education reform is to make math more "fun" for students, especially through the use of
games. Because of "continuing advances in technology" and "the widespread popularity of entertaining computer games," educational video games have become a hot topic of conversation and "an increasing number of educators are using instructional games in formal school settings" (Kebritchi, Hirumi, and Bai, 2010). Keith Devlin, Stanford mathematician and Executive Director of the University's Human-Sciences and Technologies Advanced Research Institute, is a major advocate of the use of role-playing video games to teach math in a fun way and keep students engaged (Devlin, 2010). While it is critical that we try to get kids more excited during math lessons, it may not be necessary to try to hide the math behind a video game. Instead, we need to work toward changing the perception that math is not fun or cool. If a teacher is truly excited about the material and thinks it is cool, it is likely that his or her enthusiasm will rub off on students. Also, introducing math topics that are not as rigid or dry - such as topology - to reinforce ideas in basic mathematics can help engage and motivate students. Furthermore, creating a video game that "meaningfully enhances learning is a difficult task" (Elliott, Adams, and Bruckman, 2002). In a study of the efficacy of AquaMOOSE, a "3D graphical environment designed to allow students to explore 3D math" (Elliott and Bruckman, 2002), it was found that the game was very unsuccessful. AquaMOOSE had "little impact of what the students actually learned in the classroom" and it was challenging to meet students' high expectations for video game software (Elliott, Adams, and Bruckman, 2002).
Many ideas for improvements in mathematics education also revolve around the goal of decreasing math anxiety in students. Math anxiety, or "feelings of tension or worry that interfere with mathematical performance in daily life and school settings," is a highly researched phenomenon that has been seen in students as early as first grade (Vukovic, Kieffer, Bailey, and Harari, 2013). Students with math anxiety tend to avoid math, which "ultimately undercuts their math competence" (Ashcraft, 2002). Math anxiety is a major problem not only because it affects how students perform, but also because it affects how much math they retain during transitions between grades (Vukovic, Kieffer, Bailey, and Harari, 2013). Math anxiety often stems from our treatment of math as a performance subject (Boaler, 2012). There have been many approaches suggested to tackle the problem of math anxiety. One promising approach involves a focus on "guesstimating" in math classrooms (Park and Brannon, 2013). The process of "guesstimating" the answer to a math problem takes the emphasis away from using a formula to find the exact, correct answer and moves the focus toward the thought process involved in intuiting what the answer might be. This
idea helps students to gain a full understanding of the problem, rather than popping out an answer without thinking deeply about its implications.
A final interesting suggestion for reform is an increased use of manipulatives in mathematics lessons. Manipulatives, or hands-on instructional tools, can have a moderate to large impact on student retention of material (Carbonneau, Marley, and Selig, 2013). Many students struggle with purely symbolic mathematics lessons, and manipulatives help them to visualize the subject matter. Furthermore, "many problems [in student learning] could be avoided altogether by allowing students to work with concrete models prior to dealing with them on a more abstract level" (Moch, 2008). This is especially true of younger students, as they are "assumed to have a greater dependency on physically interacting with their environment to construct meaning" (Carbonneau, Marley, and Selig, 2013).
2.2 Additional Ideas for Reform
Often, reform of education is focused primarily on producing results and proficiency. Even the goal of making math lessons more fun is motivated by getting students to pay attention and learn the material. Reform goals should also focus on altering the overall perception of mathematics among young students. We need to see a greater general appreciation of mathematics and a better understanding of the subject and everything it encompasses.
Presenting math as a creative field can be a means of altering student understanding of what it means to be a mathematician. As discussed by Seymour Papert, we can close the gap between the rigid way in which mathematics is taught and the creative way in which mathematicians do math (Papert, 1972). It is also critical, however, to be explicit when talking to students about what mathematicians do, as they are likely not aware that mathematicians are creators of mathematics, rather than simply people who understand a lot of math. The introduction of more creatively engaging lessons might help to catch students' attention in the classroom, but is not enough to present mathematics as a viable career option.
Another change we need to see in young students' perceptions of mathematics is a recognition that failure is okay. The majority of students are not comfortable with getting things wrong, but mathematicians often fail many times before they are right. The process of understanding why a certain method of solving a problem is not working is very valuable in figuring out a more effective method and also adds to a general base of understanding
in the field of mathematics. Thus, students should be encouraged to make logical guesses at how to solve problems, even if these guesses are completely wrong; analyzing mistakes is a real-world skill to which all young students should be exposed. It also helps students understand the amount of creative thinking that goes into problem-solving. Finding the best solution to a problem is not so much about using the right formula; it is about combining your mathematical skills in innovative ways and comparing different methods to decide upon the best one.
Finally, it is important for students to be given a sense of what types of math lie beyond elementary and even secondary education. Only a very small portion of mathematics is seen before the college level, and this is reduced to computation that is simply a pre-requisite for any of the more complex and fascinating mathematical topics. It is true that many advanced topics are not accessible to younger students because of the necessary mathematical skills to solve interesting problems. However, the conceptual ideas involved in these topics can often be presented as a motivation for learning lower-level math; students are not likely to be satisfied doing tedious calculations in grade school unless they get a glimpse of how it might later pay off. Exposure to the concepts involved in many areas of math can also help to broaden students' definitions of mathematics.
Chapter 3
Project Goals
To address the ideas for reform presented in the previous chapter, we created a short pilot workshop for a 4th–6th grade audience as a medium through which to explore the various mathematics education reform goals. The workshop was tested over two days in the 5th grade classroom of Erik Dahl at Chaparral Elementary School in Claremont, California during the Spring 2014 semester.
The workshop was focused on topology for several reasons. Firstly, it is a subject capable of grasping young people, as it differs greatly from other topics introduced at the elementary level. More importantly, though, introducing topology into 4th–6th grade classrooms had the potential to test the education reform goals discussed in the previous chapter. Since topology is such an active field in mathematics, it provides a chance to show young students that math is not a dead subject with rules set in stone. Rather, it is a creative subject that is constantly changing and to which they have an opportunity to contribute. Discussing the unknowns in topology presents math as a subject in which we do not have all the answers, a viewpoint which is not commonly seen in early mathematics education.
Furthermore, topology is a subject that is very rarely seen before college and is often not even seen until graduate school. It is, however, a fascinating subject that feels much less dry than many of the topics seen in elementary and secondary education. By giving students a glimpse of such an intuitive topic in mathematics, they are able to get a sense of what they might see if they continue in mathematics past high school. Knowing that topology is out there will additionally help to expand their understanding of the field of mathematics and what it entails.
One may be concerned about how much of the topology the students
would be able to conceptualize, so a goal of the project was simply to gauge what kinds of upper-level ideas can be picked up by a 4th–6th grade audience. Even if the students were unable to retain the lessons, they would still get a taste of what kinds of math they might encounter at a college level. By giving them a sense of what math looks like after primary education, they could possibly gain some enthusiasm for the subject and broaden their definitions of mathematics and mathematicians.
Finally, it is a challenging exercise to craft lessons containing upperlevel material−that is rarely seen outside a college setting−into language accessible to 4th–6th grade students. A goal of the project was to successfully present some topological ideas to the students at an appropriate level for them to understand.
After piloting the lessons, they were edited based on their results in the classroom in hopes of creating polished lesson plans for future use by others. This thesis includes those lesson plans, so they can be distributed to any interested 4th–6th grade teachers. To gather results for revision, both pre-workshop and post-workshop evaluations were administered to the participating students. These evaluations provide a variety of data, including the students' perceptions of mathematics and their grasp of the fundamental concepts presented in the workshop. Each question was tailored to one of the education reform goals addressed in the workshop, which provided some hard data along with my personal observations to determine the efficacy of the workshop. The questions from the evaluations and the students' answers to these questions are presented in Appendices D and E.
The information in the following two sections details the lessons covered in the two days of the workshop. The lessons are presented in the form of instructions to a teacher. The goal was to make it possible for the lessons to be easily recreated by anyone with access to my thesis. In doing this, the workshop will remain an open-source project that can be edited and added to by others. Additional materials, such as activity sheets and worksheets are included in the appendix.
3.1 Day 1: Let's Learn Topology!
This lesson will introduce students to the field of topology and its differences from classical geometry. The students will gain an understanding of the terms "rubber sheet geometry" and "continuous deformation" through hands-on exploration. By the end of the lesson, students will feel comfortable classifying topological objects into groups based on equivalence and
will understand the definition of genus. Also, the students will recognize equivalence as something that can be defined in more than one way.
Instructions:
1. Before introducing topology, lead the students in a discussion about classical geometry. Make a list on the board of words they know from geometry and talk about what properties of shapes they think are important in the subject. Specifically, ask them to identify what makes two objects equal in classical geometry. Hopefully, the students will mention words like angle, length, volume, etc. If not, plant them into the discussion and ask the students if they know what these words mean.
2. Once the students are refreshed on what they know about geometry, ask them whether a square and a circle are equal in classical geometry. Then, when they say no, tell them that there's another type of geometry−called topology−in which they are equal, but wait to explain why. Emphasize that topology is a much newer field of math than classical geometry and that it is still being created by current mathematicians.
3. Now, explain that topology is also known as "rubber sheet geometry," because it is a kind of math in which bending and stretching an object−as if it's made of rubber− does not change it. These kind of alterations are called "continuous deformations."
4. Show the students an example on the board by drawing two circles of different sizes. Explain that the smaller circle can be stretched to create the larger one, so the two are considered equal in topology.
5. Lead the students through the Play-doh Geometry Activity (Appendix A).
6. After the activity, the students will understand that the number of holes in an object is an important quality in topology. Explain that this number of holes is called the "genus" of an object.
7. Reiterate that objects with the same genus can morph into one another, like with the play-doh transformations from the activity. Use the following visual of a donut morphing into a coffee cup as an example:
8. Reiterate that an item with one hole cannot be morphed into an object with zero holes. This is because, on a genus 0 surface, we can place a circle anywhere and shrink it down to a point. On a genus 1 surface, however, there is somewhere that we can place a circle so that it cannot shrink down to a point. Ask the students to identify where to place the circle (around the surface's hole) and make sure they understand why we can't contract the circle to a point.
3.2 Day 2: Using Geometry to Understand Topology
In this lesson, students will learn that older, more developed fields in mathematics are used as a base for understanding newer topics. Specifically, students will explore how classical geometry lies at the foundation of topology. The students will be introduced to triangulations and will use them to calculate Euler characteristic. Finally, students will look at an application of triangulations and subdivisions. This application will show the students just how diverse the field of mathematics can be and will expand their definition of mathematics.
Instructions:
1. Begin the lesson by explaining that, since topology is such a new topic in mathematics, we often use older topics like classical geometry to better understand it. For example, we can learn interesting information about topological surfaces by breaking them down into simpler geometric shapes. In topology, it is most common to break down a
surface into triangles, which is called "triangulating" the surface. Be sure to show some visual examples of triangulated objects, like the image below, so that the students understand this concept.
2. Explain that once we have triangulated an object, we can count up geometric qualities like vertices, edges, and faces to make discoveries about the object. Make sure to review what each of these terms means on the board.
3. Tell students that they will now explore some triangulated surfaces in an activity by counting up their vertices, edges, and faces and using those quantities to calculate a special number. Then, lead the students through the Euler Characteristic Activity (Appendix C).
4. Now, the students should understand that Euler Characteristic is invariant under "play-doh" transformations, or continuous deformations. With this fact in mind, ask the students whether the Euler Characteristic of an triangulated object will change if we break each triangle into smaller triangles, as in the image below. Explain that this process is called "subdividing" the triangles.
5. Students should recognize that by breaking the triangles down into smaller ones, we are only doing "play-doh" transformations to the triangulated object, so the Euler Characteristic does not change. If
they have trouble, guide them using the below image of a triangulated object being subdivided several times.
6. Tell the students that you can prove that the Euler Characteristic by only looking at one of the triangles and it's subdivision. Draw a triangle and its first subdivision on the board, and ask the students if they can guess how to prove that these both have the same Euler characteristic. Most likely, the students will try to calculate the Euler characteristic of each to see that they are the same. If not, guide them to do this with you by counting up the vertices, edges, and faces for each. Then, by looking at the changes in vertices, edges, and faces from the triangle to its subdivision, show the students that the net gain in the subdivision is zero. Thus, the Euler characteristic will not change.
7. Discuss with the students that, since subdividing a single triangle does not change its Euler characteristic, then subdividing lots of triangles on a triangulated object will similarly not change the Euler characteristic of that object.
8. Ask the students what happens to a triangulated object as you subdivide it further and further. They should notice that the object becomes smoother. Emphasize the idea that if we subdivide a triangulated object far enough the triangles become too small for the eye to see. Even though the object is still made of triangles, it is a very close approximation to a perfectly smooth object, not made of triangles.
9. Tell the students that this idea of creating approximations of smooth surfaces out of small triangles is how computers make all of their favorite animated movies. Show them some example videos of how animators use technology to subdivide triangulated images far enough to reach smooth limit surfaces and create flawless images. Ask the student why the computers might like working with surfaces made up of geometric shapes like triangles rather than smooth surfaces. See if they can guess that computers can more quickly process straight lines, so triangles are simpler for the computers to interpret.
Chapter 4
Workshop Results
4.1 Data and Analysis
Before and after the pilot workshop in Erik Dahl's 5th grade classroom at Chaparral Elementary School, the students were asked to complete evaluations that were designed to test the efficacy of the workshop in meeting the set goals. The full lists of student answers can be seen in Appendices D and E.
1. How much do you like math?
(Scale from 1 to 5, "Not at all" to "Very much")
Pre-Survey Average Score: 3.49± .21
Post-Survey Average Score: 3.61± .22
The difference between the two averages is not statistically significant, so we cannot conclude anything about how the workshop affected how much the students like math.
2. What do you like about math?
One interesting change in the students' answers from the pre-survey to the post-survey was that, in the pre-survey, 11% of students said that they enjoyed math because of the challenge it provides, while in the post-survey, 28% mentioned this as something they enjoy. This change is fairly large, and may be a result of the students learning that mathematicians work on problems that take years and years to solve.
It was mentioned in the workshop that there are fields of math, like topology, with unsolved and very challenging problems, and that this was a really cool aspect of mathematics because it means that any of them are capable of contributing to the field. The students may have picked up on my excitement about the potential rewards of pursuing a challenge. Additionally, in the post-surveys, 26% of the students mentioned topology as something they like about math, which was a really exciting thing to see. It is clear that the students were intrigued by the topic enough to mention it specifically.
3. What do you dislike about math?
The percentage of students who wrote that something they disliked about math was that it was hard or that they were bad at it decreased from 37% to 23%, showing that the difficulty of mathematics was not as much of a turn-off after the workshop.
4. Do you think you are good at math?
(Scale from 1 to 5, "Not at all" to "Very much")
Pre-Survey Average Score: 3.97± .16
Pre-Survey Average Score: 3.98± .15
The difference between the two averages is not statistically significant, so we cannot conclude anything about how the workshop affected students' perceptions of their math abilities.
5. Why do you think so?
The answers to this question were interesting because, before the workshop, 49% of students mentioned their grades in math as an indicator of why they chose their rating, while after the workshop, only 32% of responses mentioned grades. It appears that the students picked up on the message that getting the correct answer to a problem on the first try isn't the most important indicator of your understanding of that problem or of your ability to eventually find the answer. Furthermore, some of the post-survey responses showed an understanding that mathematics is sometimes a slow and difficult process, but that doesn't indicate inadequacy. One student said, "I pull through, although I sometimes struggle here and there." Another said, "my friends and teachers help me a lot and I'm improving," which also shows a recognition that getting help is not a sign of
weakness.
6. Do you think math can be creative?
Pre-Survey
Yes: 46%
I'm Not Sure: 43%
No: 11%
Post-Survey
Yes: 74%
I'm Not Sure: 23%
No: 3%
This dramatic change reflects the students' overall realization of the creativity of topology and mathematics, ideas which were strongly emphasized during the workshop.
7. Describe math:
The answers to this prompt did not show much variety in answers between the pre- and post-surveys. After the workshop, however, there were definitely more mentions of topology and shapes in the students descriptions. It cannot be said, however, that the students' definitions of mathematics were significantly altered as a result of the workshop.
8. What do mathematicians do?
Students answers to this question clearly reflected what they were shown in the workshop and answers generally became much more specific. Before the workshop, 17% of students had answers that simply stated that mathematicians are good at math. This percentage dropped to 6% in the post-surveys. Also, the notion that mathematicians answer math questions very quickly, which appeared in 6% of pre-survey responses, disappeared completely.
9. What is topology?
The answers to this question were very impressive. In fact, 23% of students mentioned the term "continuous deformation" within their answers and many more described the concept of continuous deformation. Almost all of the answers showed a strong understanding of the ideas from topology presented during the workshop.
10. Why is topology useful?
The students continued to show how much they learned in their answers to this question. 23% of students mentioned that topology can be used to make animations in movies or video games and 10% mentioned that we use topology to categorize objects in different ways. Students also used vocabulary picked up during the workshop in their answers, with mentions of approximations and genus. A few students also recognized that topology could help them with geometry.
11. What else did you learn during the topology workshop?
Answers continued to include vocabulary from the workshop, including mentions of continuous deformation, genus, and Euler characteristic. Some students mentioned that they learned about geometric properties, like vertices, faces, and edges. These answers show that bringing topology into the classroom was effective in reviewing standard elementary math. Lastly, there were several more mentions of the fact that topology is used in animation.
Overall, the student responses on the surveys suggest that the workshop was successful. The students showed a lot of growth within a very short workshop, which helps to demonstrate the potential of the proposed ideas in altering the perception of mathematics in young students.
4.2 Personal Reflection
From my perspective, the workshop was very successful. The students seemed to be engaged throughout and definitely enjoyed themselves. Additionally, the students followed along with the material, so I think that I presented the information at an appropriate pace. Working in a 5th grade
classroom was a really exciting experience, and I learned a lot about what catches the students' attention and how to control the room. It would have been nice, however, to have had a second time to test the workshop. Another run-through would give me a chance to utilize the skills I gained from the first one. Also, I now have a better sense of how long each section and activity takes, so I'd be able to better time the workshop so that no section feels rushed.
The students received the workshop very positively. I was shocked at their enthusiasm right from the start of the first lesson. When the students entered the room and saw "Let's Learn Topology!" on the screen at the front of the classroom, there was a buzz of chatter, despite the fact that none knew anything about topology. This warm welcome definitely gave me a lot of confidence, and I was able to feed off of the energy in the room to keep the workshop moving along. The students were extremely responsive. When I told them that they would be doing college-level math and that they would also get to use play-doh during the lesson, they seemed very excited. This initial excitement started things out on the right foot and held throughout the rest of the lesson. The students remained engaged, answering questions and repeating key terms without having to be asked twice. Overall, I was very pleased with the amount of student participation and the general reception of the workshop. I had a ton of fun throughout both of my two visits.
The first day, a general introduction to topology lesson based mainly around the pipe cleaner and play-doh activity, ran very smoothly. From the start of the lesson, the students picked up on the concepts very quickly. They seemed comfortable talking about and utilizing continuous transformations during the pipe cleaner and play-doh activity. The students especially enjoyed the minute I gave them to build whatever they wanted with the play-doh before we began the play-doh section of the activity worksheet. This free time increased their concentration for the rest of the activity, as they were able to get the excitement of playing with play-doh out of their systems. During the pipe cleaner and play-doh activity, the students were kept busy with the worksheet and got really into each of the questions. I particularly liked one student's insistence that a sphere of play-doh could indeed be continuously deformed into a donut if it was a jelly donut.
The enthusiasm from the first day immediately reappeared when I came back the following week for the second half of the workshop, which was focused on using geometry to understand topology. The students seemed very happy to have me back and greeted me with excitement. We began the lesson with a refresher from the last lesson, which appeared to be very helpful and definitely reinforced the idea of continuous deformation in the students' minds. Before introducing triangulations to the class, we reviewed what they knew about triangles. We defined vertices, edges, and faces, since they would need this vocabulary for the Euler characteristic activity. The students knew these terms, but it took them a minute to remember them, so I'm really glad that I set aside some time to refresh their memories. Once we began the Euler characteristic activity, the students were very comfortable working with the ideas and counting up the vertices, edges, and faces of their objects despite the difficulty of the activity. This task also held their attention well and they were not discouraged by the challenge. Also, placing the students in groups of four for the activity worked really nicely, as each student was able to have a particular job to focus on in calculating their object's Euler characteristic.
Though the workshop testing was overwhelmingly positive, there are several improvements that I would like to make to ensure a smoother runthrough. Firstly, in the pipe cleaner and play-doh activity, there were a few very common errors. Several students claimed to be able to create an 'S' by continuously deforming a pipe cleaner square. Similarly, a few students thought that they could continuously deform a sphere of play-doh into a donut by rolling it into a snake and joining the two ends. To avoid both of these misconceptions, I need to be more explicit about the rules of continuous deformations. Specifically, I should have mentioned that continuous deformations must be reversible. Thus, any gluing that creates or removes a hole from an object is disallowed. You cannot create an 'S' from a pipe cleaner square, since you would need to glue the pipe cleaner to remove the hole and you cannot create a donut from a play-doh snake, since you would need to glue the ends to one another and create a hole. Furthermore, I would like to better enforce working in pairs for the pipe cleaner and play-doh activity. I think that this would foster discussion about the worksheet and eliminate some of the confusion about the rules of continuous deformation.
I would also like to change the Euler characteristic activity to make the triangulations of the objects simpler. The triangulations I used were fairly complex and caused the activity to run well over the time I had tentatively allotted for the activity. Also, I did not have enough of each color sticker for the students to be able to assign separated colors for labeling vertices, edges, and faces. I think this would have made counting slightly easier. The stickers I brought also could have been larger, which would have allowed the students to number them, rather than having to tally on a separate piece of paper each sticker they placed on the object. Finally, since
the Euler activity went longer than expected, the conclusion of the lesson involving approximations and animation were very rushed. Given more time, I think I could have led the students to a stronger understanding of the ideas of triangulation, subdivision, and approximation. Some of the things I may have done with more time include letting the students try to subdivide a triangle on the board, proving that subdivision does not change Euler characteristic, discussing in more depth why computers use geometric approximations, and showing videos about Pixar's OpenSubdiv technology.
Chapter 5
Conclusion
This senior thesis project in mathematics enters the highly debated conversation about the possibilities for reform in math education. The project began with research into the conversation thus far, reading the proposed reform ideas of some of the leaders in the field of mathematics education. Research showed a strong overlap between many of the proposed ideas. In particular, many take on the problem of math anxiety by attempting to de-emphasize that mathematics is a performance subject, which is a very common perception. Past reform ideas also work to put more focus on problem-solving to highlight the applications of the field. Lastly, there was a common goal of making mathematics lessons more fun, but the common approach of trying to hide math within video games or similar mediums did not seem effective.
After reviewing past ideas for reform, we extended these with some important additional goals. One additional goal involved working to change general perceptions of mathematics to impact whether students viewed math as a fun subject. Another added goal was presenting mathematics as a creative subject, since it is more often viewed as rigid and dry. If students recognize how much room there is for creativity in problem-solving, and also how much math there is still to be discovered, they might be more excited about contributing their unique thoughts during class. It is not fun to feel like your ideas are bound to be wrong because they do not fit a strict set of criteria. It is also important for students to recognize that failure is okay, especially in mathematics. Trying an incorrect or inefficient method of solving a problem only helps us to understand how to improve and design a better method. The performance-based presentation of mathematics in elementary education does not reflect this idea, though it is one seen
every day by mathematicians. Finally, providing students with a further glimpse of what lies beyond high school in the field of mathematics can serve to inspire and motivate them to persist with the fundamentals. Introducing basic concepts from higher-level mathematics can motivate students to continue on in the field past grade school. It is important for students to gain a broad understanding of the breadth of mathematics, and this can be achieved by giving them a sneak peek into upper-level mathematics topics.
With these ideas in mind, a two-day pilot workshop on topology was designed for 4th–6th grade students as a means to explore possible mathematics education reform. This workshop was tested in March 2014 in Erik Dahl's 5th grade classroom at Chaparral Elementary School in Claremont, California. The students were presented with two lessons on topology. First, they were introduced to topology with a lesson about continuous deformations and genus, which used play-doh to demonstrate topological ideas. On the second day, the uses of geometry in the study of topology were discussed through an exploration of triangulations and Euler characteristic. The students were also taught about subdivisions of triangulated objects and how they are used as approximations when creating animations.
Before and after the workshop, the students were asked to complete evaluations in order to analyze the efficacy of the workshop in meeting the desired goals. The student evaluations showed that they learned a large amount and the results of their surveys showed the explored reform goals to be very promising. The students clearly picked up many of the topological ideas presented in the workshop, as they used a lot of the workshop vocabulary in their post-survey answers. Furthermore, there were interesting changes in survey responses that showed improvement in the students' perception of mathematics. Notably, the number of students who viewed math as a creative subject increased dramatically, as did the number of students who enjoy the challenge of mathematics. The students also appeared to learn that getting good grades is not the most valuable indicator of success in mathematics. As a whole, this pilot workshop demonstrated the potential of the reform goals that were chosen to be explored. Introducing topology to young students is a strong example of how student perceptions of math can be broadened to set the stage for increased participation in, and excitement about, the field of mathematics.
Appendix A
Activity: Play-doh Geometry
In this activity, students will use pipe cleaners and play-doh to explore introductory concepts in the field of topology. Topology, which is often called "rubber sheet geometry," is an area of mathematics that studies properties that remain unchanged under continuous deformations. Informally, if an object can be bent and stretched to form another, those two objects are topologically equivalent. The students will utilize the malleability of pipe cleaners and play-doh to determine whether or not certain shapes are equal in a topological sense. Specifically, the aim is for students to recognize that the "genus," or number of holes in an object, is an important quantity in topology.
Materials:
* 1 Play-doh Geometry Worksheet per pair of students (Appendix B)
* 1 pipe cleaner per student, pre-formed into a square
* 1 ball of play-doh per student, pre-formed into a sphere
Instructions:
1. Break students into pairs.
2. Give each pair of students a worksheet and each student a pipe cleaner square and play-doh sphere.
3. Direct students to look at Exercise 1 on the worksheet. Explain that they must try to transform their pipe cleaner square into the objects on the list of shapes, but they must keep the square flat on the table and cannot break the pipe cleaner.
4. Once students finish Exercise 1, they can move on to Exercise 2, which is a 3-dimensional version of the pipe cleaner activity. In this activity, they are allowed to bend and stretch their play-doh to try to form the various shapes, but they cannot break or poke holes in the play-doh.
5. Allow students enough time to attempt both activities. As each pair works, check in to make sure they understand the rules.
6. When students are done attempting both activities, lead a discussion about what they discovered. Go through the items in the checklists for each activity and ask whether the students were or were not able to create them. Then, use the following questions to help the students identify key ideas:
Key Questions:
* In the pipe cleaner exercise, what was different about the shapes you could create and the shapes you could not?
* For the shapes you could not create, what rules would you need to break to be able to create them?
* In the play-doh exercise, what properties of a shape make it impossible to form (under the rules of the activity) from a ball of play-doh?
* (Note: Ask once the students recognize holes in the play-doh as an important characteristic.) Does the number of holes matter? If you started with the donut, could you create the letter B? Why or why not?
Appendix B
Worksheet: Play-doh Geometry
Exercise 1: Place your pipe cleaner square flat on your desk. Try to bend your pipe cleaner into each of the following shapes without lifting it off the desk or breaking the pipe cleaner. Circle YES if you can bend the pipe cleaner into the shape and NO if you cannot.
Appendix C
Activity: Euler Characteristic
In this activity, students will work in groups to calculate the Euler Characteristic of an object. They will use a triangulation of that object to count up the vertices, edges, and faces of the triangulation and calculate the Euler Characteristic using the formula
The students will then make connections between the Euler Characteristics of certain objects to understand that it is an invariant under the continuous deformation of an object, or "play-doh deformations" from the previous activity. This will lead students to a more complete understanding of topological equivalence through more quantitative proof.
Materials:
* Several objects pre-"triangulated" with a Sharpie (e.g. ball, rod, cup, mug, donut)
* Small, colored circular stickers to label vertices, edges, and faces, prenumbered (different colors for vertices, edges, faces)
Instructions:
1. Break students into small groups.
2. Give each group of students a triangulated object and three sets of colored stickers for counting.
3. First direct students to count the vertices of their object. Designate a colored sticker set for vertices and have each group place use their numbered stickers starting at 1 to label every vertex on their object. Have each team choose a member to record their number of vertices.
4. Designate a second colored sticker set for edges and have the students repeat the labeling process for the edges of their object. Make sure they again record their number of edges.
5. Finally, have the students use their third colored sticker set to label all the faces of their object. Make sure they record this number.
6. Write the formula
on the board and direct each group to use the formula to combine the number of vertices, edges, and faces of their object to get a number. Have each group write the entire formula and answer on the board. (Ex: 4 − 6 + 4 = 2)
7. Have a representative of each group stand at the board next to their equation, holding their group's object. Lead a class discussion about the results of the activity using the following questions:
Key Questions:
* Which objects produced the same number? What do these objects have in common? Hint: What if these objects were made out of play-doh?
* Which produced different numbers? What is different about these objects?
8. Explain that the number the students calculated is called the Euler Characteristic of an object and that it is a number that stays the same under play-doh transformations (i.e., no matter how much we bend and stretch an object, it's Euler Characteristic will not change!) Make sure students understand that if two objects are equal in topology, they must have the same Euler Characteristic. This is because for two objects to be equal, we must be able to bend and stretch them to form the other.
Appendix D
Student Pre-Survey Responses
1. How much do you like math?
(Scale from 1 to 5, "Not at all" to "Very much")
Average Score: 3.49± .21
2. What do you like about math? I like doing things like multiplication;The easy problems; I like the fractions; I like math because the challenge and the success of getting it right; I like when we do fun things with math; Some things Mr. Dahl makes easier and fun; I like to do the problem solving and looking at all aspects of the problem; It makes me smarter; I like the challenge; That it is easy; I like multiplication; That you can learn how to do things that I will need in the real world; All the numbers and strategy; I like that it is used for almost everything; Learning new things each day; It has many ways to solving it; I like adding; Multiplying; Algebra, multiplying and dividing fractions; Multiplication (of fractions, too); Addition and subtraction; Well I like math because I think it's fun and I want to get better at math; It is just like interesting and it is kind of like music because you need to count; I like math because sometimes it can be challenging and fun; I like that you can do things in many different ways and you can use it to learn about science; I like fractions and subtracting, adding, dividing, and multiplying them; That sometimes if I get the hang of it, it can become fun; I like doing division problems; I like division and multiplication; I like that math can be fun sometimes and also sort of challenging; Math is fun and is pretty easy for me. It is very interesting and sometimes a little hard; It stays in your mind and at the right moment it helps you; It is always fun! The math always feeds my brain; I like that there is a bunch of ways to do only 1 problem; How you can figure out almost everything with it.
3. What do you dislike about math? I don't like math problems that have a lot of steps; The hard problems; I don't like the division; I don't like not understanding something; Most things; Some things are challenging and I don't get the way Mr. Dahl describes them; I can't think of anything that I don't like about math; How much time it takes and how complicated it is; Nothing; Sometimes it can be difficult; I'm not too good at division of fractions so division of fractions; That there are too many ways to do things and then we jump around and it's just confusing; Nothing really; I dislike that you can't count all the numbers in the world; That I got a lot of homework sometimes; It can be very complicated and frustrating; Division and dividing fractions; Everything else [besides multiplying]; Nothing except showing work; Long division; Everything with fractions; Um sometimes I don't like math because some of it is really hard for me, and it's boring; I dislike how adding and subtracting numbers work; Sometimes it's a little too hard; I don't like that sometimes you have to do a lot of work to solve a problem; Nothing; Sometimes I don't get the method or it gets too hard; Decimals; Decimals, percents, and fractions; Sometimes it can be too easy and become boring; I don't dislike anything about math and it is very fun; It really confuses me; Nothing; I don't like it because a lot of times there are too many steps which confuses me; Division!!!!!!!!
4. Do you think you are good at math?
(Scale from 1 to 5, "Not at all" to "Very much")
Average Score: 3.97±.16
5. Why do you think so? (5) I think so because I understand math; (2) Because it is challenging; (2) Because I have a hard time doing it; (5) Because I never get frustrated and can figure it out by myself; (4) Because I get good grades in math; (3) Because sometimes I don't think I apply myself as I could. But I also get average grades in math; (5) I get high scores on my math tests and I understand how to do the problems; (4) Because I do my work in my head; (4) I always get good grades; (5) I get high scores on tests; (3) It is harder because you have to get improper fractions then divide; (4) Because I handle it pretty well. Few areas I have some difficulties; (4) Because I pass
most of my tests; (5) Whenever I take a test I get 90% and up; (4) Because I get so high grades and low grades; (4) I am pretty good at understanding instructions; (3) I think I am a three because some things I get and some things I do not get; (4) Because; (5) I placed first in all fifth graders for math field day; (5) Because I love it a lot and I get high scores on my tests; (3) Because I always get bad grades. I get confused and forget the ways to do it; (3) Well cause I'm really struggling in math and it's hard to me; (4) Because I get what my teacher teaches us; (4) Because I get good grades in math; (5) I usually get good grades in math; (5) Probably because I get good grades and I always know what to do for each problem; (3) I always need the teacher to explain it for me again; (5) I get really good scores on tests; (3) It's confusing to me when it gets into decimals, percentage, and fractions; (5) Because I have taken special advanced math classes; (5) I think I am good at math because I always understand math concepts; (3) It just makes me need help and have a headache; (4) I think so because I get most of the hard work done but I mess up on like the easiest problem; (4) Well I'm OK at math. I'm not the best at math but I'm fairly good. A four; (3) Because some things I get and some things I don't get.
6. Do you think math can be creative?
Yes: 46%
I'm Not Sure: 43%
No: 11%
7. Describe math: Math is a way to find answers; Hard problems, division, multiplication, subtraction, and addition; I like the data graphs and that is why I think math can be creative; Math is the tool to figure out problems; Not my type of subject; Numbers and equations and sometimes hard; Creativity, fun, there are many fun things to do in math; Lots of numbers mixing with other numbers; Something you use everyday. You can make your own shape; Adding, subtracting, and finding sums; F-U-N (ish); A bit tedious; Math is fun and hard at the same time; It is fun, sometimes easy, and sometimes hard; Math can be fun sometimes and not fun sometimes, but I like it; Math is a part of science made to make science easier; Long, numbers, symbols, and shapes; Boring; Problems that can be done using one or more kinds of math; Math is a subject in school and a way or finding out
answers; Hard, but a little good for you; Well it's fun, boring, hard, sometimes easy, and creative; Quick, thoughtful and a bit creative; Different numbers in different orders; Math is a way to solve things with numbers and operations; Math is mostly problems; Math can be hard but if you get the hang of it then in some stuff it can be easy; Everything has to do with math; Everything you do is practically math; Math is the configuration of numbers. It can solve everyday problems; Math is very easy for me but sometimes math is a little hard; Math is the dividing of fractions, addition, subtraction, and multiplication; It is very interesting; It can be boring but it also can be fun; Using numbers to figure out a mystery.
8. What do mathematicians do? Mathematicians do very complicated problems that they know will work; They are very good at math and do a lot of it so they are smart; They calculate data and stuff and find percents of things; They help do problems like dividing equally or how something falls or goes at a certain rate; They are really good at math; Study math (I don't know); Solving problems, having fun, and being creative when solving the problems; I don't know, solve math?; They do difficult math problems that most people don't know how to solve; Math problems; Umm... they do math; Mathematicians teach people math; I forgot. :( ; They are always finding more numbers in pi and finding new patterns to get the sum of a question; I forgot. :) ; Mathematicians are people that can do these problems easily and quickly; Mathematicians solve math very fast and they are good at math; Math; They create names for numbers, they figure out tricky coincidences, and they help other people with math; Mathematicians either teach people some math or they learn new things about math; They make up new ways to do things; They help people with math like me; Mathematicians always do math; They try to make up new things in math; Mathematicians try to come up with new concepts in math; Mathematicians do math as a living; They are math magicians?; I don't know; I don't know; Mathematicians know math very well and teach it to other people; They do math and are something like math professors; Math?; They are really good at math; They find and make up math. They also learn other stuff too; Figure out different ways to do math and also use already figured out math.
Appendix E
Student Post-Survey Responses
1. How much do you like math?
(Scale from 1 to 5, "Not at all" to "Very much")
Average Score: 3.61± .22
2. What do you like about math? I like multiplication; Math can be tricky and fun; I like multiplication and addition; It's very spread out and there are lots of kinds of math. It has hard parts and challenges, which suits me; I like to do things that make me see math differently; Math is fun and it's creative and sometimes cool; It helps you when you most need it; It is fun and you need to have a strategy when you answer; That some things are easier and I get them faster; Nothing really. Play-doh; The division; I like when we used the different objects and put the stickers on; I like adding and times; Nothing, except dividing and topology (I think that's how you spell it); I like how you learn new things every day; I like playing with play-doh to bend it into shapes / topology; I really like anything to do with fractions and decimals; You need to study it and can't just be good at it; It can be really fun because math has to do with objects, which means that we can create new objects by using clay or play-doh; I like the challenge of math; I like some of the questions because they are challenging; That it is easy; I like that it can always be hard so I can challenge myself; That there is multiple ways to do things; The challenge; That it can be fun and you might have a partner to challenge or we could play with play-doh; There are so many different subjects in math, like topology; I like a lot of things, including topology; It can be very creative and there are lots of different things and concepts to do; That
you can solve problems that seem hard easily; It is very interesting.
3. What do you dislike about math? I dislike long division; I don't dislike anything about math; I dislike division and fractions; Nothing; I don't like to do boring problems; Math can be really boring for me cause I really don't like math; Fractions; Division; It's challenging sometimes; Un-fun stuff; Reducing fractions; Fractions; I don't like division and fractions; Everything else (besides dividing and topology); About all the work we have to do; Fractions and estimating are my least favorite things in math; Nothing; Negative and positive numbers. I do not like the rules; Mostly decimals because they are hard to work with for me; Any memorizing names, it's annoying; I don't like some of the problems because they can be too hard; Some parts can be difficult; I can't think of anything I dislike; How challenging that it can be sometimes; The challenge; That you have to think so much and there are always hard problems; I dislike how math can sometimes be boring; It can be very long and boring to solve problems; That they jump around so much and give you a lot of time to learn something; Nothing.
4. Do you think you are good at math? (Scale from 1 to 5, "Not at all" to "Very much")
Average Score: 3.98 ± .15
5. Why do you think so? (4) Because I get high scores on my tests; (5) Because I always get good scores and understand concepts; (3) Because I can understand what I do; (5) I do algebra books at home, and I am one grade ahead in math; (4) I think so because I know most of the stuff we do; (3) Cause I'm struggling; (3) Memorization?; (4) Because I get good grades on math tests most of the time; (3) Because it is hard sometimes so I don't apply myself as much; (3) Because I get good grades; (3) I have trouble and sometimes I'm good at math; (3) Because my friends and teachers help me a lot and I'm improving; (3) I think I am a three because some math is very challenging and some I get; (4) Cause I've always got a 5 on my report card; (4) I think so because I learned some new math when you came in; (3 or 4) I have no idea I just sometimes get good grades and sometimes don't; (5) I get good grades on my tests and I normally get what I have to do after 1 example or less; (4) Because I do not always get the rules; (5) I get good grades on it and I understand it; (5) Because usually I don't
get it wrong and know lots of types and styles of math; (4) Because I get most of the problems right; (5) I get high scores on tests; (5) I usually know most of the questions' answers but not all the time; (4) I'm not great at math but I'm good at it; (4) I usually get scores in the 90s, 80s, or 100%; (2) Because in some areas I'm strong and in others weak; (5) I understand the problems, get good grades on math tests, and I enjoy it; (5) I know the answers to a lot of math questions; (5) I almost always can understand numbers, algorithms, patterns, and concepts like topology; (4) Because I pull through, although I sometimes struggle here and there; (4) Well I do all the hard math right and mess up on easy equations.
6. Do you think math can be creative?
Yes: 74%
I'm Not Sure: 23%
No: 3%
7. Describe math: During math it makes your mind constantly think in math, you never stop your brain; Math seems boring at first, but then it seems more interesting; Using numbers, geometry, and operations to solve things; Math is the configuration of numbers and shapes; A fun subject where you can look at all the aspects of the problem; Math is fun (sometimes), hard, and easy (every once in a while); Something we do everyday, we can even make our own shape; I think that math is like a swirl of numbers that makes sense; Fun, challenging, and creative; Adding, dividing, subtracting, and multiplying; Numbers, letters, and angles in different orders to form a problem; Math is the tool to figure out difficult problems; Numbers, shapes, objects, things like that; Math can be creative and not creative and numbers go on forever; Problems that make your mind think; It's a hard subject to be good at in my opinion; I think that math is fun because you can use play-doh to make shapes; Evil; Problems, numbers, signs, and shapes; Math is numbers and basically everything you do, even sports; Adding, subtracting, multiplying, dividing; Boring, but I don't mind topology; Numbers; Fun and hard at some points. I always want to be the one that gets the right answer; The adding, subtracting, multiplying, or division of two or more numbers in a sentence; Fun, cool, sometimes boring; Math is shapes, numbers and a lot more; A mystery; Math is a learning way in FUN!; Math is pretty
tricky but if you understand it, it will seem very easy; Math is a subject, and it is also used for helpful things throughout your life.
8. What do mathematicians do? They find out many ways to get answers to math problems; I think mathematicians get a problem and solve it, like the people who build rovers; They come up with new concepts, ways to do problems, and find patterns in math and science; Mathematicians are very good at math. Mathematicians try to teach math to the world; They do problems and solutions, and they figure out why the solution is what it is; They help you solve problems; They solve math problems to help people. They do math for a living; Make up math and shapes; They always find more numbers in pi. They are also finding more ways to get answers from questions; Teach other people math; They do math for a living; They can figure out how things can turn out; They find ways to make problems work out; Mathematicians study math; They do math as a job and they practice it a lot; They learn new ways and easier ways to do math; I think what mathematicians do is help you learn new things just not the boring things; Math for a living; Mathematicians do math for a living; They describe ways to make math easier; Calculate surveys of stuff; They are good at math; They do math for a living; Teach math and do math for a living; Math, geometry, topology?; They help you learn about math and make people become smart; Mathematicians do very hard problems and create new branches of math; They think through theorems; Mathematicians do math; Mathematicians do math and use math to solve problems; Mathematicians teach math and learn math.
9. What is topology? Topology shows that you could take an object and change it to another object; It's basically a harder way of geometry; Topology is when you can continuously deform an object and make it equal something else; Topology is the continuous deformation of shapes; The study of continuous deformation; Something that can bend without breaking it or putting it together; Topology is where you can make almost anything into a different shape; A series of shapes that you can change to look smooth; Topology is changing a shape into another shape without breaking its continuous deformation; The form of an object changing into another object; Shapes or objects that can be molded into different shapes or objects; That shapes can stretch, so in topology a square is a circle. It can also bend;
The idea of continuous deformation, which means that one item can stretch to become a new item without making holes; Topology is objects that equal or can equal other objects; Topology are shapes that can be formed as if rubber, which means you can turn a square into a circle; It's how you can bend shapes without breaking the shape; Topology is using shapes to stretch into different shapes like a donut into a coffee mug; A form of geometry with bending and molding; Topology is measuring and changing shapes into another shape. That is called continuous deformation; It's when you can make one shape into another it's called continuous deformation; It is to prove a circle is a square and a donut can be a coffee cup; Math; Math and seeing if one thing can change into another shape; Shapes and sizes; Topology is a fun way to learn about geometric figures. It also means constant changing; Topology is basically shapes and stuff, it's really cool; Topology is a form of geometry where everything is bendable and changeable. For example, in topology a circle is a square; Finding out if shapes are made with clay without breaking it; Topology is like geometry (I think); Topology is morphing shapes into something else by making everything seem like rubber; Topology is when you can bend shapes into one another.
10. Why is topology useful? They use it for movies and games; Because you can group shapes using different methods; You can use it to make approximations of something like in animation; With topology, we can see the relation between different shapes; You learn new things and you can understand more about math; It helps in everyday life; To shrink or grow something when it is too big or small; For movies and animated things; Topology is useful for making last minute changes; People use topology for animation, video games, and movies; It's useful because movies can be made with topology; It can be used for animation and how things are the same; You can see what shapes can change into other things in geometry; Topology is useful because we can see what goes into what; To get to know your shapes well and know what can be made as another thing. This would be useful for cooking; It helps you understand what you can do with shapes; Topology is useful because you can use it everywhere like in movies; To figure out a shape's area or perimeter; Topology is useful because it helps us learn about shapes; So you can see if a donut is a coffee cup too; Yes it useful because you can't put holes in a sculpture and you can change shapes; I don't know; ?; To see what
shapes are the same as others; It helps you with geometry; It really helps you with geometry; Topology is useful for a different outlook about shapes and objects; If you spend 7 hours doing something that cannot be done, topology helps if it is possible; It is useful to figure out angles and shapes; Topology is useful because you can use an item's genus number to classify objects; It's useful because you can learn things from it, and do fun things.
11. What else did you learn during the topology workshop? That a donut can turn into a coffee mug; That in continuous deformation you cannot break it; I learned about genus and they are the amount of holes an object has; I learned how to make a donut into a coffee cup; I learned what topology is and I learned about an object's Euler number; That a donut can be made out of a mug; I learned about vertices, faces, and edges; About faces and a lot of other things; I learned that a square can be a circle, a donut can be a coffee cup and much more; That some objects can be changed into other objects; I learned that a circle doesn't have to be a circle, it can be any shape as long as it doesn't have a hole in it; That a square is a circle but a square can't be a donut because you can't make holes and you can't attach; That math can be creative and shapes are more alike than I thought; That movies use topology; It's not possible to turn a shape into another shape that has a hole if it doesn't start with a hole; I learned that a donut can be a cup, which I never knew; I learned that topology is shapes that can be turned into different shapes and it is used in movies; That a circle = square = triangle. :) ; I learned a donut can turn into a mug. I thought that was really cool; That you can't make a hole in a shape; I learned that you can't bend an 'S' in a [circular] pipe cleaner; That a coffee cup can be turned into a donut; That a diamond can't change into an 'S' with pipe cleaner; That a donut is pretty much a coffee cup; That a donut can turn into a coffee cup; That [topology] is kind of easy and cool; I learned about continuous deformation, which is the infinite changing of objects; Nothing; I learned that a square can be a circle; That objects with no holes had a different [Euler] number than one with holes; I learned that a donut cannot be made out of play-doh because you can't break holes through it.
Bibliography
Ashcraft, Mark H. 2002. Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science 11(5):181– 185.
Boaler, Jo. 2012. Timed tests and the development of math anxiety. http: //www.edweek.org/. Accessed April, 2014.
Carbonneau, Kira J., Scott C. Marley, and James P. Selig. 2013. A metaanalysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology 105(2):380–400.
Cockcroft, W. H. 1982. Mathematics counts. Report of the Committee of Inquiry into the Teaching of Mathematics in Schools, HMSO, London .
Devlin, Keith. 2010. Role-playing your way to math mastery? http://www. youtube.com/watch?v=jtbZkfiJON8. Accessed April, 2014.
Drew, David E. 2011. STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America. Baltimore, Maryland: The Johns Hopkins University Press.
Elliott, Jason, Lori Adams, and Amy Bruckman. 2002. No magic bullet: 3d video games in education. Proceedings of ICLS 2002, Seattle, Washington .
Elliott, Jason, and Amy Bruckman. 2002. Design of a 3d interactive math learning environment. DIS '02 Proceedings of the 4th conference on Designing interactive systems 64–74.
Kebritchi, Mansureh, Atsusi Hirumi, and Haiyan Bai. 2010. The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers and Education 55(2):427–443.
Lewin, Tamar. 2008. Report urges changes in teaching math. The New York Times, March 14, 2008 .
Moch, Peggy L. 2008. Manipulatives work! The Educational Forum 66(1):81–87.
Papert, Seymour. 1972. Teaching children to be mathematicians versus teaching about mathematics. International Journal of Mathematical Education in Science and Technology 3(3):249–262.
Park, Joonkoo, and Elizabeth M. Brannon. 2013. Training the approximate number system improves math proficiency. Psychological Science 20:1–7.
Resnick, L. B. 1987. Learning in school and out. Educational Researcher 16:13–20.
Vukovic, Rose K., Michael J. Kieffer, Sean P. Bailey, and Rachel R. Harari. 2013. Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary Educational Psychology 38:1–10.
Wolfram, Conrad. 2010. Stop teaching calculating, start teaching math. http://www.computerbasedmath.org/resources/ reforming-math-curriculum-with-computers.html. Accessed April, 2014.
———. 2014. How do we fix math education? http://www. computerbasedmath.org/. Accessed April, 2014. | <urn:uuid:7827d122-6050-4ef6-a1aa-c05593f030d3> | CC-MAIN-2021-49 | https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1065&context=hmc_theses | 2021-12-05T19:41:59+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363216.90/warc/CC-MAIN-20211205191620-20211205221620-00370.warc.gz | 576,778,005 | 16,106 | eng_Latn | eng_Latn | 0.984155 | eng_Latn | 0.999116 | [
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Effective instruction
Group and individual
Well planned
Assesses knowledge work
Low and High Stakes
Values
Knowledge
Sequenced
Deliberate
Character
Pastoral support
Review where learning
most successful and least
Develop new strategy to
support weak areas
Build on successes
Ambitious for all
students
Values at the heart of
the curriculum
Feedback individual and
group
Use of technology where
appropriate
Effective
Pedagogy for
Learning
Assess
Effectiveness
of Learning
Adjust
Pedagogy as
required
Plan
Sequence of
lessons
KS3 Solid Foundations Supported by Knowledge Organisers
KS4 Leading to Meaningful Qualifications
KS5 Personalised Sixth Form
Curriculum Plan
The final
Making plans
A Levels
Post 18 Plans hurdles. Being
for my future resilient.
PPE2
Every Child a Blessing
GCSEs
SATs
KS2-3
Transition
KS3-4
Transition
KS4-5
Transition
Listen
Engage
Answer
Respect
Now
Citizenship
PSHE RE SRE
Fundamental British Values
Careers
Futures
Wellbeing
We All Belong
Term 1
Starting as
we mean to
go on
Term 2
Expressing
myself
effectively
Term 3
Making good
decisions
Term 1
Celebrating
our
differences
Term 2
Thinking with
a clear head
Term 3
Committing to
growth
Term 1
Finding my
voice
Term 2
Adapting my
voice
Term 3
Growing in
confidence
Stepping into
the world
Deepening my
knowledge
First Taste
of GCSE
exams
Coping with
Pressure of
lots of exams
PPE1
Making plans
for my future
PPE2
Doing myself
proud
Settling in to
a new school.
Changing
workload
Growing
Independence
My place in
the world.
Building my
future focus
Growing
stamina
Starting My
GCSE Course
Committing to
growth
Financial Education
Becoming an active citizen
Widening
Vocabulary
Using
Vocabulary
More
Effectively
Getting to grips
with exam style
questions
Using
Vocabulary
More
Effectively
Finances and
responsibilities
preparing for
adult life
All About Me
My
relationships
with Others
Society and me:
Mutual
influences
Me as a citizen
Making plans
for my future
PPE1
Teamwork
Explicit in
SKL
Implicit
everywhe
re
Curriculum Description
Lead transition across NOA.
Developing strong foundations in Key Stage 3 based upon the ambition of the national curriculum. Knowledge Organisers outline the critical minimum knowledge required to progress effectively. Regular benchmarking by external providers verifies quality and effectiveness.
High quality ambitious courses at Key Stage 4 for all students. These courses all form a strong foundation for progression into successful applications to Sixth Form, college and apprenticeships.
A tailored Sixth Form built upon the particular choices made by the students who require a personalised small Sixth Form to make maximum progress. The Sixth Form aims to cater for students who would not be able to thrive elsewhere.
COVID Curriculum Response
An online offer that has online lessons assessment and feedback. This is as closely linked to the regular curriculum as can be managed. Support offered to other schools.
A carefully crafted recovery curriculum.
The most ambitious catch up programme found in Norwich.
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Participating in Activities You Enjoy— More Than Just Fun and Games Tips from the National Institute on Aging
There are many things you can do to help yourself age well: exercise and be physically active, make healthy food choices, and don't smoke. But did you know that participating in activities you enjoy may also help support healthy aging?
Research tells us that older people with an active lifestyle:
As people get older, they often find themselves spending more and more time at home alone. The isolation can lead to depression and is not good for your health. If you find yourself spending a lot of time alone, try adding a volunteer or social activity to your routine.
June feels great. She enjoys gardening, playing cards with friends at the senior center, and taking a water aerobics class at the county indoor pool. She turns 78 this year, but feels like she's still in her 50s. Research shows that staying active can help older adults like June stay healthy.
Benefits of an Active Lifestyle
Engaging in social and productive activities you enjoy, like taking an art class or becoming a volunteer in your community or at your place of worship, may help to maintain your well-being.
* Are less likely to develop certain diseases . Participating in hobbies and other social and leisure pursuits may lower risk for developing some health problems, including dementia.
* Have a longer lifespan . One study showed that older adults who reported taking part in social activities (such as playing games, belonging to social groups, or traveling) or meaningful, productive activities (such as having a paid or unpaid job, or gardening) lived longer than people who did not. Researchers are further exploring this connection.
* Are happier and less depressed . Studies suggest that older adults who participate in what they believe are meaningful activities, like volunteering in their communities, say they feel happier and healthier. One study placed older adults from an urban community in their neighborhood public elementary schools to tutor children 15 hours a week. Volunteers reported personal satisfaction from the experience. The researchers found it improved the volunteers' cognitive and physical health, as well as the children's school success.
Researchers think it might also have long-term benefits, lowering the older adults' risk of developing disability, dependency, and dementia in later life.
* Are better prepared to cope with loss. Studies suggest that volunteering can help with stress and depression from the death of a spouse or other loved one. Among people who experienced a loss, those who took part in volunteer activi ties felt more positive about their own abilities (reported greater self-efficacy).
* May be able to improve their thinking abilities. Another line of research is exploring how participating in creative arts might help people age well. For example, studies have shown that older adults' memory, comprehension, creativity, and problem-solving abilities improved after an intensive, 4-week (8-session) acting course. Other studies are providing new information about ways that creative activities like music or dance can help older adults.
Melvin has not quite felt like himself since his retirement. He misses his customers and teaching new employees the trade. Linn used to care for her grand-children while her daughter was at work. Now that her grandchildren are in school, she has a lot of extra time on her hands. Melvin and Linn miss waking up with a feeling of purpose. They think joining a volunteer group might help. Research shows that people who are sociable, generous, and goal-oriented may feel happier and less depressed than other people.
2
Activities to Consider
Would you like to get more involved in your community or be more socially active? There are plenty of places to look for opportunities, depending on your interests. Here are some ideas:
Get out and about
* Visit a senior center and take part in its events and activities
* Play cards or other games with friends
* Go to the theater, a movie, or a sporting event
* Travel with a group of older adults, such as a retiree group
* Visit friends and family
* Join a group interested in a hobby like knitting, hiking, birdwatching, painting, or wood carving
* Try different restaurants
* Reconnect with old friends through your high school or college alumni association
* Visit local museums. Many offer free group tours.
Learn something new
* Take a cooking, art, dance, language, or computer class. Get in touch with your local community college. Many offer free or discounted courses for older adults.
* Form or join a book or film club
* Try yoga, tai chi, or another new physical activity
* Learn (or relearn) how to play a musical instrument
When Maria was younger, she took part in rallies for local issues and even went to Washington, D.C., to hear Martin Luther King, Jr.'s "I Have a Dream" speech. Recently, she has been learning about problems with the environment and wants to get involved in finding a solution. She thinks it will be a good way to volunteer her time.
Become more active in your community
* Serve meals or organize clothing donations for people in need
* Help an organization send care packages to soldiers stationed overseas
* Care for dogs and cats at an animal shelter
* Volunteer to run errands for people with disabilities
* Join a committee or volunteer for an activity at your place of worship
* Volunteer at a school, library, museum, or hospital
* Help with gardening at a community garden or park
* Organize a park clean-up through your local recreation center or community association
* Sing in a community choral group, or play in a local band or orchestra
* Take part in a local theater troupe
* Rediscover a favorite childhood pastime or teach it to a new generation— embroidery, photography, building models, chess, baking, woodworking, calligraphy, or quilting
* Get a part-time job
3
Be physically active
* Garden or do yard work
* Take an exercise class or do exercises at home
* Go dancing
* Join a sports group for older adults, like a bowling club or bocce league
* Walk or bicycle with a friend or neighbor
* Join a local hiking or mountain biking group. Try rowing, canoeing, or kayaking at a nearby lake or river.
* Take a swimming class
* Start a weekly basketball or tennis game with friends
* Join a mall-walking group
* Play with your grandchildren. Teach them a game or dance you remember from childhood.
For more information about physical activity, check out Go4Life®. This exercise and physical activity campaign from the National Institute on Aging has exercises and free videos and print materials at www.nia.nih.gov/Go4Life.
Two years ago, Ted began volunteering at his senior center, then he started some clubs at the center. Now he volunteers 3 days a week, leads the center's theater group, and plays in a weekly dominoes game. He also recently joined a committee for his apartment building that meets twice a month. Ted is rushing all the time and thinks he might need to cut back.
Find the Right Balance
Everyone has different limits to the amount of time they can spend on social or other activities. What is perfect for one person might be too much for another. Be careful not to take on too much at once.
You might start by adding one or two activities to your routine and see how you feel. You can always add more.
Remember—participating in activities you enjoy should be fun, not stressful.
For More Information About Participating in Activities
America's Natural and Cultural Resources
1-800-942-2677 (toll-free) 1-800-833-3722 (TTY/toll-free)
Corporation for National and Community Service
email@example.com www.nationalservice.gov www.serve.gov
Experience Corps AARP Foundation
1-202-434-6400 firstname.lastname@example.org www.experiencecorps.org
VolunteerMatch
1-415-241-6868 www.volunteermatch.org
Volunteer Portal www.volunteer.gov
For more information about health and aging, contact:
National Institute on Aging Information Center 1-800-222-2225 (toll-free) • 1-800-222-4225 (TTY/toll-free) email@example.com www.nia.nih.gov
Visit www.nia.nih.gov/health to find more health and aging information from NIA and subscribe to email alerts. Visit https://order.nia.nih.gov to order free print publications.
OCTOBER 2017
NIH PUBLICATION NO. 17-AG-7411 | <urn:uuid:292c1b1d-28da-48ea-8764-a94b9fa39e4d> | CC-MAIN-2021-25 | https://order.nia.nih.gov/sites/default/files/2017-11/participating-in-activities-you-enjoy-tip-sheet.pdf | 2021-06-12T12:19:36+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00142.warc.gz | 432,536,452 | 1,768 | eng_Latn | eng_Latn | 0.977764 | eng_Latn | 0.997334 | [
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Student Code of Conduct
I Keep Safe
I Cooperate
I Accept
I Respect
I am Friendly
Teachers
Constance Chen
Leo Liu
Jennifer Thomas
Lee-Ying Leong (LOTE)
Kathryn Granville (E.C.)
Damian Bridgers (E.C.)
Liz Bujaroski (SLC)
Housekeeping
- All students wear a hat when outdoors
- Absences require a note to the teacher
- Only water bottles during class time
- Mawson is a nut free school
Library
5/6C Wednesday
5/6L Wednesday
6T Wednesday
Homework
Fortnightly homework tasks will be set by the teacher and will use ICT such as Google Classroom. Students will also have research/written projects throughout the term.
Term 3 Dates:
Athletics Carnival – Thursday Week 2
Year 6 Cluster Leadership
Conference at Canberra
College – Thurs 8 August
Science Night – Wednesday
Week 4
Book Week and Scholastic
Book Fair – Week 5
Mandarin Speaking
Competition School Final –
Week 8
Panda Competition – Due Week 9
Year 6 Camp: Warrambui – Wednesday 25 – Friday 27 Sept Week 10
5/6C, 5/6MIP & 6T OVERVIEW FOR TERM 3 2019
ENGLISH
Students will participate in a balanced literacy program and will be engaged in a range of activities according to their instructional level. All learning experiences align with the Australian Curriculum.
HEALTH - Values and Leadership
This term the focus of values are Responsibility, Self-discipline and Trust. The students will have opportunities to take on various leadership roles within the school and will act as buddies to younger Pre-school and Kindergarten students. We will continue to look at developing relationships, and personal and public leadership skills. The students will be involved in activities and discussions on forming relationships, honesty and kindness throughout the term. The students will also have opportunities to explore, identify and define the characteristics of being a good learner and learning dispositions through discussions and cooperative learning activities.
PHYSICAL EDUCATION
This term the students will be focusing on developing teamwork skills and techniques. They will apply these skills to game situations. They will continue to practise soccer dribbling, passing and kicking skills in sport lessons and will have opportunities to play sports such as soccer, touch football and European Handball. The students will also be preparing for the Athletics track and field carnival by practising skills such as sprints, long distance running, shot-put and long jump for the Athletics Carnival held on Thursday 1 August.
MATHEMATICS
The class will have opportunities to develop understandings of all Mathematical strands through a range of stimulating and challenging activities. Each week, students will also be working on mental computation skills for the four operations and problemsolving strategies.
INQUIRY UNIT
SCIENCE: Earth and Space Sciences
Creators and destroyers
This term the Year 6 Inquiry Unit will focus on Earth and Space Sciences, and students will discover and learn how sudden geological changes and extreme weather events can affect Earth's surface. The specific emphasis will be a study of volcanoes as 'creators and destroyers'. While volcanic eruptions are often seen as devastating events causing destruction, they are also instrumental in creating new islands and adding to the continents while providing rich fertile soils and mineral deposits.
Through hands-on investigations, students will explore how volcanoes are formed, how the viscosity of lava effects the shape of volcanoes, the benefits and risks of living near a volcano and how volcanic activity is related to the structure of the Earth.
Students will plan and conduct an investigation of the viscosity of magma and its relation to volcano shapes. Over the course of this unit they will also identify and research a volcano. They will collect information to design, produce and present an information product, such as posters, visual slides, 3D models or animations, about their volcano.
The overarching idea: Sudden geological changes and extreme weather events can affect Earth's surface.
Key inquiry questions:
* What are the impacts of volcanic activity on Earth?
* Why are volcanoes located where they are?
* What are the key structural features of volcanoes?
* How does a volcano form and what affects its shape?
* What are the benefits of living near volcanoes?
This inquiry unit includes literacy and numeracy focuses to support learning in these areas and assessment strategies relevant to various stages of the teaching unit.
Restorative Practice supports students to learn from their mistakes and reconcile and resolve problems with others.
Questioning protocol
What happened?
What were you thinking at the time?
What have you thought about since?
Who has been affected by what you did?
In what way?
What needs to happen to make things right?
THE ARTS
The Arts program will incorporate visual arts, media arts, music, dance and drama. The students will explore and research Chinese ancient inventions and will have opportunities to design and make arts and crafts to present these inventions to participate in the 2019 ACT Panda Competition. The students will be looking at the elements of drama, linking to our Reader's Theatre in Literacy sessions.
MANDARIN IMMERSION PROGRAM (MIP)
This term students' learning will focus on two major goals: Mandarin Speech Competition and Panda Competition. They will develop Mandarin communication skills that enable them to introduce themselves and tell an interesting story. In Mandarin literacy writing, we will focus on information report about Chinese ancient invention which integrates with the Panda Competition. Students will also reinforce the Pinyin system, Chinese handwriting, stroke order and radicals to develop their vocabulary capacity across key learning areas. In Mathematics, we will focus on using Mandarin to support learning of fractions, area, volume and data through a variety of hands-on pairs, group work and individual learning activities. Students will also continue to practise their Mental Computation skills in Mandarin. They will do some activities regarding Mid-Autumn (Mooncake) Festival.
LOTE – MANDARIN
In LOTE, students' engagement with Chinese language is mainly through speaking and listening. Their understanding of Chinese is dependent on context. As such they are constantly modelling, using familiar words or phrases. Using greetings, talking about self and interactions in the classroom will be in structured and scaffolded in a variety of learning situations. This approach is an ongoing process for the visible learner. Topics for this term are mapping and directions, countries and seasons. In cultural aspects, students will have the opportunity to learn the story of the Moon Festival in September. In Science students will have the opportunity to investigate ancient inventions and stories related to these Chinese inventions. | <urn:uuid:a16d5818-b777-4f34-8ac2-8fb1d8011ed3> | CC-MAIN-2021-25 | https://www.mawsonps.act.edu.au/__data/assets/pdf_file/0008/449216/56C_56MIP_6T_OVERVIEW_FOR_TERM_3_2019.pdf | 2021-06-12T11:17:02+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00142.warc.gz | 831,961,235 | 1,355 | eng_Latn | eng_Latn | 0.997509 | eng_Latn | 0.998269 | [
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California State University, Monterey Bay
Digital Commons @ CSUMB
Capstone Projects and Master's Theses
Capstone Projects and Master's Theses
5-2019
Benefits of After-School Programs on Elementary School Students
Cynthia Cramer California State University, Monterey Bay
Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all
Part of the Elementary Education Commons, Liberal Studies Commons, Other Education Commons and the Student Counseling and Personnel Services Commons,
Recommended Citation
Cramer, Cynthia, "Benefits of After-School Programs on Elementary School Students" (2019). Capstone Projects and Master's Theses. 563.
https://digitalcommons.csumb.edu/caps_thes_all/563
This Capstone Project (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact firstname.lastname@example.org.
Senior Capstone Binder Submitted to: Dr. Paoze Thao Liberal Studies Department College of Education In Partial Fulfillment for LS 400: Liberal Studies Senior Capstone
Benefits of After-School Programs on Elementary School Students
By
Cynthia Cramer
California State University Monterey Bay Seaside, California
May 16, 2019
LS 400: Liberal Studies Senior Capstone
Abstract
As a prospective educator and mother of six children, I often ask myself, what specific benefits can my child obtain through an after-school program? What is the structure of the after-school program? Would my child get help with homework if he or she needs it? Would he or she be allotted time to read, and does the after-school program follow the mandated Common Core State Standards? Organizations such as The Youth Orchestra of Salinas (YOSAL) as well as those associated within our elementary schools offer additional support to help meet the needs and interests of all students, parents, educators and interested stakeholders. Even though all of the needs of our children may not be met within one specific program, the myriad of after-school programs offered within our communities do, in fact, offer sufficient positive resources to meet the needs of our children, students, and parents.
Introduction
As a prospective educator and mother of six children, I often ask myself, what specific benefits can my child obtain through an After School Program? What is the structure of the After School Program? Would my child get help with homework if he or she needs it? Would he or she be allotted time to read, and does the After School Program follow the mandated Common Core State Standards? Organizations such as The Youth Orchestra of Salinas (YOSAL), as well as those associated within our elementary schools, offer additional support to help meet the needs and interests of all students, parents, educators and interested stakeholders. Even though all of the needs of our children may not be met within one specific program, the myriad of After School Programs offered within our communities do, in fact, offer sufficient positive resources to meet the needs of our children, students, and parents.
A primary purpose of After School Programs today is not only to provide day care during the after-school hours, but they are also established to provide enrichment activities for elementary school students. Many schools strive to provide these activities to their students through exposure to different art forms, response to intervention programs, and to provide assistance with homework. These After School Programs are crucial to ensure that our children are in a safe place – this is a vital component of the After School Program because violence and gang activity is, and has always, been prevalent within our community. Other schools offer musical instruction and physical education to supplement their program, while some provide arts and craft supplies to enhance exposure to creativity and self-exploration. According to, Durlak & Weissberg (2007), "This serves as an added bonus to the students, for many art programs have been cancelled and/or diminished within the regular scheduled school hours." Because most of the After School Programs are associated with schools, there is no cost to the parent and/or fees
associated with the programs. Youth Orchestra Salinas, (YOSAL) is an additional program which is not affiliated with a school, and they too offer free remittance to its program by way of grants, private donations, and sponsors.
Common themes of review within the responses to the questions addressed to the principals, after school teachers, program directors and research were prevalent within this research are outlined below: exposure to arts and music, physical nourishment, homework assistance, hands on opportunity to learn, and safety for our children.
When I first embarked in my research, my primary research question was, "How do After School Programs benefit elementary school students?" As I continued with my research, I found the need to adjust my primary research question. I began to ask myself, "What specific benefits can my child obtain through an After School Program?" Additional secondary questions also developed as I proceeded therein. Herein are the secondary questions that I developed:
- What does the research say about the benefits of After School Programs on elementary school students?
- How do After School Programs benefit elementary school students educationally, recreationally, and socially?
- How are After School Programs structured within Monterey County?
- How are the After School Programs funded?
- Are there diverse After School Programs to meet the demands of parents, students and stakeholders?
- Are there resources available to meet the demands of the programs?
- Are the After School Programs affordable for all parents within Monterey County, and
- Can these After School Programs help raise the regular scheduled school attendance rates?
Literature Review
A primary purpose of After School Programs is not only to provide day care during the after-school hours, but they are also established to provide enrichment activities for elementary school students. Many schools strive to provide these activities to their students through exposure to different forms of art, response to intervention programs, homework assistance, and a safe place to dwell until they are scheduled to reunite with their parents. Hence, you will read about the history and role safety plays within the After School Program, the essential component of social interface between teacher and student, the diverse After School Programs offered within our communities, and a few opposing viewpoints of After School Programs. I have narrowed the literature review into these three components; however, each component is expounded upon and branched out towards influencing factors that are prevalent to this research.
During the latter part of the 19 th century, the need and desire for American children to participate in the growing industrialized labor force decreased. Groups such as the Children's Bureau, Religious Institutions, and labor unions have worked diligently to end child labor force participation (Mahoney, Parente, & Zigler et al, 2009). This is especially crucial to the Mexican American/Mexican Immigrant population in Monterey County. For years, many Mexican American children and Chicano children have worked the agricultural fields. Many of these children resided within the states of California and Texas. Some were allowed to leave school at lunch time so that they could, "…work side by side with their parents to earn money for their daily expenses" (Verdugo, 1995, p. __). Drop in after school centers were first called "boy's clubs" which first appeared in the latter part of the 1800's to fill the idle time of after school
hours (Mahoney, Parente, & Zigler et al, 2009). According to Lee (1915), the turn of the century introduced the idea that more structured activities were crucial for the growth and development of children. The major factor of accelerating the growth of After School Programs has been the rise in women's participation in the labor force which created the need of child supervision that was no longer being met by traditional family roles and structure (U.S. Department of Labor, 2005).
In recent years, the voice of women within our federal, state, and local government has developed. This has provided a crucial element that has been desperately missing – a woman's perspective with an introspect that has been developed from within the walls of her home. However, with the new role of women in the labor force, it has also created a void – the traditional role of a mother in caring, tutoring, supporting, nurturing, providing a safe haven, and meeting all of the demands of her children to ensure that "they, her children" are better equipped to meet the demands of the world. In short, an internal conflict is under attack as stated within Betty Friedan's book A Feminine Mystique wherein she states, "There must be something more than simply being …barefoot and pregnant" (Friedan, 1963, p. __). The need, and/or the desire to have a little less financial burden has driven many women to the labor force. This, in turn, exasperates the current U.S. Department Labor's data that continues to extract from traditional family roles. Hence, children are left with the need for proper supervision, protection, guidance, and support.
The Importance of After School Programs – Safety
After School Programs provide safe, structured, learning environments for students outside the traditional home and school day. These programs typically run for two to three hours following the end of the school day. Some may be broad and generic in focus; however,
according to my research, all are governed and or managed under a director and or credentialed academic administrator. The National Governors Association (2009) states that embedding positive intervention and support to our children is an integral part of education. These After School Programs provide an outlet for at-risk students. According to the states Department of Justice, Monterey County (2012) was the worst place in the state to be in the last year, with nearly 12 homicides per 100,000 residents.
The National Research Council (NRC, 2002) reported that youth organizations and After School Programs promote healthy development. They reported that children who participated in youth organizations and After School Programs tended to adopt higher self-esteem, increased motivation, and academic achievement. Additionally, these programs' efforts were aimed at helping youth achieve their potential. Herein, youth who participated in these programs often developed the competencies and the elasticity to face today's academic, social, emotional, and gang related tendencies (Lerner, Almerigi,: National Clearinghouse on Families and youth, 2009). Ultimately, these After School Programs helped these children to develop positive characteristics such as aspirations to pursue positive academic achievement and avoidance of risk-taking behaviors - i.e. gang activity or teen pregnancy.
Advocates in support of After School Programs argue that more supervised After School Programs reduce delinquency and risk behavior. Youth engaged in safe and structured activities are less likely to engage in early sexual activity, crime and substance abuse (Fashola, 1998; Proscio &Whiting, 2004). According to the U.S. Department of Education (2014), over 70% of Mexican Americans and or Mexican Immigrants dropout of high school. More importantly, After School Programs improve school performance, especially for children in low performing districts. Elementary, middle schools and high schools in Monterey County, especially those in
Salinas, Soledad, Greenfield, Gonzales, Castroville, Chualar, and Seaside, tend to score academically and historically low within their Smarter Balanced Assessment Consortium (SBAC) scores.
President Bill Clinton (1999) further argued that he believed that the best way for our nation to meet the challenges that our children face today is to expand the number and improve the quality of our After School Programs. With quality After School Programs, parents and educators will be given additional tools and support they need to succeed; students learn their lesson in the schoolhouse, not on the street. Youth crime and victimization plummet. Quality After School Programs both enhance opportunity and bolster responsibility. In doing so, they strengthen our communities. They honor our values, and they benefit our nation (Clinton, 1999; Weekly Compilation of Presidential Documents, 1999 35.1).
Social Development
A sense of belonging is critical in healthy development. Staff in after-school organizations contribute to the essential features of these settings by creating appropriate structure in a safe environment and by promoting a sense of belonging, feeling of personal efficacy, and positive social norms (Mahoney, Eccles, Larson et al, 2004). Instructors develop a sense of belonging with our children, which in turn, facilitates supportive relationships (DuBois & Karcher, 2005; Rhodes, 2004). This rapport is crucial in building character and a strong sense of worth within the hearts and minds of our youth. Many times, adults tend to believe that tomorrow is a better day; however, character, integrity, and sense of one's personal worth is crucial within our elementary development. Hence the value of our administrators, teachers, directors, and stakeholders play a vital role in complementing our children's time with learning, team bonding, sports, academic support, and wholesome recreational activities. According to
Larson (2000), these positive mentorships may build psychosocial development as well as enhance academic aspirations to pursue a post-secondary education in order to be more like those positive role models whom they have built bonds with.
Patterson (2000) argued that students from grades four to twelve showed that the growth of new deviant behavior was related to the level of deviancy in the fourth grade -peer group. In turn, arrests, substance use, and number of sexual partners tended to increase if their deviant behavior was left unchecked. Additionally, Snyder (2005) states that low-socioeconomic youth were studied and observed to measure their playground behaviors and as well as covert deviant behaviors such as lying to an adult, blaming others for one's own misbehavior, and aggressive tendencies. Their studies showed that a number of students tended to adopt like-minded behaviors, especially those surrounded by social disadvantaged demographics. Hence, the need to ensure that quality teachers, credentialed administrators, and caring, and successful role models is are underscored within the After School Programs and/or organizations.
In addition, numerous authors make a clear distinction between traditional school hours and After School Program hours. Distinctions are made in regards to a framework that is useful in creating environments that encourage youth by supporting positive interactions that build on internal motivations and interests (Noddings, 2005). Bingham (2004) supports Noddings' arguments as he explains, "Learning takes place only through the interaction between people. It is realized indirectly through active dialogue. When both the listener and speaker come to an understanding and both are edified, the learning is then transferred to engagement...learning; however, tends to be broader than learning within traditional school hours" (2004 p. ___).
Types of After School Programs
Community-based programs are implemented by community organizations such as YMCA, public agencies, libraries, and youth organizations (Gootman, 2000). The Youth Orchestra of Salinas (YOSAL) program vision is to transform the lives of our youth and our communities through the inspiration, discipline and performance of classical and orchestral music. This program's values are to provide a quality, musical, educational setting, to provide a safe place for districts, and to enrich our community with our musical performances. Its major accomplishment is keeping students safe while they learn an amazing amount of music, collaboration and responsibility (YOSAL.org, 2019). The program provides a positive alternative to the many negative opportunities and influences for students on the streets of Salinas.
The County of Monterey scores very poorly on statewide tests, with almost 75% of students in grades 3-11 not meeting grade level standards in Reading, Language Arts, and Math. YOSAL students do better in school. The impact of music and active participation of students' success is supported by research. YOSAL Board Chair, Mary Alicia McRae, said there have been studies such as one put out by Northwestern University that was designed to test whether the level of engagement matters. According to the report, it states that researchers found that children who regularly attended music classes and actively participated, showed larger improvements in how they process speech and reading scores than their less-involved peers after two years. The researchers also found that neural processing of students who played instruments in class improved more than the children who just showed up to music appreciation class (YOSAL.org, 2019).
The YMCA embraces the values of caring, honesty, respect, and responsibility, with a mission to strengthen the community through programs that develop youth, support healthy
living and foster social responsibility. They have enriched the lives of thousands of families and individuals in our community. They offer youth, adult, senior citizen, and family health and fitness programs to enhance individual needs as well as provide alternative day care programs for school-aged children (Central Coast YMCA.org, 2019). Their programs vary in length and space may be limited. To ensure enrollment they encourage members to register early. Waiting lists are established after maximum enrollment is reached. Registration may be completed in person or, for registered members, on the internet for some programs. They believe that no one should be turned away because they lack the ability to pay. That's why they provide financial assistance, so everyone has the opportunity to take advantage of the Y's valuable programs and services (Central Coast YMCA.org, 2019).
The First Tee has established Nine Core Values that represent some of the many inherently positive values connected with the game of golf. According to The First Tee, their values are: Honesty, Integrity, Sportsmanship, Respect, Confidence, Responsibility, Perseverance, Courtesy, and Judgment. By participating in The First Tee, kids are introduced to these core values which are incorporated throughout the program. Parents are encouraged to reinforce these behaviors by talking about them, what they mean and what these behaviors can look like at home (https://www.thefirstteemontereycounty.org/, 2019).
According to The Salinas Elementary School District (2019), the district offers The Best of Education and Safety Time (B.E.S.T.) After School Program. It is funded by the After School Education & Safety program (ASES) grant which provides a safe, structured, supportive environment for students after the regular school day ends. The B.E.S.T. Program is provided at no cost to families who are working or attending school during program hours. As required by
the grant, priority enrollment is given to students identified as homeless or foster youth (Salinascityesd.org, 2019).
The B.E.S.T. Program involves collaboration among parents, youth, representatives from schools and government agencies, individuals from community-based organizations and the private sector. The program is offered at eleven school sites in Salinas, CA. Programs provide literacy, academic enrichment, and safe, constructive alternatives for students in first through sixth grades beginning at the time of dismissal from the regular school day and ending at 6:00 p.m. each school day. For the 2018-19 school year, the dismissal schedules for Transitional Kindergarten and Kindergarten do not allow for children in those grades to remain on campus continuously until the program starts, and for this reason, the program is unable to accommodate these students in the program (Salinascityesd.org, 2019).
The After-School Education and Safety (ASES) program funds the Alisal Unified School District (AUSD). These programs are created through partnerships between schools and local community resources to provide literacy, academic enrichment, and safe constructive alternatives for students in grades 1-6. The educational literacy component provides tutoring and homework assistance designed to help students meet standards in core academic subjects such as reading/language arts, math, and science. A broad range of activities are implemented based on local student needs and interests. The enrichment component offers an array of additional activities that reinforce student learning through Science, Technology, Engineering, Arts, Math (STEAM) methodology centered on an interdisciplinary approach that encourages problem solving, discovery, and exploratory learning that increase students ability to think critically and work as a member of a team. Their program also offers structured Physical Education opportunities and daily supper (alisal.org, 2019).
Arguments Against After School Programs
A number of arguments are made against effective After School Programs. According to Scarupa (2009), editor of child trends a number of parents and youth have selected not to attend After School Programs because of the vicinity and or location of these programs. A number of youth state that neighborhood safety plays a key role in the decision about whether to participate in out of school programs, especially when participation requires traveling through notorious gang neighborhoods. And they go on to say that these safety concerns are compounded by drug and substance abuse problems.
Other barriers noted were simply economics and or the cost to finance participation in the After School Program. Despite the fact that references have been made in regard to free After School Programs, there are many programs that charge exorbitant fees. The cost of transportation fees, enrollment fees, fees associated with a sport, and fees associated with meals are simply an expense outside of the parent's budget (Scarupa, 2009). Other factors such as negative perception or stigma, lack of caring adults, and lack of awareness about out of school programs are other concerns that deserve to be noted.
As duly noted above, After School Programs play an essential role for parents, students, community members, and stakeholders. The new role of women in the labor force has, in-fact, created a void – the traditional role of a mother in caring for her children. It provides a safe, structured, learning environment for students outside the traditional home, and numerous community-based programs are supported and sponsored by community organizations such as YMCA, public agencies, libraries, and other youth organizations to meet the needs of our children. Despite the fact that some arguments may be made in regard to gang-infested
neighborhoods, drugs, and expenses generated from After School Programs, the benefits of the programs certainly outweigh the negative for our children.
Methods and Procedures
Several methods were used to conduct the research for this project. Data was collected through the California State University Monterey Bay Library database. Peer reviewed articles and books on the topic were researched. Additional methods and procedures that were used to conduct this research were interviews with administrators (See Appendix A for interview questions for administrators), directors (See Appendix B for interview questions for directors), and teachers (See Appendix C for interview questions for teachers). Each interview was recorded via the use of my cell phone, transcribed using voice-typing tool on Google Docs, and later inserted within my appendix.
Many long hours were dedicated to compile my research, especially the task of seeking out books, articles and journals on the subject matter. Even more hours followed when I had to first schedule appointments with these professionals aforementioned. Because they were, in fact, professionals, I needed to ensure that I was fully prepared, equipped with resources such as a recorder, had my questions lined up, and prepared my questions accordingly to each organization, school, teacher, administrator etc. Lastly, I needed to ensure that I respected their time, was on time and ensured that time was left for any additional information that they desired to share.
I visited two local elementary schools, wherein I was able to interview one administrator and two teachers per school. This included four separate teachers that I interviewed, two administrators, and two directors from Youth Orchestra Salinas (YOSAL), an external, nonacademic organization.
Other methods and procedures utilized in this research included online research of specific community programs and organizations. This approach was needed, in conjunction with the methods and procedures listed above, in order to become acquainted with the many programs that were offered within our community, our districts, the local school districts and their respective management teams, if in-fact, I truly desired to expand on a holistic approach to my primary question, "How do After School Programs benefit elementary school students?"
Results, Findings and Discussion
All of my research - the visits to the elementary schools, the interviews with administrators, academic teachers, various interviews with staff, directors, my subsequent interview with YOSAL Director, and my tireless, technological research on the subject matter, the following results were concluded. After School Programs and after school organizations do, in fact, play an integral role, and they offer numerous benefits to our students and our community. Our After School Programs offer a safe zone for our children who may not have his or her mom and/or dad at home for a number of hours directly after the traditional school hour of 2:30 or 3:00 p.m. These programs offer assistance with homework, a third meal, supper for those homeless children, a safe place from drugs, gangs, teen pregnancy, and other idle options within our community.
Simply stated, I needed to ensure that I took a holistic approach to ensure that I was able to produce the best product, the best comprehensive analysis, and the best answer to the following question, "What are the benefits of After School Programs on elementary school students?" This specific question is duly noted as the topic of my research; however, this specific question lead me to secondary questions herein as followed:
- What does the research say about the benefits of After School Programs on elementary school students?
- How do After School Programs benefit elementary school students educationally, recreationally, and socially?
- How are After School Programs structured within Monterey County?
- How are the After School Programs funded?
- Are there diverse After School Programs to meet the demands of parents, students and stakeholders?
- Are there resources available to meet the demands of the programs?
- Are the After School Programs affordable for all parents within Monterey County, and
- Can these After School Programs help raise the regular scheduled school attendance rates?
These secondary questions assisted me in completing my research. They served as the backbone and the fundamental foundation of ensuring that I remained focused on the daunting task of truly analyzing the benefits of the After School Programs, if any, and their subsequent programs as a whole. They served as a base for my research on After School Programs and organizations. More importantly, they gave me direction in regards to the many resources, and or lack of resources available to me as a parent, student, and community member within our social paradigm.
I generated a number of additional questions simply to be used as a form of organizing my thoughts, my time, and my focus. These are the questions that I cherished in thought as I proceeded forth with my interviews. I have produced those additional questions within my appendix (Appendix A, Appendix B, and Appendix C) section for your review.
I began my analysis of my results, findings and discussion by first presenting two administrators from two distinct schools with their respective interviews. Two other interviews with two After School Program Directors follows. I completed this portion of the analysis from four After School Program teachers. Two of the teachers are employed with one school from within Monterey County, and two After School Program teachers are employed with another After School Program from another school within the County of Monterey.
What does the research say about the benefits of After School Programs on elementary school students?
Comments: You forgot to import this first secondary research question and use your research and data to respond to this research questions per my comments on May 27, 2019.
The fact that I interviewed two administrators from two different schools provided a more holistic approach to the question, "How do After School Programs benefit elementary school students?" I haved produced my analysis, my questions and my thoughts from each administrator. I will be referring to each distinct administrator as Administrator I and Administrator II respectively for this portion of the research.
Administrator I
Administrator I oversaw three After School Programs. One program is an intervention program (Response to Intervention – RTI). The students who attend this program are specifically chosen by their teachers based on their previous years test's scores. The second program is a homework center. The homework center has a partnership with the Salinas Public Library. They have tutors, employed through the library, to tutor students. The third program is the B.E.S.T. Program. This program is for those students whose parents are not available to pick them up. This program is sponsored by the After School Education and Safety (ASES) program; it is an
organization that funds B.E.S.T through one of our elementary districts. This program serves 11 – 12 separate schools in Salinas.
Administrator I felt that After School Programs were extremely vital to the students, for they provided a safe place and decent learning environment for them. She also felt that it was beneficial to provide the "whole" child benefits. Administrator I felt that the student may simply be placed with a babysitter who did not care about the student's homework and simply placed him or her in front of the television. She also stated that the student may also do the same thing from within their home if they were not properly looked after. According to Administrator I, "The students are learning social skills, and they continue to learn academic skills." This specific information was crucial to my study, for it produced inside information from an expert within the field. I was able to hear from the expert, Administrator I, the benefits that are produced from After School Programs. Administrator I also produced telling information that was vital to my secondary questions of benefits associated with educational, recreational, and social norms produced from the After School Programs they offered.
In regards to my secondary questions associated with structure, funding, and the diverse programs to meet the many different demands of our diverse population within Monterey County, Administrator I alluded to those questions when she began to explain the three separate After School Programs that were currently being offered to her students. Administrator I did explain that they used different funding through both state and federal funds. A combination of the funds were used to pay the teachers and purchase the materials
(Administrator I, Personal Communication, 15 April 2019).
As far as the two last secondary questions that I asked for After School Programs, Administrator I did state that all of the programs they were offering were free for all of the
students. In regards to my last question, "Can these After School Programs help raise the regular schedule school attendance rate?," it was evident that Administrator I felt that attending after school program most definitely helped the student complete their homework, which in turn, would most likely help them in school as a whole. The same can, most-obviously be said in regards to her feelings and statement about the students recreational and social interactions within these programs.
As a side note, I did ask Administrator I about specific demographics of her school and those that she serves. She stated that she served 98% Latino and or Hispanics, 70% English Language Learners, and 34% homeless. As soon as I heard this from her, the expert, I immediately saw how these after school programs could service our students - especially the homeless so that they can eat and get help.
Administrator II
Administrator II does not offer many of the same After School Programs as Administrator I, and the schools that Administrator II oversees only offer the B.E.S.T program which is financially funded through ASES. This elementary school within Salinas does not offer RTI nor Homework Centers which are associated with libraries.
I also approached Administrator II with the same underlying question, "How do After School Programs benefit elementary school students?" Administrator II did not specifically specify an answer to this question, but she did say, "I truly do not know what some parents would do without these programs" (Administrator II, Personal Communication, 15 April 2019). She also stated that she knew that there is First Tee, but it was not accessible to all parents because there is a fee associated with the program. Additionally,
Administrator II was aware that some parents could not pick up their kids right after school, and legally some kids should not be home alone because of their age. According to Administrator II, "These programs offered a safe place for these students" (Administrator II, Personal Communication, 15 April 2019). Herein, it was evident that expert number two, Administrator II, felt that After School Programs did, in-fact, offer great benefits to the students.
When I asked about how the After School Program offered educational, recreational, and social support for the students, Administrator II stated that the students were able to use their devices such as their ChromeBooks. As far as recreational, the students were learning drums as a class, and it was clear that these two practices supported their social as well as their recreational skills (Administrator II, Personal Communication, 15 April 2019).
When I asked Administrator II about their structure and funding of the After School Program, she stated that they were funded by grants, ASES funding and money that they get to meet the needs of the students. Administrator II did not elaborate on the grants; she simply made mention that the funds were available. When I learned that this specific school only offered one program, it was clear that this school only offered a specific, one-fits-all, service for their parents and students. (Administrator II, Personal Communication, 15 April 2019). Hence, I did not have to ask the question, "Are there diverse After School Programs offered to meet the demands of the students?"
When Administrator II made reference to First Tee and the cost associated with that specific program, it was my understanding that she was making reference to the fact that the one specific After School Program that they did offer was for free, and they presently did not look towards other After School Programs to service their students.
Special consideration was addressed when we talked about the needs of the student and the benefits of the After School Program, and it was implied that the meals, the academic support, the recreational support, and the social support all played an integral role in supporting the students' attendance rate.
Director I
The same questions that I asked Administrator I and Administrator II were also addressed to two Directors, Director of Youth Orchestra of Salinas, (YOSAL). I'll address each director as Director I and Director II respectively. When I questioned Director I as to how After School Programs benefit students, Director I stated that music arts are important to students. It helps them, the students with brain development and motor skills. He felt that the academics and arts "should" go hand in hand. Herein, it is evident that Director I felt that the arts, helped the students both academically and recreationally. Both played a vital role in the student's development. I addressed the question to Director I in an attempt to get some insight in regards to the social benefits that student(s) get. Director I simply implied that the greatest strength that the student gets is both academic and recreational.
I proceeded to ask Director I, "How is this After School Program structured in Monterey County, and how is it funded?" Director I explained that the program ran from Monday through Friday from 3:00 to 6:00. He also stated that the program was offered to all students from 1st grade to 12th grade. The program was divided between a younger group and an older group to better serve the students. The program also added additional benefits such as snacks, homework help and transportation to and from the facility to the student's home (Director I, Personal
Communication, 15 April 2019).
This specific program, YOSAL was funded through private donors, grant foundations, and sponsors, and it was also evident that this program did meet the needs of the parents, students, and stakeholders. Many more needs were from this specific program, for the program was also able to provide transportation for the students it served.
These thoughts led me to the following question, "Was this program affordable to parents within Monterey County?" It was clear that this program, did in-fact, offer many benefits to parents, students, and stakeholders, and that the cost for the program was favorable to parents because the cost was covered through grants, donors and sponsors.
When I asked Director I if he felt that the YOSAL After School Program helped raise the regular scheduled attendance rate, Diretor I stated, "The kids that we serve are under contract, and they could only miss a certain number of days" (Director I, Personal Communication, 15 April 2019). Even though Director I was specifically referring to the YOSAL After School Program, it was evident that the same structure and discipline that is being taught and learned within this program, develops character and developmental skills that could easily be transferred to their regular school scheduled which, in-turn, would most likely assist the student in his or her attendance. In closing, it was clear that there are many benefits and resources to meet the demands of this specific program.
Director II
Director II is also employed with YOSAL. She has been employed with this After School Program for roughly four years. I began the interview with the question, "How do After School Programs benefit elementary school students?" Director II had a lot to say in regards to this question. First of all, Director II explained that the YOSAL program played a major role in developing the children because of the positive music that the program offered them. She stated
that it was important to have programs like this one that were available to the parents free of cost.
Furthermore, this setting was like a home to the kids - the kids felt safe, and they are learning at the same time.
Director II's response addressed many of my secondary questions along with my primary question of benefits. Simply stated, Director II felt that the program did, in-fact, help out the kids educationally, for the music has helped the children with positive reinforcement via music, recreationally for music was a form of art and required recreational activity, and socially for the children were able to establish strong bonds with all the other children that also participated in the program.
Director II went into more depth to how the children were broken up into groups. Five separate groups had been organized, and many of the groups were broken according to the student's abilities. A number of students were committed to a specific instrument, and others were organized between orchestra and pre-orchestra. The pre-orchestra consisted of the beginners, and the others consisted of orchestra. Although this information went more in depth in regards to the program, it was evident that this specific program, the YOSAL Program, did infact offer a wide range of benefits for the students, and simply stated, it was affordable for the parents (Director II, Personal Communication, 15 April 2019).
Director II also reiterated the need for all of the students to participate diligently with the YOSAL Program. If a student missed too many days, the student may be asked to be dismissed from the program because of a breach of contract. Naturally, this level of maturity did appear to teach the students the importance of attendance - at levels that could easily be transferable
towards their regular scheduled school attendance (Director II, Personal Communication, 15 April 2019).
Naturally, because Director II was employed with the same organization with Director I, I made a "glance" attempt towards asking about the funding and the cost for the parents. The exact same response was produced from Director II as Director I in regards to funding. The cost of participating in the YOSAL program derived from grant funds, donations and sponsors. Interestingly, there was this one last vignette that Director II added in regards to benefits. Director II stated that there was a therapist there for the emotional health of the student. The student was able to speak to the therapist for whatever reason, and this cost was also covered through the same funding (Director I and Director II, Personal Communication, 15 April 2019).
Four elementary school teachers were also interviewed. The four teachers derived from two local schools located in Monterey County. I shall refer to the teachers as Teacher I, Teacher II, Teacher III, and Teacher IV respectively. I continued forth with the same primary and secondary questions; however, I included a few secondary questions for the After School Teachers that can be reviewed within the appendix as Appendix C.
Teacher I
I began my interview with my primary question, "How do After School Programs benefit elementary school students?" Teacher one focused more on the benefits of homework. She, Teacher I, stated that the students have time to work on art projects, and some kids were able to help each other out. This assistance was readily transparent as we could observe the older students helping out the younger students. These specific responses answered not only my primary question, but they also served to answer one of my secondary questions in regards to the
educational, recreational, and social support that the students received therein. In short, the students benefited in all three criteria under this After School Program.
When I asked Teacher I how the After School Program was structured, and who funded the program, Teacher I explained, "I personally do not have a Teacher's Credential. I only have 41 college units". She did, however, state that she had to take the Instructional Aide test at the Salinas Adult School, and her title was Homework Assistance and Supervisor of Activities, (HASA). An After School Teacher was employed in the After School Program who watched over the Instructional Aids Teachers.
When I followed up with additional questions such as the diverse After School Programs that were offered, Teacher I stated that a diverse array of programs and/or activities were crucial in order to ensure that the kids did not get bored. This program offered art, beads, canvases, beads and other recreational activities. One interesting comment that Teacher I did share was that if the student did not complete their homework within the After School Program, most likely the student did not complete the homework because their parents did not know how to assist them or perhaps they, the parents, were not familiar with the subject matter. Hence, we could see how vital this After School Program was for not only the students but equally as important for the parents.
This specific After School Program, which was held on site of the elementary school was free, including a meal for all of the students who participated in the program. No commentary was specified in regards to funding; however, Teacher I did imply that sufficient resources were available.
As I previously stated, I did take the opportunity to ask additional secondary questions to the Teachers. A number of responses to the teacher secondary questions are embedded within the
teachers responses, hence I will only be including responses that I deemed crucial for this study and that have not been addressed within the previous commentary.
Teacher I did not directly respond to the question about Common Core, hence I was not able to address this question herein. When I asked Teacher I if in-fact the students were given an opportunity to read for a minimum of ½ hr., Teacher I explained that the students were only given ½ hr. to complete their homework, hence the students were not expected nor were they asked to read for ½ hr.
As I continued the interview with Teacher I, I followed up the question, "What types of programs do your students use on their technological devices, it was evident and transparent that the children were using their ChromeBooks as a resource to work on their art project. Teacher I explained that they invited the students to continue to use their ChromeBooks as opportunities as this presented themselves.
The last question that I asked was, "If you had a wish list for the After School Program, what would that entail?" Teacher I stated that she would like more outside equipment. She wished that there was more structured play outside instead of "just" recess time.
Teacher II
Teacher II did in-fact hold a Teaching Credential. She was one of the teachers responsible for overseeing the Instructional Aid Teachers. She served in this capacity for roughly three years. I began my interview with my primary question about the benefits of the After School Program and for their students. Teacher II felt that they do get homework support, peer tutoring support, and sometimes get to hang out together. These specific benefits naturally lead to one of my secondary questions of the educational, recreational, and social support that the
students may or may not receive. Herein, it is evident that Teacher II felt that these needs were rendered to their students.
Since Teacher II was the credentialed teacher therein, her duties included extra responsibilities. She was responsible for the schedules of all of the teachers and students. If a teacher called in sick, she was also responsible for calling in a substitute for that class. Teacher II also stated that they really did not have class - rather, they had rotations. The students rotated different activities in order to produce a more well-rounded forum for the students. This specific commentary addressed the structure of the After School Program and the educational, recreational, and social benefits of the program, and the diverse program(s) that it offered to its students and parents. An interesting anecdote is that siblings often had an opportunity to work, play, and socialize together, this, in turn, must bring peace of mind to the parents knowing that their children are also receiving after school support from their siblings.
In regards to the Teacher Secondary Questions, Teacher II stated that they do not actually create lesson plans; however, the homework that the students are given from their regular school scheduled teachers does include Common Core Curriculum. Their After School Teachers simply reinforce and support the students in completing their homework.
Interestingly, Teacher II did state that the students should be allotted time to complete both their homework and be given an opportunity to read as well. Perhaps the underlying verb noted herein is should, for the teachers attempt to ensure that the students are completing their homework, reading for ½ hr, and lastly, receiving assistance with subjects that they help with. Teacher II simply stated that the teachers, older students and siblings are there to provide assistance when the need arises.
Teacher II also addressed my question in regards to the use of technology. She stated that the students would use their Ipads and/or ChromeBooks to watch, "How to Draw" videos, and naturally a number of the students would use their Ipads and/or Chromebooks to complete their homework assignment. Lasly, she also mentioned that numerous students would use their devices to take their Accelerated Reader (AR) quizzes.
Interestingly, when I asked Teacher II about a wish list for the After School Program, Teacher II shared similar insight to Teacher I. She too felt that more, readily, available, outside resources would be helpful. Additionally, she added that Science, Technology, Engineering and Mathematic (STEM) kits were available so that the kids could be more diversely challenged in all subject matters.
Teacher III
Teacher III is from another local elementary school from within the County of Monterey. Teacher III is a fully credentialed teacher who also tends to substitute during the regular scheduled hours. When I asked Teacher III about how After School Programs benefited elementary school students, Teacher III stated that students gained extra help for their homework, they were given an opportunity to go outside and play, and they were often called upon to work together within the classroom. Teacher III kept her responses simple and direct; however, she did express her ideas of the academic, recreational, and social skills that the students were exposed from within the program.
When I asked Teacher III about the structure of the program and the funding, Teacher III began to explain that the students were given 45 minutes of reading time - sometimes that time fluctuated depending on how quick they finished their homework. The students were expected to
complete their homework within 40 minutes, and if the kids were struggling with a subject, mini lessons were produced from the teacher.
I transitioned my questioning from structure to the diverse activities that this specific After School Program offered, and Teacher III explained that they, the teachers and students, diversified their activities by offering "other" activities according to their day in the week. Interestingly, students are offered an opportunity to play the drums at least once a week, measures were taking place to offer the students an opportunity to play tennis.
Teacher III explained that the school did offer a lot of math games, and she, herself had a lot of manipulatives for the students. This was in response to my question of resources that were readily available for the school.
Because Teacher III also served the school during the day from time to time as a substitute, Teacher III expressed that she felt at home within her "own" classroom. Teacher III had a designated classroom assigned to her, while all other After School Teachers were simply borrowing another's classroom. This, in turn, allowed Teacher III much more flexibility. Simply stated, this advantage served as a major resource for Teacher III.
In regards to the Secondary Teacher Questions, Teacher III expressed that depending on the subjects that the student was learning, it was essential that all students stick to the Common Core Curriculum. As far as technology devices, all of the students were able to use their Chromebooks to access Math games and other, additional resources.
When I asked about a wish list for the After School Program, Teacher III stated that curriculum with science and hands on manipulatives would be of benefit for the students in order to challenge and support their critical thinking.
Teacher IV
Teacher IV was employed within the same After School Program as Teacher III. She too was a fully credential teacher, and she was a full-time teacher from another school who worked as an elementary teacher during the regular school schedule. I began my interview with the question, "How do After School Programs benefit elementary school students?" Teacher IV stated that there are simply a lot of parents who could not pick up their students after school. Sometimes parents are forced to hire someone to pick up the kids for them, but a lot of times the students simply sit in front of the TV. Teacher III also explained that some parents could not afford to pay for childcare, and the After School Program was a great option because the students were taken care of. They are learning, they are doing fun activities, and they receive a good meal.
Teacher IV also explained that the students were offered opportunities to play the drums, not once a week, but rather twice a week. This response was given when I asked about the academic, recreational, and social benefits that the students were exposed within the After School Program. Teacher IV also elaborated on the program's intent to start playing tennis. The students were going to be able to play tennis at no cost, and that the class was like a big family they look after each other.
In regards to the social support and structure of the program, the students played in groups. If a problem arose, they would talk and learn to come up with a solution. Teacher IV began to elaborate a little more on the structure of the After School Program after I continued my interview with the questions, and she stated that students did their homework directly after they had an opportunity to eat. If in fact they did not have homework, they did Sustained Silent
Reading, (SSR). They, the students, also did small group instructions for those who needed some help while others worked on their own - others who perhaps did not need the extra support.
I then began to move towards my additional Teacher Secondary Questions in regards to topics that had not yet been addressed. Teacher III stated that the school had plenty of books; however, she also stated that since the After School Teachers were moved from classroom to classroom, she felt somewhat as if she was imposing. She felt as if she was stepping into someone else's home, and she really did not feel comfortable using someone else's things. Teacher III did, however, state that the coordinators of the After School Program were great at getting what the students and teachers needed.
When I asked Teacher IV about technology, Teacher IV explained that most of the students used their Chromebook when working on the academic material such as homework, and in regards to my question of the wish list, Teacher IV did express interest in Art. She also stated that it would be nice to invite an Art Teacher who could teach Art to the students.
After carefully analyzing my research, reviewing my case notes, and visiting with numerous After School Program administrators, directors, teachers, facilities, and affiliated After School Programs, it is evident that the After School Programs offered within Monterey County, do-in fact, offer many benefits to students, parents, and stakeholders. Our children benefit immensely through the diverse programs. Each After School Program has a well-developed structure, a credentialed administrator, a credentialed teacher, sufficient resources, cost effective programs and established safe zones that promotes recreational, academic and social development for the students.
After School Programs and after school organizations do, in fact, play an integral role within our community. Our After School Programs offer a safe zone for our children who may
not have his or her mom and/or dad at home for a number of hours directly after the traditional school hour of 2:30 or 3:00 p.m. These programs offer assistance with homework, a third meal, supper for those homeless children, a safe place from drugs, gangs, teen pregnancy, and other idle options within our community. Our children within Monterey County are exposed to positive, recreational activities - the arts, music, musical instruments, and positive social stimulation which is crucial to optimize our children's academic aspiration and development.
According to our administrators, directors and teachers, several reasons why After School Programs are necessary is because some parents work long hours, and the parents need support more than just childcare for their children. Many parents do not have family near them to provide the childcare they need, and they may not be able to pay for day care either. They do not have many options; hence, an After School Program is beneficial to them and their children.
Numerous interviewees stated that the After School Programs that they offered provided supper, a full meal to the students, and this supper may have been the only dinner they received for the day. There are many homeless people, including children, within our community, and this meal provides them, the children, a well-rounded third meal at the end of their day.
Besides the obvious nourishment that the students receive, the students are exposed to some much needed educational, recreational and social support that helps develop well rounded students who would most likely be deprived of these resources had they not been enrolled within an After School Program within Monterey County.
In addition to the numerous interviews that I conducted with administrators, directors, and teachers, I also researched on-line data from Ed Data that clearly shows the large number of homeless students within Monterey County. Two separate schools from within Monterey County were analyzed, and I will be addressing this data which will be referred to herein as
Appendix F - Homeless Student Enrollment and Appendix G - Homelessness Student Enrollment. I also produced two sets of other data referred to herein as Appendix H Suspensions, and Appendix I - Suspensions. This suspension data was also deemed essential, for many of the administrators, directors, and teachers that I interviewed made mention of free lunches, support and other benefits such as academic, social and recreational benefits that the students received when they participated in the After School Program.
According to Ed-data, Appendix F - Homeless Student Enrollment and Appendix G Homeless Student Enrollment, more than 100 students were homeless in both the 2016-2017 and 2017 - 2018 academic calendars, and it appears this is a common number of homeless students within many of the schools situated within Monterey County. Even more despairing is the fact that this number appears to be rising every year. Imagine how a student feels when the teacher is asking them to focus on the work, but their stomachs are simply aching from hunger or their minds are wondering where they may sleep tonight. Some may even feel a need for some positive social support in order to simply get through another day. The recreational support that a homeless student may gain from an After School Program may also help the student take his or her mind off these specific stresses.
Other children who attend our local schools within Monterey County are suspended at an alarming rate. I was shocked to learn from Appendix H - Suspension and Appendix I Suspension, that students within elementary school age are actually suspended. Students in the After School Programs may also be able to benefit from the programs and minimize these alarming suspension rates by participating in the essential features of these settings.
According to Mahoney, Eccles and Larson, (2004), the After School Programs create appropriate structure in a safe environment which promotes a sense of belonging, feeling of
personal efficacy, and positive social norms. Additionally, instructors develop a sense of belonging with our children, which in turn, facilitates supportive relationships (DuBois, Karcher, 2005). This rapport is crucial in building character and a strong sense of worth within the hearts and minds of our youth.
Clearly, the After School Programs mentioned herein are vital to all of our students, especially those at-risk children who are homeless and/or at risk of being suspended. We can observe that a large number of at-risk students are being suspended in large numbers. Over 65 students were suspended within one elementary school in the 2013-2014 academic year and close to 60 were suspended the following academic year. These are children - our children who may easily become one of these statistics. Hence, we can see the importance of the After School Programs and the benefits that they generate.
Appendix H - Suspension and Appendix I - Suspension shows that almost 20 students were suspended from one elementary school. Although this represents a lower number of students who were suspended from the school, 20 students still represent a large number of atrisk students who are in need of support - more specifically, after school support. Additional results within my research included some major surprises. Youth Orchestra of Salinas (YOSAL) offers orchestral instruction and free enrollment. This opportunity is made feasible through private donations, grants, sponsors, and public foundations. YOSAL also provides transportation to and from the student's school to their facility. A number of schools are associated with this program, and this is an enormous financial, as well as social, and mental support to the parents, students, administrators, and stakeholders.
Youth Orchestra of Salinas (YOSAL) also has established partnerships with other creditable organizations within the community such as the Monterey Jazz Festival, Carmel Block
Festival, The World Theater from California State University of Monterey Bay (CSUMB), The Monterey Philharmonic and other distinguished organizations. Imagine the possibilities of networking with these organizations simply because of your enrollment in this After School Program .
This specific program stood out to me the most, for I was able to learn that there are a diverse array of After School Programs and organizations to meet the needs of all of our children. Some meet the needs of supper. This is a crucial element for some parents, because they are homeless, and at the very least, their children have a place to receive some stimuli and a hot meal from Monday through Friday.
As I previously mentioned, other children receive social stimuli which is also beneficial for the students, parents, stakeholders, and administrators. This stimuli, and/or social support, serves as a beacon for our children to aspire and pursue. They, in turn, adopt the desire to pursue a post-secondary education, to graduate from middle school, to graduate from high school, or to simply stay away from drugs in order to adopt a new way of life - a better life for themselves, their parents, their family, and our community.
Lastly, any positive setting that provides our children an outlet from the streets and cities within Monterey County is deemed beneficial. My heart goes out to those children and parents who suffer with depression because of gangs, drugs, and teen pregnancy simply because of a little lack of support when it is needed. An After School Program and/or after-school organization may be the venue they need to help them over that small and/or large obstacle that vex them.
Problems and Limitations
There were several problems I ran into throughout my research. Simply getting into any school to conduct my research was difficult. I contacted several schools through email as well as phone calls, and I left numerous messages. Unfortunately, I did not get too many return calls. Additionally, the first principal I interviewed almost seemed reluctant to allow me to interview her after-school teachers. One thing I learned from this interview was that the teachers that teach the after-school students are not certified teachers. They do not have their teaching credentials. They have completed the minimal 60 college units to serve under this capacity. They then proceed to a local adult school where they take a test to serve as instructional aids. They are, however, overseen by a credentialed teacher. A few teachers however, do hold teaching credentials, and these teachers tend to serve in the more affluent settings in Monterey County.
Completing my research was an extremely daunting task. I needed to force myself to approach others for information. I needed to reach out to individuals, professional individuals, whom I did not know, and I needed to reach out to professional individuals in the field in order to facilitate the process. Despite the fact that I am an introvert, I forced myself to network with friends, professionals, and After School Program Staff and directors to receive information in regard to my research question - How do After School Programs benefit elementary school students educationally, recreationally and socially?
Networking with friends and professionals who previously served as an administrator within our local school district was most beneficial. Prior to approaching him, I had little success and a sense of direction. After I made contact with him, I began to receive numerous phone calls from a myriad of schools, After School Program directors, teachers and organizations. At first, I questioned if I truly needed to interview so many individuals who were employed and/or
associated in the field. I then learned about the essentials of a holistic and/or a triangulated approach to my research. I also learned that if I researched a greater population, interviewed more directors, teachers, administrators and stakeholders, I would most likely produce the holistic approach - a true answer to my primary and secondary questions that I sought. I simply wanted to know, "How do After School Programs benefit elementary school students educationally, recreationally and socially?"
Producing my secondary questions was also another challenge. I was not familiar with the academic process. But the secondary questions kind of simply fell into place when I sought answers to my primary question. Even more importantly, I attempted to generally analyze and write about the responses to my questions as a whole. I learned that it was essential to truly evaluate each response. It was essential that I analyze each response in order to produce a true measure, a more holistic research, and in-turn, pay tribute to the valuable time and effort afforded to me from the administrators, directors, and teachers.
My mistake of attempting to analyze the responses generically was duly noted by my professor. Although he knew that I had spent countless hours on my research, he also noted that I needed to analyze each response and truly pour more emphasis to fully developing my Results, Findings and Discussion. This was a major and daunting task for me, for I simply thought that I was finished. I had little, if any, strength and desire to complete this task; however, I also knew that I had a lot of money and time invested in this. So, I simply did it!
Lastly, I wanted to conduct an anonymous student survey, but I was not given an opportunity to complete this task. According to the administrators, there is a lot of red tape. The schools have to ask for parents' permission to conduct any type of survey. This meant that
permission slips had to be drawn up and handed out to students, and the students, in-turn, need to return these permission slips before taking the survey.
Interestingly, the first principal I interviewed added that the school runs a health and wellness survey of their students each year, and after this specific survey is conducted, they, administration and staff, receive many phone calls from concerned parents. The parents question the motive of the survey and question who conducted the survey and for what purpose. After hearing this vignette from an administrator, I simply decided to forgo the survey.
Recommendation
It is my recommendation that our local school districts, our local after-school organizations, our local news broadcasters, and our local outreach programs, including social media, properly inform our community of the many After School Programs resources, opportunities and benefits that are afforded to us. We can make a difference. We must make a difference. We must find stronger means in providing this information to our parents, to our students, our children and our community.
If I may add one last vignette, when I was out conducting my research, numerous school administrators approached me while I was conducting my research interview questions with them and asked me, "Have you passed the CBEST? Are you currently enrolled in the PostBaccalaureate Program?" Hence, my recommendation is work hard when you undertake your research. Network with those you hope to be employed with in the future. You may land employment sooner than you thought and perhaps be a part of the solution.
Conclusion
A primary purpose of an After School Program is not only to provide day care during the after-school hours - they are also established to provide educational, recreational, and social
enrichment activities for elementary school students. Many schools strive to provide these activities to their students through exposure to different art forms, response to intervention programs, to provide assistance with homework, to provide a safe place for our children and when possible, help raise attendance and lower suspension rates within our schools. These After School Programs are crucial to ensure that our children receive the many benefits that are afforded within our After School Programs in Monterey County. Our children recieve many benefits within a safe setting, and this is a vital component of the After School Program because violence and gang activity is, and has always, been prevalent within our community.
The information I have produced provides parents, current teachers and future teachers the resources to help their students and or children find an afterschool program that fits or meets their needs and or interests. As a parent, I was not aware of all of the programs that were offered within my community, and I was eager to learn what resources are being offered within our communities to develop our children academically, recreationally and socially. It is imperative that our children be well rounded individuals, and it is my goal to provide additional resources, as well as knowledge, for other parents, students, teachers, administrators and stakeholders to ensure that they can benefit from the many After School Programs afforded to them.
After School Programs and after school organizations do, in fact, play an integral role within our community. Our After School Programs offer a safe zone for our children who may not have his or her mom and/or dad at home for a number of hours directly after the traditional school hour of 2:30 or 3:00 p.m. These programs offer assistance with homework, a third meal, supper for those homeless children, a safe place from drugs, gangs, teen pregnancy, and other idle options within our community. Our children can be exposed to positive recreational activities, the arts - music and other musical instruments, and positive social stimulation which is
crucial to optimize our children's academic aspiration and development. For these simple reasons, I invite you to stand as a voice for our children. Help our children access these After School Programs so that they can benefit academically, socially, recreationally.
References
Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Farrell, A. F., Collier-Meek, M. A., & Pons, S. R. (2013). Embedding positive behavior intervention and supports in afterschool programs. Beyond Behavior, 23(1), 38-45.
Fashola, O. S. (1998). Review of after-school and extended school-day programs and their effectiveness. Baltimore: Center for Research on the Education of Students Placed at Risk, John Hopkins University.
Lee, J. (1915). Play in education. New York: Macmillan.
Little, P. (2014). Evaluating afterschool programs. New Directions for Youth Development, 2014(144), 119-132.
Mahoney, J.L., Parente, M.E., & Zigler, E.F. (2009). Afterschool programs in America: Origins, growth, popularity, and politics. Journal of Youth Development, 4(3), 23-42.
National Clearinghouse on Families and youth. (2009).
Proscio, T., & Whiting, B. (2004). After-school grows up: Moving toward universal extended school days in four large American cities. New York: After-school Project of the Robert Wood Johnson Foundation.
Rorie, M., Gottfredson, D.C., Cross, A., Wilson, D., Connell, N.M. (2011). Structure and deviance in after-school programs. Journal of Adolescence, 34, 105-117
Terzian, M., Giesen, L., & Mbwana, K. (2009). Child trends brief research-to-results. Retrieved from http://www.childrens.org/wp-current/uploads/2013/04/6.pdf
Verdugo, R. (1995). Racial stratification and the use of Hispanic faculty as role models: Theory, policy, and practices: The Journal of Higher Education, 66(6), 669-685.
Weitzman, B.C., Mijanovich, T., Silver, D., Brazill, C., (2008). If you build it, will they come? Youth and societies, 40(1), 3-34
Appendix A
Administrator Interview Questions
1. How is the After School Program structured at your school?
2. Is there an unmet demand/waiting list for the After School Program?
3. How do you get your funding for the After School Program?
4. Describe why you feel that the After School Program is necessary for elementary school students.
5. Are there resources readily available for the After School Program?
6. At what age/grade can students participate in the After School Program?
7. Do you have enough teachers/substitute teachers to teach in the After School Program?
8. Do you offer students the opportunity to participate less than five days a week in the After School Program - why or why not?
9. Is there anything else you would like to add?
Appendix B
Organization Director Interview Questions
1. How is the After School Program structured at your organization?
2. Is there an unmet demand/waiting list for the After School Program?
3. How do you get your funding for the After School Program?
4. Describe why you feel that the After School Program is necessary for elementary school students?
5. Are there resources readily available for the After School Program?
6. At what age/grade level can a student participate in the After School Program?
7. Do you have enough teachers/substitute teachers to teach in the After School Program?
8. Do you offer students the opportunity to participate less than five days a week, why or why not?
9. Is there anything else you would like to add?
10. How do students find out about your program? Do you advertise - how?
Appendix C
Teacher Interview Questions
1. How is the After School Program structured at your school/organization?
2. Who provides the funding for the After School Program?
3. How do After School Programs benefit students in their learning, recreational, and social development?
4. What types of activities do you provide to help in each of these developments?
5. Describe why you feel that the After School Program is necessary for elementary school students?
6. Are there resources readily available for the After School Program?
7. Is the After School Program required to follow the common core curriculum?
8. Do the students have time to work on their homework?
9. Do the students get additional help in the subjects they are failing/not understanding?
10. Do the students get time to read (30 – 45 minutes)?
11. What types of programs do your students use on their technological devices?
12. If you had a wish list for the After School Program, what would that entail?
Appendix D
Anonymous Student Survey
The After School Program is beneficial for me.
Yes
No
I don't know
The After School Program helps me educationally - (reading, math, science, writing)?
Yes
No
I don't know
The After School Program helps me recreationally - (Physical Education)?
Yes
No
I don't know
The After School Program helps me socially (interacting with other kids - sharing, helping, making friends)?
Yes
No
I don't know
I can talk to my After School Program teacher?
Yes
No
I don't know
I am enrolled in the following After School Program- grade level.
1 st grade, 2 nd grade 3 rd grade 4 th grade 5 th grade sixth grade
What resources do you feel are most valuable in the After School Program - number the programs from most important to least important (from 1 – 6)
Page Break
Every Appendix is entitled to its own page
Appendix E
Transcribed Interviews
Recording # 3 - Director #1
How is the After School Program structured at your organization?
Our program is an after-school music program first through 12th grade all ages, Monday through Friday 3 to 6 p.m. Younger students mainly Elementary I called Dupree Orchestra prepping for the orchestra the older students Upper Elementary his orchestra split into two programs we teach students music orchestral instruments, violin trumpet trombone at the pre- orchestra level we do buckets percussion we have snack time homework help offer transportation pick them up after school take them back to school stops
Is there an unmet demand or waiting list for the after-school program?
Yes there is, limited space currently have 200 to 250 that's the max, getting rest throughout the year getting applications and starting waiting this for summer 6 week program how long have you guys been here at this facility for three years program started a 2010 I've been with the program since 2014 before we use the school facilities to do music classes and rehearsals, we have everything here admin offices students.
So you said there's no fee for the kids to attend?
Yes, it's completely free when your cell was first trying to recruit students in 2010 they serviced only a couple of schools mainly in the Alisal District East Salinas but since then we've expanded it's open to any student in Salinas 1-12 grade as long as there's a spot
How is your program funded?
Private donors Grant foundations sponsors students parents don't pay anything,
Can you describe why you feel that the after-school program is necessary for Elementary School students?
Music Arts in general are important for students at the younger level helps them what their brain development motor skills developing better pitch and intonation whether or not the students become professional musicians is not our goal but all those things help the students develop overall academics and the Arts should go hand-in-hand should not be so separated many public schools in Salinas don't have music or regular music programs they may have a couple of teachers that visit every school daily music classes are not offered in all our schools we pride ourselves that we are filling that gap.
Do you have enough teachers to work at the program?
Yes currently we do recruiting teachers has been difficult, music teachers in Monterey County area 3 to 6 after school time slot is the prime time frame for private lessons in their homes recruiting skilled experience music teachers has been difficult sometimes they're already
teaching private lessons or they are part of the local performing organizations like Monterey Symphony Carmel Bach Festival especially because its a 5-day program
Are teachers paid or voluntary positions?
No, they are all paid. Of course we welcome volunteer teachers.
Do you offer students the opportunity to participate less than five days a week, why or why not?
This is a Monday through Friday program. Do students have the option to attend part-time? in the beginning yosal was very strict it was five days a week and they had to attend five days but we've been a little more lenient with that and have created a part-time contract Some students who are involved in other activities after school they can attend 3 days a week they can only miss two days on that part-time contract there are stipulations and rules they need to follow
Demographics: what populations do you serve?
We went in Salinas 95% are Latino Hispanic parents are migrant workers we have a few Asian
How do students find out about your program? Do you advertise? Word of Mouth
Recording #4 - Director #2
How is the after-school program at your organization?
Yosal or Youth Orchestra Salinas is a year-round program our students come from Salinas any school public-private and even homeschooled students they start coming in at around 2 p.m. when they come in they do homework, we help with minor homework tutoring, they have a snack they get separated into different groups, we have five groups 3 for pre Orchestra it depends on their level of music abilities usually kinder through third grade for pre Orchestra, Orchestra is beginners and advanced students those are the older students who are already committed to an instrument Pre Orchestra start with recorders, they do choral work, start learning to read music, we have xylophones and other orff instruments there's a little bit of movement some choreography and music education, on theories, examples of other conductors, get them used to listening to classical music,
Is there an unmet demand for waiting list for the after-school program?
We are at capacity, we've consistently had about 200 students, Right now it's very quiet and calm. We don't have any students but after 2 and especially 3 p.m. it's like what just happened. it's really nice to hear the students the children being happy learning music singing or playing their instrument because it's not easy it's kind of intimidating at first if they really don't know anything about music but within a few days or a few weeks you can see the difference and they are a lot more they're walking taller because they're so proud that they're actually learning tunes and they actually sound good it's nice to see from the littlest ones to the oldest to see them with that sense of pride walking up and down the Halls. Orchestra on Fridays take their instrument home to practice and sometimes they perform for their families
You did say before You have the beginners are in three groups what if an older student comes in with no knowledge what group does he end up in?
The student would be evaluated by Michael the director of programs and education he would probably be pre Orchestra the third level so they're not the oldest in the group but they're able to pick up quickly sometime we have small groups and depending on the number of instructors we have for the day we can give them a little more attention, they quickly are able to pick up on something simple and very soon after that they can apply to something more difficult, and because it's everyday it helps them to pick up a lot quicker
Is there a cost or fee for kids to come here?
It's free, thanks to our donors grant writing grantors, everything comes from private and public donations.
You hold concerts, do you charge an entrance fee?
We used to but not anymore since I took over we decided that we were not going to charge for the concerts but at the last concert we raised over $1,000 in donations from people that were there who felt touched so it probably worked out better
Describe why you feel that the after-school program is necessary for Elementary School students?
It's so important especially with music because it does something to your brain that helps you be better overall in every way in every aspect in the article in your packet you'll see how the sound waves sort of massage your brain and nowadays especially in our area we know that we deal with so many things like homelessness with bullying an increase in depression at a very young age it's sad and abusive of every kind and violence on our streets. it's really important to have programs like this that are available and free to the community so their children are safe This is like a second home for them and that's how we want them to feel to feel secure to feel safe and at the same time they are learning something that a lot of them say they want to be musicians when they grow up so they are here and they are serious and we are here to provide them with the tools we have summer camps we want to expose them to what else is out there outside of Salinas and provide them with those opportunities and they are starting to see that and they see themselves on stage not only locally but internationally. International artists to do the collaborations that we have with other organization and colleges or universities nearby they meet them and they want to be them
You said some of these kids see themselves as being musicians in the future have you seen anyone who who has gone off to do something as far as music goes in their life back in 2012 I helped out with the marketing I learned about the program we have quite a few students who have gone on to conservatories and they're there now they went through the program they graduated and they are at the University conservatories we have one student who came back last summer he was our intern and was conducting he was putting into practice would he's learning at the conservatory We have some at UC Santa Cruz and then others have gone on to other locations most of the kids I have started worried there in elementary school and some of them haven't graduated yet he's a junior in high school so it'll take a while before they start looking at into universities
You mentioned something about teaching the kids what's out there it's other programs what else do you show them besides what you teach them here
collaborations that we have with the Monterey jazz festival Carmel Bach Festival, with chamber music Monterey Bay World Theater at csumb the Monterey Philharmonic and they share they're visiting artists with us if they are paying for someone to come to them to play for them they also make it a point to have an afternoon with us they come here these International artists are here to perform to do clinics and to talk about their experiences we had a group yesterday it's nice for the students to see and get to know what it's like to be an artist. a lot of people tell them you're going to be a starving artist if you believe it then yes but that's not the case we have all these artists if you love to travel you will be all over the place because you will be in demand all over the world They see that they get to perform at the stages of these organizations that were mentioned above and they get invited us families 2 performance at the world theater or at the sunset Center they have received a lot of invitations and the cool thing is that there's so many of them going on a Friday night on a Saturday night with their families to these concerts two plays. we have made it a point to get the word out and let our students know of concerts and events going on and we let them know that there's Limited tickets.
How old do students have to be to come to your program?
Kinder through 12th grade this year we have first grade through 12 and it just happened that way
Do you have enough teachers or substitute teachers to teach?
We have a really nice group of dedicated instructors and we could use one more we're going to be searching from one more in the upper level we're doing really well.
Do students have the opportunity to participate part-time in your program?
Yes we have contracts because they do get to perform at different events we get many invitations we have two Main concerts We have a lot of participation in the community more than 15 a year close to 20 but it's not everyone sometimes it's just the winds ensemble or the upper strings it could be just the pre Orchestra group bucket bands. so it is a contract because we need everyone to learn the music and for everyone to be on the same tune we do allow part-time contracts and it depends on the circumstance but we have a few students who come three days a week and a few that come 2 days a week but the majority come everyday and they're happy.
Demographics I know that we live in Salinas, but what populations do you serve?
90% Latino, the next 10% is combined black Asian White.It's nice to see the kids become friends with other ethnicities and from different schools
How do students find out about your program. Do you advertise?
Are form of advertising is social media word of mouth, From other parents are website and being at the concerts we also do some Outreach at some of the schools they invited us to their open house or any an event that is happening we have people signing up for summer we have the fall The schools are supposed to be helping us advertise too the district they support us with an annual Grant
Is there anything else you would like to add about your program?
It's a great program to see all the kids come in every day and being happy mingling with their friends and being serious about learning music and when they perform sense of achievement you can see their self-esteem and their confidence increased incredibly it's a nice component when
you do this at a young age when you get older you're not scared of being in front of the public or in front of the public in public or in front of the public it helps in a lot of ways, a lot of our students become more aware and responsible of their things their homework their chores at home we hear from parents all the time but they have seen very positive change in their child since they began the program it's good to know as an added component we have a therapist we either refer students are the students asked to see him or the parents ask if you can get their child some help he is great and the kids love him so that's another way we care about their emotional aspect The last concert at Hartnell was a packed house they all looked so nice and pretty so professional they were very very happy you could see that they were just glowing.
Recording #5 - Administrator #1
How is the after-school program structured at your school?
Gives students the opportunity three times a year when in the fall winter and spring they are selected in the fall we focused on students that are nearly meeting the standards we feel that giving them the opportunity at the beginning of the school year is better January we select the students that are not meeting standards at all; they're the lowest This is first through sixth grade. We just started the spring session for the kids. We need that extra push that is nearly meeting standards or at the borderline of meeting the standards we want to provide those students additional help before they take the state test in the spring. We use different funding through state and federal funds. We use a combination to pay teachers and buy materials. The curriculum used two different; the teachers had to use the adopted curriculum and any additional or supplemental materials were purchased. with the new language arts program that has been adopted called benchmark has extensive amount of resources online adopted material has extra resources
The kids that attend the after-school program are selected by their teachers according to those who are not meeting the standards. I assumed that many after school programs are there to support families who need child care during the after-school hours since these students are selected by their teachers what happened to those students whose parents work late in the day and don't have childcare. We are talking about a different program, that program does not provide intervention. That's an extra curricular program it's called the ASES program but here in my school it's called the BEST program. We allow them to do their homework to read to use their computers. They also cook, they do PE, they do art dancing. We have Cycles where they are exposed to these different activities. These kids begin at 8 in the morning and leave at 6. this program is for those parents who are working we don't do intervention for these children, right now they're doing steam science engineering and math activities but all that is helpful for the kids it's in a fun way that they're learning that's not tied to a curriculum they are not with a certificated teacher there under the supervision of instructional aides and a teacher in charge and the vice principal, I also have a Homework Center , we have a partnership Salinas Public Library they pay homework assistant should work with our student Monday through Friday we have 25 we have a contract with a parent we need a commitment from these kids and their parents we want consistency these kids need support with homework because the parents cannot help them because of language or they just don't understand the material and his friends till 4:45 Thursday at 3:45 The best program kids are here Monday through Friday till about 5:30 to 6. depending on the circumstance the student may leave early if the parents get off work early we
don't want to inconvenience the parent by not allowing them to pick up their students right after work.
the kids are safe the parents have to be working going to school or they are homeless, we have 34% of our kids are considered homeless - they share a house rent a room live in the garage are considered homeless not necessarily living on the street there are a few that live in hotel and move around until they get their lives together we feed them Perler program is a lot of organization we meet with the teachers talk about her Focus East End of commission split you have to have account to order the food in the cafeteria and we feed them what we call super snack or super dinner it's a whole meal the after-school program three days out of the week from 2:30 to 4:15 I give him 20 minutes to eat we have to plan for every minute let me provide transportation the School boundaries is walking for part of the community but we have some children coming in from further out I have to pay the teachers hourly and I have to pay for transportation 3 after school program when is academic intervention the other one is a homework assistance, to show them routine how many don't have support at home, they get small group attention, the last program is the extracurricular program this includes everyone
Do you have enough substitute teachers to help out in all of your programs?
The extra-curricular is a state-funded program and we have instructional aide for the best program there's four and each gets a group of 25 kids with a teacher in charge, the teacher in charge is there for 8 hours a week they work an hour and a half daily except for Thursday teachers in charge alternate, teachers in charge help the instructional aide with lesson planning planning activities the centers centers rotate with different activities some of them are doing engineering activities they do reading Imagine Learning math on their computers summer learning how to play chess some play ping pong is extracurricular not based on Intervention but exposure to learning in a fun way there's an application process they have to apply they go through the district because of State funding program District hires the instructional aides for this program they call them hospice homework assistance program, they do 45 minutes of homework quiet time is homework time 45 minutes to an hour, they rotate classroom to classroom doing different activities rotating every 45 minutes
What are the qualifications of the AIDS that are working with the students?
They have to have a high-school diploma of units in a community college and if they don't have the required unit they must pass the test fingerprinting background check they provide training CPR and they are being supervised by a certificated teacher that works here at the school
Demographics?
98% Latino Hispanic 70% English language learners 34% homeless
Is there anything else you'd like to add about your programs?
Programs are great opportunities for the students because they are here in a safe place they are learning and it's beneficial providing the whole Child Benefits what will they do at home if the parents aren't there if they go to a babysitter they might put them in front of the TV go out and play unstructured play here they are learning social skills they continue to learn academic yes it's a long day but it's very structured we feed them they received the help and they may not sit with the individual child for 15 minutes but they're helping them in the beginning we meet with a parent they sign a contract, if there are discipline problems we talk to the parents We are at PBIS
School positive behavior intervention system Program We try to be positive Fifth row tolerance for inappropriate behavior or violent Behavior rough plain roughhousing is not tolerated they fill out a stink reform we intervene and try to provide support that they need we have their bear bucks which is extended 2 after school , some students choose to put their bear bucks together as a class and buy a snow cone party or cotton candy party
Recording #6 - Teacher #1
In your opinion how does this after-school program benefit students in their learning recreational and Social Development?
For their learning we we help them do their homework we're only supposed to do 30 minutes but we give them enough time to finish, most parents come to me and tell me "i get tired when i get them home and I don't have time to help them"So if I don't help them that no one helps them that helps them finish their homework for 1 they're understanding their homework better than some of the parents can't help them they don't understand the material sometimes it even takes me way back I look at videos and even though it's just review from what they've done in class during the day they sometimes do not remember, how to become better readers we do a lot of Art we're doing an action starts today we read a lot in this program we give them time with her friend "I never went to an after-school program but I wish I had seeing how they interact with kids in doing their homework. when I was in school I didn't go to an after-school program and I
struggled at home with my homework. It was just not a fun time" but I see them come to me. They say we love this. I hope you're not saying that just to make me happy.
What is the art in action?
Weeknd Material pomegranate we have an online program with videos we have Supply we go over different type of we teach them how to use them I have first second and some third they can do a lot of advanced thing they begin with stick figures I started subbing in August and in January I received permanent status, HASA - homework assistant and supervisor of activities, Supervising them helping them do their homework that's what the title said for permanent I interviewed I have to have at least 41 College units if you want to sub we have to take a test at the adult school for an instructional aide
The material we have the text the teachers in charge they also give us a lot of materials worksheet I have some kids that seem to never have homework we have worksheets for them we have a lot of art material, students have technological devices, we have the mark on Imagine Learning which includes reading sometimes drawing they're like to play a games like racing unless they're working on their supposed to be
If you had a wish list for this program what would that entail?
My structured play we have bone but they pop or they get lost I like when they play on the play structure I like to play kickball but they don't like to, more equipment for activities buyjumpropes
Recording #7 - Teacher #2
How is the after-school program structured here?
The best program after school the kids get out at 2:20 get a snack at 3 they go there hasa, their teacher there's four groups each Hasa has a different grade level, Monday through Thursday they do rotation one group at a time we'll go to room 23 where they have all books, then they'll swap one group does homework while the other group does reading youngest group does not do rotations because they are too young, Tuesdays and Thursdays we have chess lesson there's a lot that goes on we do rotations Friday will have different rotations in the cafeteria Play-Doh Legos art iPad.
How does the after-school program benefit students and their learning recreational and social developments?
In terms of learning they get a lot of homework support, from their hasa or other students, we do A lot of peer tutoring support, give the students a sense of responsibility the students being tutored enjoy it too, they get their recess and their lunch recess but they don't always get to connect with the younger grades or with the older grades at the best program they're on the cafeteria we have a lot of sibling so the older siblings get to hang out with a younger sibling are they take the youngest sibling to hang out with their older friends, to see that those connection help them to build their social skills how to get along how to share.
What types of activities do you provide?
his is my third year and this is the most structured I've seen the program is my first year being a teacher in charge myself and one of the co-workers came on his teachers and charge in December right before Christmas break we split 2 days a week, it's really structured we have a program called Art in action provided by our district, Hoss's can login art lessons teaching about Picasso we have a lot of stem helps us move towards science and technology we have Legos and different building blocks structured play outside we have chess. a lot of it is geared to what the students are interested in, In December January February the kids were into making lanyards, that's fizzled out now they're into ticket fine motor skill beads that you iron looking for specific colors teeny tiny beads putting them together we have a lot of Hands-On stuff unless sitting in front of an iPad or watching a movie. We want them to do something to play, share.
Do you follow the Common Core curriculum?
Some 5th graders are struggling in math and we follow along with the curriculum but they do not do any Curriculum lesson,
What type of lessons lesson plans do they create?
They have to create lesson plans but not regular classroom lesson plan it's more of a schedule, that way we know what they're doing and is not just down time because with this many kids it gets crazy if there's too much downtime it's too chaotic sometimes we have sub and we can run off a copy of their lesson plan in this is what their schedule is it helps them to keep the schedule they get time to do homework and to get additional help they also do reading
What types of programs do they use on their devices when they use their devices? How to draw videos some kids are really into art are printouts of step by step how to draw they don't use Chromebooks or iPads to often they take AR Quizzes because they do read everyday
If you had a wish list for the after-school program what would that entail?
More stem kit which is what we're working towards we're creating a list of what we need for the remainder of the school year to provide we've had the Legos of the Play-Doh for a little while so we don't want to add to it you know what the kids to get bored with the equipment and materials, maybe more physical education more structured play and equipment where we can go off we can go out and play Sharks and Minnows on the grass, but to have an actual set dodgeball set that's just for us enough for the whole school the kickball with the bases, and a couple of kickball dolls that are just for our program maybe even instead of Frisbees
Is there anything else you'd like to add about the program?
It's great, I've seen a huge a complete 180 starting last year when are new Administration came in it is now so structured we know where everyone is at we can look at the schedule I know where each teacher are which hasa is that, you don't have any music program definitely a thought.
Recording #8 - Administrator #2
How is the after-school program structured at your school?
It's structured to last until 6 from 2:40 till 3 4 days a week they have play time or reset time at 3 they line up and do they go to their respective classrooms 3 to 3:40 they have homework time 3:40 to 4 they have supper and some 46 they have their enrichment and two days a week they have music for an hour. during the enrichment instruction time the classes are doing read aloud they're working on vocabulary comprehension and imagine learning math many teacher said it's Ventures where they take turns to have to work on Lexia depending on the grade level our a aces 1 works on imaginary math with the second graders but the first graders use Prodigy because imagine learning math was not appropriate for first graders them. They have homework time mealtime enrichment with the music some students step out for folklorico but that's not actually part of the after-school program. you mentioned Asus one what is that Asus one is our first second grade class, aces 2is our second third grade class, ASES 3 has some third grade but is mostly fourth grade aces 4 is 5 + 6. first through sixth grades attend the after-school program
Is there an unmet demand or waiting list for the after-school program?
Sometimes there is like right now he's going down the list checking to see if anyone wants to feel I learn today we should have an average of at least 85 but the target is always 100 but that would mean 25 kids in each class, but today we were reading that it should be at 20 however that is not enough to meet our quota.
How do you get your funding for the after-school program?
This is my first year so I haven't wrapped my mind around it, there's grants and money that we get to help meet the needs of our children especially now that we're trying to meet the needs of the whole child which is why we have enrichment within the after-school program there is separate funding just for the after-school program
Do you have separate after school programs specifically for academics like an Intervention
Program?
Our after-school program is specifically after school program it's not with the intent of intervention, it's more following an enrichment model. I have filled spots with kids through SST process because an after-school program we do have some in my Americorps working we also
have various volunteers Sonos classes I know there is more support should the teacher want to do rotation that would give the student more time with the teacher LED Center
Are there resources readily available for the After School Program?
Teacher material are readily available, we also provide monthly training can be on how to run data power of relationship we're going to be using tennis Wednesday is longer day because of an extra hour we have the hits program which is tennis of tennis skills and it matches up to life skills
Describe why you feel that the After School Program is necessary for Elementary School students?
A lot of parents are not able to pick up their kids right after school and legally there's certain kids but depending on their age should not be home alone it is good to offer them a safe place to be we're not just hanging out there getting homework support homework is supposed to be practice or something they've done in class it gives them a safe place some kids may not have food at home we provide that final meal for the day here we offer them the opportunity like music being able to perform
The homework should not be so expensive that I cannot be completed in the after-school program nor should it be so difficult that it can't be completed because it is supposed to be practice of something that they know how to do do they get to perform yes they do they perform just recently the Drumline and the hand drum performed at our school site council meeting. Will they be performing for the school at any point? I'm hoping that we can schedule a Spring Showcase. My vision would be to have a Spring Showcase but he's kids can really show their skills they feel proud parents are proud and it's good for them to have that experience.
Do you have enough teachers to substitute teachers for the after school program? You have enough teachers I'm always short substitute teachers makes it difficult what are the qualification I actually thought that they had to at least have the CBEST but apparently they just need to have their associates degree entire to be an after school teacher I'm fortunate that all four of my after school teachers have their bachelor's honesty there but they do not have their full teaching credential when is an intervention teacher and she's just natural amazing in Austin.
Do you offer students the opportunity to participate Less than five days a week in the afterschool program?
When they commit to five days a week and they commit to staying up until 6. if they are in another program or in a League or sports or they have catechism or they have something that they have to attend we are not going to exclude them they can go. The parent just has to sign them out for our district Sports the earliest they can sign out it's 5 p.m.
How do after school programs benefit students in their learning recreational and Social Development?
In terms of their learning we have we provide them homework support, they can use devices in their homework time we like to believe that the instruction that we have taken place whether it's imagine learning math or the read aloud that they all complement what they have to be doing in
the classroom the whole thing it's building on. I'll see what the drum and the time that they spend in the class it's good for the social emotional Styles too because it's building a sense of pride some of them have shown some resistance to the music. I'm looking forward to the hit program which is tennis because it'll work on life skills. We've also had restorative justice come in and they've done classroom circles to help model what it's like communicating and just talking because a lot of times were missing out on that. How many kids have a lot of things going on in their life so it's nice for them to be able to talk.
Do you believe that after-school programs are necessary for Elementary School students? As I look back I I mean who would have said we really need this but it's good cuz if he weren't here I don't know what some families would do I know this first-hand is other thing and I mean who would have said we really need this but it's a good thing if they weren't here I don't know what some families would do and with some kids would do I know that there's First Tee and there's other thing but I like that is there for them, first he is not accessible to all parents I don't know if there's a fee for them set
Is there anything else you'd like to add?
one of the big thing is that our state is really big on social emotional learning in our district also so we're trying to learn more about the social emotional component and how we can emphasize those in our after-school program and I think as a district we're heading in the right direction I don't know if you're familiar with mtss, multi-tiered systems of support what it is is a solid system that addresses the academic and addresses behavior and IT addresses the social emotional needs a lot of our work in the after-school program does address those three parts of what we call the whole child. it's exciting it's exciting to know that we're providing that for our kids is excited to be part of this because when I went to school nobody talked about the whole child I look back and I think well what if we had that what if there was this force that was going forward trying to build relationship allow kids to talk and be heard it's important I'm really excited about that. cmcss it's huge I love it. The department of the whole child division ed services academic the whole child which address is the social emotional as well as behavioral needs the academic we've always known to be pertinent to school but this whole Child part is my favorite part of the district. they have the whole division they have counselors we hired counselors for all of our schools. how does the referral process work ? if a needs basis to are the students aware of the counselors in our school everyone knows the counselor because she Saves the Day she is so flexible she's even been flexible enough to work in the after-school program because she brings a different flavor that the other teachers are are not as versed in.
Recording #9 - Teacher #3
How is the After School Program structured at your school?
Overall we have language arts time starts off with what's considered PE Time which is when they're out running off energy till they have us pick them up then we have math time which is considered part of our stem we have homework time everyone does centers can incorporate book language arts and stem.
How do After School Programs benefit students and their learning recreational and Social Development and what type of activities do you have for them?
A lot of the students are below levels and even help this is an extra help to help them learn and get better and their academics recreational when we go outside I said happy time we're supposed to use structure time we don't have a lot of that time we are going to be setting up tennis double learning hand eye coordination Social Development they have to learn how to work together in the classroom some of the science projects we do you working as a whole group they have to learn how to respect each other
Describe why you feel that After School Programs are necessary for elementary school students?
I have mixed feelings about that. I believe it's a very long day and for those who are academically deficient I think there needs to be a little bit more active time versus sitting down just doing work time because I think it's even as an adult a long day. I also have some of the kids do learn from some of the things that they do. I had teachers commenting last year that they noticed improvement. Some of them benefit from them some I believe it's just too long of a day.
Are there resources readily available?
They have math games that we can use they've given us the library I have a lot of my own books I have my own manipulatives I'm able to do a lot more of that because I'm in my own room it's an intervention during the day it's not a teacher's classroom with kids personal things and death I'm able to have a corner of the room with all my manipulatives and Thing versus most of the other teachers how to use someone else's classroom and they can only bring what fits into the cube pulleys. they provide some
Is the After School Program required to follow the Common Core curriculum? For the most part yes and our math it's the applications that they have us working on are all Common Core based. Homework Time is 40 minutes, some reading depending on how efficiently they work with their homework we help them with homework if you have questions in math time if they are struggling they want additional help I will bring the group together and do mini lesson, at this grade level what type of math are they doing both grade levels berries only a little bit just gets more complicated in second grade they work with place values and I found but I have pushed place value above anything else because if they know how to write the number into a place value chart then they will also can convert into using their base ten blocks and they can quickly use that when they're + 10 or - 10 + 100 - 100 + 1 of the first things I start realizing his kids did not understand place value chart how they could use it do you know how to write the number in
Do they get specific time for reading?
It gets Incorporated during homework time now that I have an aid I'm picking some of the lower student and they're going to be sitting one on one reading we have Americorps who has come in Americorps Are students who are working I have to do so many hours for whatever program they're working on and they work with the lower kids. They learn sentence structure when they finish their homework. it varies according to the students. Some parents don't understand so they get most the help here
Do you believe that after school programs are necessary for Elementary School students?
It benefits some, but the homework part is very important. Some learning parts are important the science to make it fun but more Hands-On because it becomes active at that point. because it becomes a Little bit more physical time
Tell me about the drumming that they do to your students enjoy that?
Some kids like it, some do not. I am not in there with them. Some don't like the hand drums because their hands hurt when they're banging the drum which they shouldn't be hurting because that they should not hurt that means they're hitting too hard.
If you had a wish list what would that entail?
To be able to use the stem time with more of a mix. To be able to do a little bit more of a science hands-on because I think that gives critical thinking, structured to letting them learn how to think.
Recording #10 - Teacher #3
What qualifications do you have to have to work in the after-school program?
You have to have a credential. It could be a 30-day credential or an emergency credential you have to have at least four years with the BA plus your credential. some just have their BAs and pass the CBEST.
How is the after-school program structured?
There's different programs that we have to use with the students we each have our own schedule, I pick up the students at 3, we do a math program -imagine math the program tests the students they work their way up after that they have supper 3:40 to 4, after supper 45 minutes for homework, if they don't have any homework they do AR silent reading, a packet, or they can use the computers for specific purposes must be educational, we do centers meaning small group instruction five or six kids while the other kids are doing other things that don't require your help, small group instruction we do read out loud we discuss the chapters and we do a summary, at another Center I have the mark on sometimes they do Bingo or Legos a lot of Hands-On activities with purpose, then we rotate. sometimes when you don't have read out loud I check to see what they're struggling with in the math program that we do or Alexia or their homework I make small groups I thought we target those needs, I always right but we're going to be doing on the board all right must do on those things that we need to get done in case those kids that finished early know what they need to do I also make a list of May dues May dues are only to be done after the must juice.
How much time do they have for homework?
They have 45 minutes but some teachers give them a lot of homework, do we have extra time I let them work on their homework that is a priority, I can understand when parents have children and they get home really late it's really stressful to do homework at that time and sometimes parents don't understand they can't help them so here in the after-school program we're here to help.
Is there anything else but they're doing it that you don't understand that you have trouble answering?
Not really because my group is in third grade if I was teaching 6th grade in might be different
I have 3rd grade. I've been teaching long enough to where if I don't know the answer I know how to find it.
How do After School Programs benefit students' educational, recreational and social development?
We're going to start playing tennis what are teaching them how to play tennis at no cost, they love to socialize it's like a big family we look out for each other they learn they play in groups sometimes it might have problems then we have to come up with the solution we talk about empathy, we try to hit as many targets as we can I feel like my classroom is like a big family, when someone gets picked up for early everybody has to say goodbye.
Describe why you feel that the after-school program is necessary for Elementary School students?
It's necessary for a lot of reasons there's a lot of parents that were can pick up their child right after school they can hire someone to pick them up for them and then they can take them home instead of in front of the TV and pay many parents do that but there's many parents that can't afford child care in our community we have a lot of Migrant workers who get out very late, we have the after-school program that the great option first because they're well taken care of second they're learning and they're doing fun activities and third day get a good meal which is very important. Many kids benefit from it because for other kids it's too long of a day. They also have drumming. They have that twice a week, when the kids are drumming we have 45 minutes of prep time, students and teachers both benefit.
Are there resources readily available?
We have many books for read-alouds at their level, since we go from room to room I don't like to use the things that are in the classroom because I feel like I'm stepping into someone else's home I usually bring my own stuff we have our space where we can leave our stuff they're really good about getting us anything that we need, we have access to the copy machine,
Is the after-school program required to follow the Common Core curriculum?
Yes, we have meetings with the vice principal about once a month that needs to be done. and they get additional help with subjects that they're not understanding reading time is separate from Homer time we do Lexia and read out loud I do fluency, and read out louds
What are the types of programs do they use on their computers?
Lexia, Imagine Math, and Prodigy also a math program. We are not required to use XtraMath but I like that program, we're focusing on math because of the test scores which are kind of low, Imagine Learning sometimes a ABC yacht.
Are they allowed to take a AR test?
Yes we now have a code that they can use after school, most kids can only take tests up to 3.
If you had a wish list what would that entail?
So we have time for art the kids love art and we can't do much part, and we had time to teach them art and someone qualified to teach them art and maybe play more instrument the drums are good but maybe have more option
Page Break
Every Appendix is entitled to its own page
Appendix F
Homeless Student Enrollment
Homeless Student Enrollment - Ed - data Education Data Partnership
Appendix G
Homeless Student Enrollment
Homeless Student Enrollment - Ed - data Education Data Partnership
Appendix H
Suspensions
Suspension of Students 2013-2014 and 2014-2015 Academic Calendar - Ed-Data
Appendix I
Suspensions
Suspension of Students 2013-2014 Academic Calendar - Ed-Data | <urn:uuid:e5c8b2bf-abb1-4cb3-ae8b-36ae125377fa> | CC-MAIN-2021-25 | https://digitalcommons.csumb.edu/cgi/viewcontent.cgi?article=1575&context=caps_thes_all | 2021-06-12T12:04:24+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00144.warc.gz | 213,604,261 | 24,594 | eng_Latn | eng_Latn | 0.961698 | eng_Latn | 0.998229 | [
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LESSON DESCRIPTION
The lesson states how the civil rights movement came into being in Northern Ireland and identifies some of the different groups involved. As well as identifying some of the groups involved in the civil rights movement, some of the political reforms that were brought about will also be explained.
LESSON INTENTIONS
LESSON OUTCOMES
1. Describe the different groups that formed to protest for civil rights at that time in Northern Ireland
2. Recognise the changes that took place in Northern Ireland as a result of the civil rights movement
3. Demonstrate objectives 1 &2 through digital media
HANDOUTS AND GUIDES
DIGITAL
* Lesson 1 Key Information
* M2L1 Statements
* Audio Editing Storyboard
* Video Editing Storyboard
* Local Research Task
* Suggested Additional Resources
* Be able to identify the different groups involved in the Northern Ireland civil rights movement.
* Be able to summarise the political changes in Northern Ireland as a result of the civil rights movement.
* Employ ICT skills to express an understanding of the topic.
SOFTWARE
HARDWARE
* Audio Editing Software e.g. Audacity
* Whiteboard
* PCs / Laptops
* Video Editing Software e.g. Movie Maker-
* Headphones / Microphones
MODULE 2: LESSON 1: LESSON PLAN
www.nervecentre.org/teachingdividedhistories
MODULE 2. THE CONFLICT IN NORTHERN IRELAND
1: CIVIL RIGHTS IN NORTHERN IRELAND
ACTIVITY
Starter
– Play the video link
4 to show students an example of a civil rights march.
Suggested Additional Resources
Using the Key Information, teachers will have a choice of activities to engage students.
Teachers may choose to split the class into groups and ask students to use the discussion points to discuss some aspects of the Key Information. Students will then share their discussions with the rest of the class.
Alternatively, teachers may want to use the Questions/Extension Activities as group discussion questions or to test individual knowledge.
The Alternate Task will require students (in groups) to research the civil rights groups at that time in Northern Ireland and then match a series of statements to each group.
*If possible, allow students to research the topic on the internet – suggested additional resources/ search engine.
Plenary – Play the audio link Suggested Additional Resources
2. Students will have the opportunity to listen to a radio report from the time which reports on the granting of one man, one vote and the reaction towards the reform.
A possible discussion point may be to consider the source of the report. Did the report sound biased in any way? Why would RTE have a certain point of view?
12
MODULE 2: LESSON 1: LESSON PLAN
www.nervecentre.org/teachingdividedhistories
LEARNING OUTCOMES
The video will give students a look at how civil rights campaigners protested for their demands during the late 60s and early 70s in Northern Ireland.
The Key Information is designed to cover the information within the topic and meet the learning objectives.
The discussion questions on the Key Information are designed to meet the learning objectives through interaction and Q&A.
The questions on the factsheet are designed to meet the learning objectives through the pupils understanding and application of the information.
The various activities should allow the students to learn while they interact. The activities will also serve to reinforce knowledge and encourage discussion.
Listening to the audio clip will give the students the opportunity to experience how events were reported at the time and why this was a major reform.
KEY INFORMATION 1.
CIVIL RIGHTS IN NORTHERN IRELAND
BACKGROUND
After the partition of Ireland in 1922, the political landscape of the newly formed Northern Ireland was dominated by unionism. This formed the basis for a unionist ruled Northern Ireland government for years to come. Unionist political dominance led to Catholic resistance and allegations of discrimination. Catholics believed that houses and government jobs were unfairly allocated. In addition to this, Catholics believed the unionist government controlled election boundaries to have an advantage in elections. However, improvements were made post war and following the Education Act 1947, children from poor families could benefit from the advantage of further education. These new forms of education and other international influences helped form a generation of Catholics who were unwilling to tolerate the social injustices in Northern Ireland.
THE CIVIL RIGHTS CAMPAIGN BEGINS
The mid 1960's saw the eruption of civil rights protests in Northern Ireland. The campaign imitated tactics similar to the American Civil Rights Movement. Using tactics such as writing letters and leaflets, protests, sit-ins and marches, the campaign hoped to generate enough political pressure to result in governmental reforms.
CIVIL RIGHTS GROUPS
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MODULE 2: LESSON 1: KEY INFORMATION
14
MODULE 2. THE CONFLICT IN NORTHERN IRELAND
1: CIVIL RIGHTS IN NORTHERN IRELAND
2. ))) DISCUSSION
A CHANGING SITUATION
Following the Battle of the Bogside and the introduction of the British Army, the political situation in Northern Ireland changed as conflict developed. The increasing militancy meant that the civil rights movement was largely overtaken by events. However, in the following years a series of reforms ensured that the original aims of the civil rights movement were largely achieved. Despite this Northern Ireland was in the grip of 'the Troubles', which would go on to last for over thirty years.
Despite the granting of reforms from 1969 onwards, why do you think that violence erupted and gripped Northern Ireland for approximately 30 years?
12th September 1969
The Cameron Report
The Cameron Report was set up in January 1969 to look into civil disturbances in Northern Ireland. The report highlighted a growing sense of injustice amongst Catholics in matters relating to jobs, housing, voting and policing.
10th October 1969
The Hunt Report
The Hunt Report made a number of recommendations in the area of policing. Amongst these were that the RUC should become an unarmed force and the 'B Specials' should be disbanded.
25th November 1969
Commissioner for Complaints Act
The act allowed for the establishment of a Commissioner to deal with complaints made against local councils and public bodies.
25th November 1969
Electoral Law Act
The act made voting in local elections the same as that in England, which most believed to be fairer.
26th March 1970
Police Act
The act provided for the disarmament of the Royal Ulster Constabulary (RUC) and the establishment of an RUC reserve force (which replaced the B Specials).
29th May 1970
Review Body on Local Government in NI
This report recommended the scrapping of the current structure of local government and introducing 26 new district councils in Northern Ireland.
25th February 1971
Housing Executive Act
As part of this act, the Northern Ireland Housing Executive (NIHE) was established. The main reason for the setting up of NIHE was the allegations of discrimination in the allocation of housing.
23rd March 1971
Local Government Boundaries Act
The act addressed the issue of local district boundaries and provided for the appointment of a Boundaries Commissioner to recommend the boundaries and names of new district councils and ward areas.
18th July 1973
The Northern Ireland Constitution Act
This act reversed direct rule and put in place terms for a devolved government in Northern Ireland consisting of an Executive chosen by a new Northern Ireland Assembly (devised under the Sunningdale Agreement). Part of the act dealt directly with attempts to prevent discrimination which paved the way for the passing of The Fair Employment Act of 1976.
22nd July 1976
The Fair Employment (Northern Ireland) Act
The act established an agency with the duties of promoting equality and opportunity for employment in Northern Ireland and to eliminate unlawful discrimination on the grounds of religious belief or political opinion.
MODULE 2: LESSON 1: KEY INFORMATION
www.nervecentre.org/teachingdividedhistories
KEY EVENTS
On 20TH JUNE 1968 a protest took place at Caledon, County Tyrone. The protest concerned unfair housing allocations. Emily Beatty, secretary for a local unionist politician was given a house ahead of older Catholic families with children. Emily was 19, single and Protestant. In protest, MP Austin Currie and others occupied the house; however the Royal Ulster Constabulary (RUC) forcefully evicted the protesters. One of the officers was Emily Beatty's brother.
On 5TH OCTOBER 1968 in Derry/ Londonderry, NICRA and DHAC defied a ban on a planned march through the city. As a result, the RUC charged at and attacked the marchers. Many were injured and much of the violence was caught on camera, shocking audiences. As a result, riots broke out across the city.
Unionist Prime Minister Terence O'Neill was summoned to London to discuss the
violence throughout Northern Ireland. As a result a reform package was announced
by the Northern Ireland government on
. However, the reforms fell short of the original reform
22ND NOVEMBER
demands.
On 8TH AUGUST the new Prime Minister of Northern Ireland James ChichesterClark, agreed to allow the Apprentice Boys parade to go ahead in Derry/Londonderry which resulted in the Battle of the Bogside which lasted from 12th – 14th August.
www.nervecentre.org/teachingdividedhistories
saw the first civil rights march in Northern Ireland. The march included several protest groups including CSJ and NICRA. The march took place between Coalisland and Dungannon. Three days later a protest was held in Derry/ Londonderry by the Derry Housing Action Committee highlighting alleged discrimination in housing allocation. Following the protest, the group invited NICRA to organise a march in Derry/ Londonderry.
SATURDAY 24TH AUGUST
On 9TH OCTOBER amidst protests at Queens University, Belfast the People's Democracy were formed.
On NOVEMBER 13TH 1968 Home affairs minister, William Craig banned all marches with the exception of 'customary' parades.
The 1ST JANUARY 1969 saw a march organized by the PD between Belfast and Derry/Londonderry. On the fourth day the march had reached Burntollet Bridge, seven miles from its destination. At the bridge the march was attacked by a Loyalist group which included off duty members of the 'B-Specials.' Entering Derry/Londonderry, the march was attacked again and later broken up by the RUC when it reached the city centre. Serious rioting in the nationalist area of the Bogside ensued.
MODULE 2: LESSON 1: KEY INFORMATION
16
MODULE 2.
THE CONFLICT IN NORTHERN IRELAND
1: CIVIL RIGHTS IN NORTHERN IRELAND
PERSPECTIVES
1. "The Campaign for Social Justice in Northern Ireland was inaugurated on 17th January, 1964, for the purpose of bringing the light of publicity to bear on the discrimination which exists in our community against the Catholic section of that community representing more than one-third of the total population."
CSJ pamphlet: "Northern Ireland: Why Justice Can Not Be Done – The Douglas-Home Correspondence" September, 1964
2. "The generation of the early '60s was one which had not participated to the same extent in the defeats of previous periods and which had grown up completely within the state. So they weren't as demoralised or defeatist as their parents... Another factor was the increasing availability of education as a result of the post-war Education Acts...which brought a lot of the Catholic population into secondary education and third level education for the first time."
3. "Within what was called the United Kingdom, you had the worst injustices in the whole of Europe."
Michael Farrell, one of the founder members of the People's Democracy
John Hume, civil rights campaigner and member of NICRA
4. "We were marching for the right to become full British citizens."
Nell McCafferty, civil rights campaigner from Derry/Londonderry who went on to be a journaliast and playwright
MODULE 2: LESSON 1: KEY INFORMATION
www.nervecentre.org/teachingdividedhistories
QUESTIONS
1. Which group was formed on 29th January 1967?
3 a) Which act established the Northern Ireland Housing Executive and when was it passed?
2. Which group formed as a result of an incident on 5th October 1968?
+
?
+
3 b) Which act appointed a Boundaries Commissioner and what was their job?
The Cameron Report was set up in January 1969 to look into civil disturbances in Northern Ireland. Looking at the key events, which events may have lead to the establishment of the report?
EXTENSION ACTIVITY 1:
EXTENSION ACTIVITY 2:
Below is a table which lists the demands of NICRA. Read through the list of reforms/acts and write down the name of the reform/act which addressed each demand.
4. Why may some members of the Catholic community have been outraged by the incident which resulted in a protest at Caledon on 20th June 1968?
+
+
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MODULE 2: LESSON 1: KEY INFORMATION
18
1: CIVIL RIGHTS IN NORTHERN IRELAND
TASK 1
In today's social media driven world, it is possible for news to spread around the world in minutes! When the civil rights movement in Northern Ireland was taking place, many homes did not have a television so a lot of people relied on word of mouth and daily newspapers for their news.
What if social media applications existed during the civil rights campaign?
USING TWITTER AS AN EXAMPLE, IMAGINE THAT YOU ARE PRESENT AT ONE OF THESE EVENTS:
* The Caledon protest
* 5th October 1968 NICRA march in Derry/Londonderry
* The formation of the People's Democracy and protest that followed
Carry out some research into the event you have chosen (What happened? Who was involved? What was the aftermath?). Construct 3 tweets explaining why the protest is taking place and what is happening – remember that each tweet must be 140 characters maximum (letters and spaces). You must also create a "hashtag" so that people can discover information about the event online.
Write 1 paragraph about how social media may have changed how these events were organised and reported. Can you discover any recent examples of how social media has been used during a protest?
TASK 2:
This task will require you to carry out a bit of research – from the internet and family members. Answering the questions on the 'Local Research Task' document will help you to find out information about civil rights protests that may have taken place in your area in the late 1960s and early 1970s.
MODULE 2: LESSON 1: KEY INFORMATION
www.nervecentre.org/teachingdividedhistories
www.nervecentre.org/teachingdividedhistories
ALTERNATE TASK
Students will be split up into groups.
Each group will be given statements that are cut out of the M2L1Statements. The group will match the statements to the civil rights groups by performing research on the internet.
The groups should also carry out research to complete the table on page 2 of the document.
The lesson could be finished on a discussion based around the achievements of the civil rights movement despite the escalating violence in Northern Ireland.
SUGGESTED ADDITIONAL RESOURCES
1. http://www.rte.ie/archives/exhibitions/1031-civil-rightsmovement-1968-9/1033-first-civil-rights-march/319369organising-the-first-civil-rights-march/ Belfast Telegraph article written 40 years after Battle of the Bogside
2) http://www.rte.ie/archives/exhibitions/1042-northern-ireland1969/1045-one-man-one-vote/320264-special-report-on-oneman-one-vote/
The granting of one man, one vote
3) http://www.rte.ie/archives/exhibitions/1031-civil-rightsmovement-1968-9/1032-caledon-protest/319335-caledoncivil-rights-campaign/
Background to the Caledon protest
4) http://www.rte.ie/archives/exhibitions/1031-civil-rightsmovement-1968-9/1036-protests-escalate/319514-derrycivil-rights-demonstration-2-november-1968/
A civil rights demonstration in Derry~Londonderry
MODULE 2: LESSON 1: KEY INFORMATION
Campaign For Social Justice
Derry Housing Action Association
Formed on 17th January 1964
Formed in November 1967
Formed as a result of the attack on a NICRA march on 5th October 1968 in Derry/Londonderry
Formed to campaign for civil rights for all and had a number of demands relating to housing, jobs, policing and government policy
Ambushed at Burntollet Bridge on 4th January 1969 by loyalists
Bernadette Devlin and Michael Farrell were leading members
Produced a number of pamphlets, booklets and letters to publicise discriminations against Catholics
Organised an anti-internment march on 30th January 1972
MODULE 2: LESSON 1: M2L1Statements
Northern Ireland Civil Rights Association
People's Democracy
Formed on 29th January 1967
Formed on 9th October 1968
Formed in Derry/Londonderry to protest against housing conditions and provision
Formed to highlight discrimination against Catholics
Invited NICRA to march in Derry/ Londonderry on 5th October 1968
John Hume and Ivan Cooper were leading members
Eamon McCann was a prominent member
Organised a march on Belfast City Hall which was blocked by a counter demonstration led by Ian Paisley
www.nervecentre.org/teachingdividedhistories
MODULE 2. THE CONFLICT IN NORTHERN IRELAND
1: CIVIL RIGHTS IN NORTHERN IRELAND
Research the aims of each group. Which act/reform which each group have been the most pleased about? Discuss the reasons why.
CAMPAIGN FOR SOCIAL JUSTICE
NORTHERN IRELAND CIVIL RIGHTS ASSOCIATION
DERRY HOUSING ACTION COMMITTEE
PEOPLE'S DEMOCRACY
www.nervecentre.org/teachingdividedhistories
MODULE 2: LESSON 1: M2L1Statements
MODULE 2. THE CONFLICT IN NORTHERN IRELAND
1: CIVIL RIGHTS IN NORTHERN IRELAND
Can you find any local connections to the Civil Rights Movement?
Where are you from?
Carry out research to identify any protest activities that may have taken place in your area during the civil rights movement (1968-72).
a. What type of protest was it?
b. Where did it take place?
c. What group did it involve?
d. Was there a specific demand being
protested for?
Speak to some senior family members (e.g. parents/aunties/uncles/grandparents) who remember the civil rights movement. Examples of questions you may want to ask: Do they have any recollection of the civil rights movement?
How was it reported at the time?
Did they take part in any protests?
What were their feelings at the time? Did they agree/disagree with the methods the protestors used?
(Note down any other questions that you asked)
www.nervecentre.org/teachingdividedhistories
MODULE 2. THE CONFLICT IN NORTHERN IRELAND
1: CIVIL RIGHTS IN NORTHERN IRELAND
AUDIO
EDITING
TASK
www.nervecentre.org/teachingdividedhistories
DIGITAL TASKS
TASK DESCRIPTION
Students will work in pairs to script, record and edit a radio interview in which one student will play the interviewer and the other student will play a civil rights activist.
The interview will cover such details as which group the activist was part of and what were their aims, what protests did they take part in and to describe 2 of the laws that were passed during the civil rights movement. Students will research the topic by looking at the Key Information (and if possible, performing internet research). The broadcast will be at least 1 minute and 30 seconds long.
PLAN
Information will be sourced from the internet and used to help write a script.
* Students will be supplied with search terms by the teacher and source appropriate images, videos, and news articles from the internet – ask students to consider the reliability and objectivity of the information they find.
* Students will identify and select information to use and save it appropriately in a dedicated folder with a meaningful filename (this may be images or quotes that helped them to write their script).
* Students will keep an account of the sites they have visited in a saved document.
DO
Students will record their script and use various editing tools to edit their recording (e.g. selection tool, time shift tool, trim, silence, etc...).When the recording has been edited, the pair will complete the audio file by exporting it in a suitable file format (WAV / MP3).
* Encourage students to consider the feelings of the broadcaster involved and the validity of the information communicated in the broadcast. Students may experiment with sound effects but students must consider whether these effects are necessary and appropriate.
* Remind students to save their work in a dedicated folder with an appropriate filename.
REVIEW
Give students the opportunity to listen to each other's work. This may be done by playing back the best work or students may circulate the room.
Taking other students' feedback into account, ask students to justify their choices and decisions, including any difficulties they encountered in the creation of their audio file. This may be completed in the form of a saved document.
MODULE 2: LESSON 1: DIGITAL TASKS
24
MODULE 2. THE CONFLICT IN NORTHERN IRELAND
1: CIVIL RIGHTS IN NORTHERN IRELAND
DIGITAL TASKS
COMIC LIFE
TASK DESCRIPTION
Students will create a movie of at least 30 seconds which details who the various civil rights groups were in Northern Ireland – why did they form and what were their aims?
Students will research images (and if possible audio and video) and information from the internet which will be used in their movies.
PLAN
Information will be sourced from the internet and designed in the form of a storyboard.
* Students will be supplied with search terms by the teacher and source appropriate images, videos, audio and information from the internet – ask students to consider the reliability and objectivity of the information they find.
* Students will identify and select information to use and save it appropriately in a dedicated folder with a meaningful filename (this may be images or quotes that helped them to write their script).
* Students will keep an account of the sites they have visited in a saved document.
* Students will use the information and media they have sourced and construct a storyboard for the making of their movie.
DO
Students will import the various media items they sourced from the internet. Using their storyboards as a guide, students will construct their movie using various editing tools (Splitting, Trimming, Transitions, Effects and Captions/ Titles). Students will complete their project by exporting it in a suitable file format (e.g. WMV/MP4).
* Encourage students to consider the size and style of fonts, the size of images, the effects/transitions used and the tools available to them within the software package.
* Remind students to save their work in a dedicated folder with an appropriate filename.
REVIEW
Give students the opportunity to view each other's work. This may be done by viewing selected pieces of work or students may circulate the room.
Taking other students' feedback into account, ask students to justify their choices and decisions, including any difficulties they encountered in the creation of their movie file. This may be completed in the form of a saved document.
MODULE 2: LESSON 1: DIGITAL TASKS
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JOCV participant Yoko
Togashi sits with villagers
during a religious ceremony.
Including Local Values in Volunteer Efforts
VILLAGE ASPIRATIONS
Y oko Togashi was just a student in junior high school when a television program about the volunteer efforts of a Japanese nurse in Africa first sparked her interest in overseas assistance. Togashi, inspired by the nurse's plea that more medical volunteers in the field would mean more lives being saved, also hoped one day to do volunteer work of her own in Africa.
For some time even after becoming a nurse, though, she kept her dream to herself. It was not until she became involved in a program providing medical care to communities on Japan's many remote islands that she again began thinking about traveling to Africa. She discovered while spending time in parts of Okinawa and Kagoshima Prefectures that all places have their own unique and pleasant aspects. Certain that this held true with Africa as well, she decided to travel to the continent and see how locals lived.
Togashi came to Benin with the Japan Overseas Cooperation Volunteers (JOCV) program in December 2013. She was stationed at the Dogbo Health Center in Kouffo County, where after one month observing activities at the center's various departments, such as those handling obstetrics and HIV/ AIDS, she began working in the vaccination unit. Her duties consisted chiefly of managing and updating patients' records and weighing babies and children prior to their inoculation.
From the beginning of her dispatch, Togashi was curious about the situation at other centers. After talking with the head nurse, she obtained permission to visit the six other health centers in the county.
During her visits she not only observed situations at different medical centers but also paid visits to nearby villages. There, she used an interpreter to talk with local residents, who mainly spoke the local Aja language, to learn how they viewed the centers and ask them what services they wanted the facilities to provide. It was in this way that she learned that malaria was the most common malady affecting patients at all the medical centers.
Togashi conducts a malaria prevention survey in a village (left) and asks questions during a visit to a health center in Kouffo County.
265 HOUSEHOLDS IN 53 VILLAGES
After her return to the Dogbo Health Center, Togashi continued working in the vaccination unit. One change she implemented there was the installation of a hand-washing space. The facility lacked a sink and other equipment where staff could wash their hands, so she set up an area with a bucket and soap. Thanks to her efforts, workers began to scrub their hands regularly. She also began working with another nurse to deliver malaria medication free of charge to villages in Dogbo. It was through these efforts that she became interested in learning more about how residents in the surrounding villages lived.
Togashi again expressed her feelings to the head nurse, who in 2014 allowed her to travel to different villages to conduct a month-long survey on malaria prevention methods.
stored water and whether they had mosquito nets. I came to understand how important it was for prevention efforts be carried out with consideration for the lifestyle of village residents."
UNDERSTANDING THE LOCAL VIEWPOINT
Volunteer efforts at medical facilities were suspended in September 2014 following the outbreak of Ebola hemorrhagic fever in West Africa. Togashi had the option of ending her term of dispatch early, but she chose to carry on her efforts. Since then, she has been involved in helping look after the health and wellbeing of residents in villages where traditional Voodoo practices form the base of medical care, as well as working with villagers to ascertain the core needs of communities.
"I wanted to find out why the disease was so rampant," explains Togashi. "I focused on mothers with children up to five years old. I visited five households in each of the 53 villages in Dogbo for a total of 265 homes. Questions were formed to provide a quick and concise impression of the day-today lives of the women. For example, the mosquito responsible for transmitting malaria is active after dusk, so I would ask the women what time they usually prepared dinner. I'd have them show me their living space while asking them how they
According to Togashi, there are few areas where she provides advice as a medical specialist. "For the most part, I don't interact with people from a nursing standpoint. It's easy from a position of authority to tell people not to do something, but you may end up offending their lifestyle, traditions, and way of thinking. I don't want to remain someone who has simply come to provide assistance. My goal is to carry out my work from the viewpoint of the residents themselves, understanding what it is they really want and considering how they feel and perceive their surroundings."
To better understand the lives of residents, Togashi shares a meal with village children and helps collect water from a communal well. | <urn:uuid:b5fd9318-9d55-4731-a5ab-bc4ecb7ff0a5> | CC-MAIN-2021-25 | https://www.jica.go.jp/english/publications/j-world/c8h0vm000096680o-att/1504_03.pdf | 2021-06-12T11:03:27+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00145.warc.gz | 781,399,775 | 1,013 | eng_Latn | eng_Latn | 0.999027 | eng_Latn | 0.999027 | [
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Monday Tricky words- watch and join in with the video on the year 1 playlist.
school push people full house our
our
Write each of this week's tricky words word 3 times in your neatest handwriting.
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March Priority 2 (Have a go if you feel confident and are able to.)
Put each word into a sentence.
school push people full house our
Tuesday
Priority 1
watch and join in with the video on the year 1 playlist.
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Write down the words from priority 1 activity that you have not coloured in.
Have a go at highlighting/ writing the letters that make the long 'ee' sound in these words.
Wednesday Priority 1 watch and join in with the video on the year 1 playlist.
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Choose at least 2 words from each list (6 in total) and put them into sentences.
Thursday
Priority 1 watch and join in with the video on the year 1 playlist.
or aw au
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Write down the words that you have not used from the list above. Have a go at highlighting/underlining the letters that make the 'or' sound.
Friday
Priority 1
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Choose at least 2 words from each list (6 in total) and put them into sentences.
Extra ideas
Spot words in what you read that have the 'or' sound in them, write down the ones that have the spelling or, aw, au.
Listen out for words that are spoken during the day in your house, on the television, that have the 'or' sound in them.
How many words with the 'or' sound in them can say in a sentence, a conversation, a morning etc.
Make word cards with words that have the 'or' sound in them spelt or, aw and au. Play a game of pairs or snap- pairing up words with the same spelling of the 'or' sound. | <urn:uuid:d7abf327-21fb-4747-a0be-56ffd846bc15> | CC-MAIN-2021-25 | https://www.glenfieldschool.co.uk/attachments/download.asp?file=4750&type=pdf | 2021-06-12T11:56:46+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00146.warc.gz | 730,552,563 | 562 | eng_Latn | eng_Latn | 0.997343 | eng_Latn | 0.997711 | [
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Outdoor learning: Health and Physical Education
Health and Physical Education
Outdoor learning provides opportunities to learn about interacting with others, connecting to the environment, teamwork and leadership. The outdoors provides a valid and important environment for developing movement competence, promoting a sense of wellbeing, enhancing personal and social skills, and developing an understanding of the concept of risk versus challenge. Outdoor recreation is typically associated with physical activity in outdoor, natural or seminatural settings. These activities provide opportunities to connect individually, in small groups or as a community to the outdoor environment, contribute to health and wellbeing through direct personal experiences and promote lifelong physical activity.
Depending on how outdoor learning is planned and delivered, there is scope to link to focus areas such as: challenge and adventure activities, safety, health benefits of physical activity, food and nutrition, mental health and wellbeing, and lifelong physical activities.
Skills and knowledge
Health and Physical Education Years 3 and 4
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS40)
Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
Practise and apply movement concepts and strategies (ACPMP045)
Adopt inclusive practices when participating in physical activities (ACPMP048)
Apply innovative and creative thinking in solving movement challenges (ACPMP049)
Health and wellbeing
Health and Physical Education Years 3 and 4
Explore how success, challenge and failure strengthen identities (ACPPS033)
Investigate how emotional responses vary in depth and strength (ACPPS038)
Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments and health and wellbeing (ACPPS041)
ACARA | The Australian Curriculum
The Australian Curriculum is licensed under Creative Commons. | <urn:uuid:73ea00a4-1345-4934-9424-ab97edec9111> | CC-MAIN-2021-25 | https://www.australiancurriculum.edu.au/downloaddocument/DownloadResourcePdf?url=https%3A%2F%2Fwww.australiancurriculum.edu.au%2Fresources%2Fcurriculum-connections%2Fdimensions%2F%3FId%3D46765%26YearLevels%3D42683%26searchTerm%3DACPPS038%26Pdf%3Dtrue | 2021-06-12T11:23:59+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00148.warc.gz | 603,484,641 | 782 | eng_Latn | eng_Latn | 0.982819 | eng_Latn | 0.982819 | [
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February 2011
Extension Solutions for Homes and Gardens
by Paul J. Pugliese
"Post-Holiday Care of Gift Plants"
Many people give and receive a variety of ornamental plants during the holidays such as poinsettias, Christmas cacti, Christmas Kalanchoe, amaryllis bulbs, and miniature Christmas trees commonly known as Norfolk Island pine. Unfortunately, these plants often don't come with a lot of information on how to care for them. Also, many people make the mistake of leaving these plants outside without realizing that these plants are not very cold hardy and will quickly turn to mush with freezing winter temperatures. If you are one of these unlucky individuals, then you will have to accept the fact that these plants are now only useful for your compost bin. Take this as a lesson well-learned and look forward to another holiday gift plant next winter. Another option is to go out and buy these plants on sale after the holidays if you are up to the challenge.
Most holiday gift plants are actually tropical or subtropical plant species and prefer lots of sunlight (but not direct sunlight), average humidity around 25-50%, and warm temperatures averaging 65F at night to 75F in the day. Therefore, these plants can make excellent house plants if you have a sunny window. As with other house plants, you can take them outside in the summertime and leave them in containers around your patio or porches, but be sure to bring them inside before the first frost comes in the fall. When moving these plants outdoors in the spring, be sure to gradually acclimate them to avoid plant shock and sun scald. A shady patio or covered porch out of direct sunlight is a good place to start out for a few weeks before moving them to a more sunny location.
It's important to keep the soil moist, but not wet for holiday gift plants. Often these plants are wrapped in a festive foil or plastic, which is nice to keep them from dripping on your furniture. However, these wrapping materials are really bad about keep the soil too wet, which ultimately leads to root rot, leaf drop, and taking the plant to your compost bin. So, as soon as the holidays are over, be sure to take the gift wrap off of the container and make sure that there are good drainage holes in the bottom of the pot. Some of the fancier containers don't have holes and you may need to repot the plant or drill holes in the bottom. You can still add a plastic saucer or pan under the pot to catch any drips. However, these saucers should never hold standing water longer than a few minutes—just long enough for the soil to soak it up and then you can dump out the excess water. Most holiday plants should be watered only after the soil surface turns dry.
If your holiday gift plant produces flowers such as poinsettias, Christmas cacti, and amaryllis, you can often enjoy them for a few weeks before they begin to drop the flowers and go into a resting state. Often, these plants will bloom again later in the year if they are provided the right conditions. Keep in mind that some of these plants don't normally bloom at Christmas and will revert to a natural bloom cycle. These plants were forced in a greenhouse to bloom outside of their natural cycle. It will be very difficult for most homeowners to force plants to bloom on time for the holidays without being able to manipulate the amount of light and specific temperatures to regulate plant growth.
Amaryllis bulbs are actually cold hardy to zone 7b, which includes metro-Atlanta and areas further south. So, if you live in zone 7b or 8, you can plant bulbs outside in the fall to bloom in the spring (their natural flowering time). Bulbs that already flowered this winter can be gradually acclimated to the outdoors in spring and may bloom again later this year or next year.
Spring is a great time to repot and prune houseplants since they will often be able to grow very rapidly at this time, especially if they are moved outside. Most holiday plants will quickly outgrow their containers in the first year. So, if you want to keep them as houseplants, be sure to repot them this spring in a container that is about 1" inch wider than their current container. You can use any commercial potting soil labeled for houseplants available at local garden centers. These soils are easier to handle, sterile, and lightweight. Don't use soil from your backyard since it is often heavy with clay and will hold too much moisture in a container. In the process of repotting your plant, you can take the opportunity to prune the plant if it has gotten gangly or overgrown. Of course, dead branches can be pruned out at any time. Poinsettias respond well to pruning and pinching, which will cause them to branch out more and create more flower bracts next winter.
For more information, see our UGA Extension publications B1318, Growing Indoor Plants with Success; C787, Gardening in Containers; and B1338, Gardening in Containers Using Tropical Plants. These publications can be found online at www.caes.uga.edu/publications or you can contact your local county Extension office for a printed copy by calling 1-800-ASK-UGA1. Other Extension factsheets and publications with detailed information on specific plants can be found at www.extension.org/search and typing the plant name in this custom search engine.
Paul Pugliese is the Agriculture & Natural Resources Extension Agent for Cherokee County Cooperative Extension, a partnership of The University of Georgia, The U.S. Department of Agriculture, and Cherokee County. (770) 479-0418. For more information and free publications, visit our local website at www.ugaextension.com/cherokee | <urn:uuid:7cc427c0-50e6-4945-b10d-80a1b67dfeb1> | CC-MAIN-2021-25 | https://athenaeum.libs.uga.edu/bitstream/handle/10724/33904/February2011.pdf?sequence=1 | 2021-06-12T11:40:39+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00152.warc.gz | 126,778,534 | 1,224 | eng_Latn | eng_Latn | 0.982643 | eng_Latn | 0.9989 | [
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Water Management at UBC Okanagan Part 2: Water Features
UBC Okanagan 2007
Angele Clarke A SEEDS Work Study and Directed Studies Project July 13, 2009
Faculty Supervisor: Dr. John Wagner
Staff Supervisor: Roger Bizzotto
Page
Introduction
UBC-Okanagan is a small, new university nestled in the semi-arid Okanagan valley, and both the university's management and entire campus community are aspiring to attain global recognition for social and environmental leadership, much like UBC-Vancouver. To attain this type of recognition, UBC-O has to do much more than speak about its goals and aspirations and rather take action. In part one of this report I have reviewed the way in which water is used at UBC-Okanagan, and in this part, part two, I am going to discuss how water is perceived, symbolically and aesthetically, and how the two water features on the campus are valued by the campus community. First, I am going to discuss the goals and objectives of the project, and the research methods I have utilized. Next, the symbolic and cultural values of water in different global locations, and landscape aesthetics and their relationship to water will be reviewed using the literature resources I have included in my references list. I have also created a questionnaire titled 'Water Features and the Built Environment' and administered it to the UBC-O campus community. I will discuss the goals and objectives of this questionnaire, the process of creating the questionnaire and administering it, the questionnaire methods and criteria, the questionnaire itself, and the results. I will also review the role of water use and water features at UBC-Okanagan in comparison to the University of Colorado-Denver, and Tsinghua University in Beijing, China. Lastly, I will discuss the importance of understanding the associations between water, symbolism, and aesthetics for the purposes of sustainable water management.
Project Description
Goals and Objectives
The objectives of this directed studies course are to research the following topics:
* Water symbolism and the relation of water, as symbol, to landscape aesthetics, campus culture and sustainable water management practices.
* To conduct a survey of social science literature on the topic of water symbolism as it pertains to the built environment.
* To design and administer a questionnaire for the purpose of assessing the attitudes of the UBC-Okanagan campus community towards the water fountain and pond located at the center of campus and the 'naturalized' wetland located at the southeast corner of the campus.
* To conduct a survey of literature and reports describing "campus greening" initiatives at selected universities and assess the extent to which those initiatives are shaped by aesthetic sensibilities and inclusion of water features.
Methods
Literature Research: I have drawn my information about water symbolism, landscape aesthetics, and universities from peer reviewed journal articles, relevant, reliable websites, and books. All of the references I have used are listed on pages 21-23.
Campus Community Questionnaire: I administered an online questionnaire to members of the UBC-Okanagan campus community and visitors to the campus through an online website link. Further information about the questionnaire can be found on pages 11-16 and pages 24-36.
Presentations: I have presented this research on three occasions; at the University of Alberta FRUCHT Undergraduate Anthropology Conference, the UBC-Okanagan World Water Day Ceremonies, and the UBC-Okanagan Undergraduate Research Awards Student Conference. Presenting on these occasions has given me the opportunity to talk about the research and inclusive topics with many individuals, and also, hopefully, it has caused others to begin thinking about how water plays a role in their lives and how they feel about the presence of water features.
The Symbolic and Cultural Values of Water
Water is a basic need for human survival and therefore it plays an essential role in our everyday lives. Whether or not you live in Paris, Port Moresby, Cape Town, or Kelowna, water is a universal, fundamental need to which humans have attached symbolic and cultural values. Depending on our cultural values, water has provided and aided in many
activities for humans, for example, cleanliness and hygiene, agriculture, horticulture, and aquaculture, aesthetics, and recreation. The variety and type of activity that each individual uses water for varies depending on climate, affluence, spirituality, education, geographic location, and politics. These water using activities also vary from culture to culture as well as from individual to individual. I am going to discuss some of the different global perspectives that surround water from the literature I have reviewed.
Interactions with water take place within a cultural landscape which is the product of specific social, economic, and political arrangements, cosmological and religious beliefs, knowledge and material culture, as well as ecological constraints and opportunities (Strang 2004:5).
In The Meaning of Water Veronica Strang illustrates water as an "ultimate" fluid, with associations to healing, soothing, arousing, embodiment, disembodiment, language, spirituality, science, power/status, money, recreation, survival, health, hygiene, etc. Understanding these associations are fundamental to understanding water and its sense of place (Strang 2004). She also discusses the healing power of water, water as a symbol for a 'fountain of knowledge', water in heaven and religion, water as a continuum between the natural and the cultural, the basic human need for water, and water as a metaphor in many different contexts. Strang believes that human sensory experience of water is to some degree universal (2004:49) but it also varies for particular individuals and within particular cultures (2004:245). According to R. Litton and Robert Tetlow, "water has been described as nature's mirror of the landscape on which inverted images appear" (1974:84).
These symbolic associations and romantic views of water have perhaps shaped the way in which water is used and perceived in North American cities, and in Kelowna in particular. The way in which water is used and symbolically perceived at UBCOkanagan in Kelowna, B.C is much different than in other parts of the world. For example, in Rajasthan, India, their lack of water is not thought of as scarcity, but rather they learned to conserve every drop and live healthy lives. This perspective is attributed to the local society and indigenous culture (Mishra 2001:23). A proverb from Rajasthan
that illustrates this cultural perspective is: 'Running water, pure water'. "The principal behind this is simple: to hold the drops of rain or palar water in a very clean space and stock it…to preserve for tomorrow the drops that have fallen today" (Mishra 2001:53). This respect for water is also seen in Hindu mythology, where water is symbolized as a primal substance from which everything comes from and to which everything returns (Baartsman 1990:210). Water symbolism and the values attached to water vary from culture to culture and from individual to individual, but it is observed that it always is associated with positive feelings and innate needs.
The Relationship of Landscape Aesthetics to Water
The symbolic and cultural values we attribute to water affect what we consider to be aesthetically pleasing water features. Aesthetics plays a role in our everyday lives, as we are constantly judging our surroundings with our own perceptions of what we believe is beautiful, healthy, natural, and on the opposite side of the spectrum, ugly, unhealthy, and unnatural.
Aesthetics is the field of philosophy that studies the ways in which humans experience the world through their senses. Environmental aesthetics extends beyond the narrow confines of the art world and beyond the appreciation of works of art to the aesthetic appreciation of human-influenced and human-constructed as well as natural environments (Carlson 2002).
Aesthetic value is often measured by looking at human preferences (Kapper 2004:302), but evaluating these preferences is often a very complex problem as there are many variables and different perspectives. The 'big' criticism surrounding aesthetics is that assessing what is aesthetically pleasing is very subjective. When an individual approaches an area with different intentions, a different state of mind, and different life experiences, their expectations of the water and therefore their experience with the water will differ. Questions such as, 'how did the person get to the environment?', 'and what happened once there?' are important to consider (Litton 1974:7-8).
Water's visual appearance is continuously changing and this creates a mesmerizing experience, either calming or exhilarating. The sounds of water also have these types of effects as they are frequent and repetitive. A study of visual landscape preferences done by Dramstad, Tveit, Fjellstad, and Fry (2006) which included the viewing of thirty photographs and a score value system had strong results in regards to preference of water. Water was visible in one of the pictures, and there were multiple pictures with riparian vegetation and other vegetation associated with waterways; all of these photographs scored very high for preference in contrast to pictures with no association to waterways (Dramstad et al. 2006:471). A similar study by Lee, Ellis, Kweon, and Hong (2008) involved distributing 800 surveys to single families in a neighbourhood in College Station, Texas. These surveys asked questions regarding the family's satisfaction with their neighborhood; the main focuses were on vegetation type, location, and other spatial information. The area was mapped with satellite imagery, and features, vegetation type, pavement, etc. were detailed on these images. The responses were correlated to the different parts of the neighborhood, and results were derived from this information. The respondents generally preferred natural environments, specifically those with lots of vegetation. Lee, et.al. (2008:67) concluded that
Humans and landscapes are interactive and understanding their relationships is important to avoid the creation of adverse environments for both humans and landscapes. This is particularly critical for suburban environments in which a few landscape elements, including remnant stream networks, small forests, and rangelands, still exist. Human perception appears to be important in understanding these relationships.
In contrast to much of the subjective nature of aesthetics I am discussing is Thomas Kapper's ideas about aesthetics and beauty perceptions. He believes that in general, people agree on what is beautiful and not beautiful, and this is so even if they cannot explain what beauty is or what it looks like (Kapper 2004:302). Dr. Werner Nohl, a landscape architect, believes that there has been a recent loss of aesthetically pleasing landscapes and human perception of aesthetics has also become narrow. Both of these
viewpoints approach aesthetics as a universal truth with a universal spectrum of aesthetic perspectives. There is evidence though, that what water features are considered aesthetically pleasing may also depend on culture. For example, in traditional Japanese landscape design, they concealed at least some part of a body of water so it is never.
totally visible from any one viewing position (Litton 1974:79). This is a desire for visual mystery which may not be present in all cultures or enjoyed by all individuals. In Rajasthan, India, when some of the artificial lakes dry up in the dry season, statues which are submerged in the wet season become visible and look like beautiful parts of a palace.
Source: Dearden 1989.
This indicates that planning and engineering for a year round aesthetically pleasing landscape is important (Mishra 2001:83). In contrast, for more than half of the year at UBC-Okanagan, the pond and fountain are dried up or full of snow with no regard to their aesthetic appeal.
J. Douglas Porteous discusses the landscape tastes in British Columbia as being mainly taken from English colonial preferences when settlers first came to the province. The province's mountainous areas and dense forests were seen as inhabitable and they were thought about in negative terms. The famous group of seven landscape painter, Emily Carr, was one of the individuals whose work began to change the attitudes about 'native landscape' in the English colonial's eyes from positive to negative. The novelist Malcolm Lowry also changed the general British Columbian ideal of the landscape being used for mainly mining and forestry to also preserving it. Now there is much more focus on the preservation of beautiful British Columbian landscapes, and natural landscapes are seen as much more aesthetically pleasing than they once were (Porteous 1996:107-109). Dr. John Wagner, assistant professor of cultural anthropology at UBC-Okanagan, believes that much of the culture in the Okanagan valley has been shaped by the values
brought with settlers from Europe, and these values have influenced the way water is used and perceived (Wagner 2008). From participating in the Okanagan lifestyle for nearly four years (July 2005- current) , I have observed that the Okanagan is seen by many as a "playground" in which one can "get away" to enjoy wine, water sports, and golf with little acknowledgement of the amount of water used and polluted in the process of these activities. This attitude towards water and the landscape may have an impact on how the Okanagan valley will continue to develop and how water will be used and allocated.
UBC-Okanagan Campus Landscape and Water Features
The UBC-Okanagan landscape, and particularly the water features on campus, are very important in many ways to all previous, current, and future members of the campus community. In general, a university campus's landscape and buildings can express the campus's personality, the school's educational mission, as well as an aesthetically pleasing campus can provide many benefits including improved quality of life, recruitment and retention of students, safety and sustainability, and the overall image of the campus will improve. Arthur Spruch's article regarding campus landscapes focuses on the importance of creating a campus 'personality' and campus 'character'. This character evolves over years, and development of this needs to be handled strategically. Stephen Daniels work, Fields of Vision: Landscape Imagery & National Identity in England and the United States makes the connections between imaginative geographies of landscape, such as the nation state, and aesthetics in modern culture. He believes that "Landscape imagery is not merely a reflection of, or distraction from more pressing social, economic, or political issues; it is often a powerful mode of knowledge and social engagement" (Daniels 1993:8). So, essentially, our created landscape (e.g. UBCOkanagan central courtyard) creates and shapes our identity, much like the creation of landscapes in the United States has shaped their national identity.
The two water features on campus, the retention pond/naturalized wetland located at the southeast corner of the campus, and the water fountain and pool located at the center courtyard on campus, have very important cultural functions. UBC-O is lucky to have a beautiful naturalized wetland/retention pond; this wetland has formed because of
the natural flow of groundwater, the lower elevation, and the management of flow at UBC-O. The construction of a new engineering building above the pond and the overall rapid development of the campus have made some campus community members worried about the water and the flora and fauna who call the
Figure 3: UBCO retention pond/naturalized wetland. Source: photograph by author.
pond home.
The second water feature on campus, the pool and fountain is located in the central courtyard and therefore it greets all students,
faculty, and staff on campus. The water in the pool sits in concrete and flows out through three basalt rock fountains. The fountain is used from April to October, but it is drained and left unused due to the freezing temperatures from November to March. The pool and fountain has been a part of the campus central courtyard for many years now, and it is a large part of the campus aesthetics, culture, and overall environment. Some people question, however, whether this is an appropriate use of water in this semi-arid environment and what kind of message it sends to have this water feature at the centre of campus.
Source: photograph by author.
According to Arnold Berleant, the 'town square' and the fountain are powerful traditional examples of features that are significant to humans. He tells us that fountains are 'magnetic' and 'magical', drawing in people to them because of the sounds and sights they offer (Berleant 1992:94-95). Understanding the significance of the pool and fountain, as well as the naturalized wetland/retention pond at UBC-Okanagan is important to consider in order to ethically and responsibly weigh out the positive and negative aspects of both.
Water Features and the Built Environment Campus Community Questionnaire
The question of, "what water features are considered symbolically and aesthetically valuable to the UBC-Okanagan campus community?" is essential. If we are to begin altering the way water is used, and therefore the water features on campus, it is important to understand if the presence of that water has special meaning to the campus community. This is a strong point of motivation for undertaking this questionnaire.
The online questionnaire titled "Water Features and the Built Environment" was designed with the purpose of assessing the attitudes of the UBC-Okanagan campus community towards the physical layout of the campus and the aesthetic and environmental values associated with these two water features on campus. The questionnaire is composed of 22 questions with sections on 'demographic information', 'the campus and central courtyard', 'the courtyard pool and fountain', and 'the retention pond/naturalized wetland'. A total of 84 usable questionnaires were collected from the dates March 12 th to April 24 th , 2009. 12 questionnaires were discarded because they were not complete. The results of the questionnaire will be provided to UBC-Okanagan facilities management to help in the future development of the campus landscape, central courtyard pool and fountain, and surrounding natural areas.
Methods and Criteria
Before being able to administer the questionnaire, approval from the UBC Research Ethics Board was needed. The application was submitted as a low risk human behavioral study and was reviewed by the Behavioral Research Ethics Board. Final approval was received on March 10 th , 2009.
I recruited forty initial subjects for a questionnaire pilot study. The participants were approached in three public spaces on campus; the arts, student service centre, and science buildings' foyers. Twenty-five of these questionnaires were administered via a paper form, and fifteen were administered via a laptop and online link. I was able to go through and observe individuals doing the online questionnaire themselves to see whether there were any difficulties navigating or if there was any confusing material.
Every effort was made when approaching potential subjects to interfere as little as possible with an individual's private activities. Random sampling methods were also applied as much as possible. I alternated the buildings, so on day one I spent two hours, from 11:00am to 1:00pm in the Arts building, then on day two for two hours during the same time in the student service centre, then the last day, day three I spent two hours during the same time in the science building.
Once I completed this pilot study, Dr. John Wagner and myself refined the questionnaire to be suitable for the online version and submitted the revised questionnaire to the UBC Research Ethics Board. The questionnaires obtained during the pilot study were not included in the final results. Once the minor changes were approved, the link to the questionnaire was advertised on the main page of www.ubc.ca, on a digital advertising board in front of the university, in faculty newsletters (2), on www.facebook.com, and in person in the UBC-Okanagan arts, student service centre, and science building foyers. Subjects were not asked to sign a consent form, as a covering letter on the first page of the questionnaire included the statement "If the questionnaire is completed, it is assumed that your consent has been given". This applied to both researcher administered surveys and self-administered online surveys.
The questionnaire was available to all members of the UBC-Okanagan campus community, which consists of a student population of 5,325, a faculty population of 353, a staff population of 389 (full and part-time), and to campus visitors. Individuals who are new to the campus and did not feel qualified to answer questions about outdoor spaces, and anyone without a reasonable fluency in English, were excluded from the questionnaire. If a research subject needed special assistance to complete the questionnaire, e.g. vision impaired, then both the covering letter and questionnaire were read aloud and assistance given. Risks were minimal, and in order to protect the confidentiality of information, the name of the subject was not asked or recorded. The benefits to the research subjects were to be able to voice their opinions about the design of outdoor campus spaces in terms of symbolism, aesthetics, and sustainability.
The Questionnaire
(See appendix A for full wording of closed-ended questions)
1) Have you previously completed this questionnaire?
2) Position at UBCO (faculty, student, staff or visitor).
3) Gender.
4) Age.
5) Year of studies (students only).
6) Degree program or teaching area (students and faculty only).
7) Home country.
8) How would you rank the visual appeal of the UBCO campus?
9) How much time do you spend outside on campus during the warmer months of the year?
10) Please rank the following in terms of where you spend the majority of your outside time (central courtyard, outside residences, athletic fields, cafeteria patio, forest area, other).
11) Please rank the following activities in terms of how much time you devote to each when in the central courtyard area (reading, eating, socializing, relaxing alone, sports, other).
12) Would you like to see changes made to the central courtyard as a whole?
13) If changes were to be made to the central courtyard area as a whole, which of the following changes would you consider most desirable (more seating space, more space for sports, more native and drought resistant plants, more ornamental plants of any kind, other)?
14) How would you rank your level of enjoyment of the pool and fountain in the courtyard area?
15) Does having a pool and fountain in this location have any symbolic meaning for you?
16) If yes, please briefly describe the nature of this symbolic meaning.
17) Would you like to see the pool and fountain replaced by another landscape feature?
18) What aspects of the pool and fountain are most important to you when deciding whether it should stay or not?
19) Were you aware of the retention pond/naturalized wetland that is located below the site of the new engineering building?
20) If yes, how much time do you spend in that area during the warmer months?
21) Would you prefer to see this naturalized wetland/retention pond remain on campus or do you think that area could be just as well used for other purposes in the future?
22) In your opinion, what is the most important factor that should be considered in deciding whether the retention pond should stay or be removed?
Results (see pages 25 to 39 for full results to the questionnaire)
At 64 %, the majority of the responses to the questionnaire are from the student population, while 21.4 % are from staff, 13.1 % from faculty, and 3.6% from visitors. 67.9 % of the respondents are female and 32.1 % are male, and for the age range, 13.1 % are aged 20 and younger, 44 % are aged 20 to 29, 17.9 % are 30 to 39, and 25 % are 40 and older. Among the 64 % of the respondents who are students, 14.8 % are first year, 9.3 % are second year, 24.1 % are third year, 29.6 % are fourth year, and 22.2 % are graduate students. The 77.1 % of respondents who are students or faculty were broken down into which program or teaching area they participate in; 53.7 % are arts, 3 % are fine arts, 13.4 % are sciences, 3 % are nursing, 4.5 % human kinetics, 1.5% social work, 4.5 % engineering, 4.5 % management, and 16.4 % education. There were no responses from individuals in the health studies department. All of the respondents, except for three consider Canada their home country.
The responses to question 8: "How would you rank the visual appeal of the campus in relation to the overall design of buildings, the outdoor space (landscaped areas, courtyard, etc.), and surrounding 'natural' areas (forest, grasslands)" have similar results for all three sections. The majority of respondents ranked all three areas as 'moderate', with the next most popular category being 'high' and the last, 'low'. For question 9: "How much time do you spend outside on campus during the warmer months of the year?" 45.2 % of the respondents said frequent (between 30 minutes/day to 2 hours/day)', with the next closest category at 31 % being 'occasional (rarely more than 30 minutes/day). For question 10 "Please rank the following in terms of where you spend the majority of your outside time" 42 of the respondents (which is 50%) say they spend most of their outside time on campus in the central courtyard. "Please rank the following activities in terms of how much time you devote to each when in the central courtyard area" (question 11) 34.5 % of the respondents say they spend most of their time eating lunch, 25 % spend most of their time reading, 21.4 % socialize, 15.4% do other activities, 14.3 % relax, and 3.6 % play sports. With this in mind, question 12: "Would you like to see changes to the central courtyard as a whole?" 51.2 % of the respondents said yes, 22.6 % said no, and 28.6 % were unsure. "If changes were to be made to the central courtyard as a whole" (question 13), the changes which were ranked as the most
favorable were 'more seating space and room to relax' at 53.6 % and 'more vegetation (with emphasis on native and drought resistant plants and shrubs) at 44.6 %.
For question 14, '"How would you rank your level of enjoyment of the pool and fountain in the courtyard area" 27.4 % said they enjoy it very much, 35.7 % enjoy it, and 27.4% are neutral. Only 6 % dislike it, and 3.6 % strongly dislike it. The results from this question show a very positive attitude towards our central courtyard and the pool and fountain. The question "Does having a pool and fountain in this location have any symbolic meaning for you"(question 15) had only 19 % say that yes it does, while 81 % said that no it does not. This type of response may be because of the confusing nature of the question; for example, not everyone may understand how to express themselves in this way or they may not understand the meaning of 'symbolic'. When asked to "describe the nature of this symbolic meaning" in question 16, there were a total of fifteen responses, and ten of these were a positive response to the pool. The pool was described as peaceful, calming, reflective, serene, as well as two respondents related the pool to a fountain of knowledge and one respondent related it to life and spirit. Three respondents said that they liked the idea of a pool and fountain, but just not the pool that we have; for example there is not enough vegetation around it and the concrete is too dirty and dreary looking. And lastly, two respondents believe that the pool symbolizes the false impression we have in the Okanagan that water is abundant. For question 17, "Would you like to see the pool and fountain replaced by another landscape feature?" the responses became a bit more confusing as 17.9 % of the respondents said yes, 53.6 % said no, and 28.6 % were unsure. "What aspects of the pool and fountain are most important to you when deciding whether it should stay or not?", which is question 18, had 50 responses total. Twenty one of the respondents believe that the pond brings a positive aspect to the campus; for example that it is peaceful, a calm spot to be, aesthetically pleasing, and aurally pleasing. Seven respondents said that the waste of water, the ugliness, and lack of function in the winter should be taken into consideration when making decisions about the pool and fountain. Ten respondents said that many questions and considerations about what would be replacing it are needed, and lastly eleven respondents felt that there were both positive and negative aspects to the pool and fountain to take into consideration.
For the question "Were you aware of the retention pond/naturalized wetland that is located below the site of the new engineering building?" (question 19), 53.6 % said that yes they were, while an astounding 46.4 % said that no they were not. This is a very large percentage of the campus community who are unaware of such a diverse, natural feature on our campus… To those respondents who were aware of the retention pond/naturalized wetland, question 20 "How much time do you spend in that area during the warmer months?" was asked. The majority of the respondents, at 63.5 % say they spend very little time there, 20.6 % use it occasionally (rarely more than 30 minutes/day), 15.9 % use it regularly (generally between 30 minutes/day to 2 hours/day), and only 1.6 % use it extensively (over 2 hours/day). This brings me to the next question, question 21, "Would you prefer to see this naturalized wetland/retention pond remain on campus or do you think that area could be just as well used for other purposes in the future?" A significant amount of respondents, at 76.2 % believe that it should remain, while 20.2 % had no opinion or they didn't care, and 3.6 % believe that it should be moved. 18 of the respondents who were unaware of our naturalized wetland/retention pond still believe that the area should remain in its current condition. I believe this type of response signifies the great emphasis we, as a community, place on a healthy ecosystem and natural water features.
The last question in the questionnaire, question 22, "In your opinion, what is the most important factor that should be considered in deciding whether the retention pond should stay or be removed?" had 53 responses total. Of the responses to this question, forty five respondents said that natural habitat; including vegetation, animals, and ecosystem health were an important factor to consider. Ten respondents think teaching opportunities were important, five think that trails and a natural place to visit are important for the campus community, two think aboriginal lands and beliefs should be considered, and one person thinks that simply, it is already there, so why develop it? Only one person thought that the area could be used for better purposes than the pond.
Comparative University Campus Water Features
I have chosen to briefly review two universities in addition to UBC-Okanagan; The University of Colorado-Denver in the United States, and Tsinghua University in Bejing, China. The University of Colorado-Denver is a mid-sized university with a student population of 12,325, while Tsinghua University is significantly larger at 26,746. Both universities have semi-arid to arid climates, just like the semi-arid Okanagan valley. Climate was the key factor in choosing these universities. I wanted to see if the climate had any effect on whether they have water features, and if so how many water features did they have, and are the campus communities enjoying the water features?
UBC-Okanagan: As I have discussed previously, UBC-Okanagan has two water features on campus; the central courtyard pool and fountain, and the retention pond/ naturalized wetland. The pool and fountain is a very obviously man-made feature composed of mainly just concrete and with little surrounding vegetation. From the questionnaire results, we know that the pool and fountain are enjoyed by many for its calming and aesthetic qualities, but the purpose of its presence is also questioned and criticized. A feature such as this may symbolize different things to different people; in this semi-arid climate it may symbolize our over consumption and disregard for excessive use of water, and it may also symbolize a celebration of and respect for water.
University of Colorado-Denver: The University of Colorado-Denver is located in an arid climate, and the campus has two outdoor fountains currently in use in its central courtyards. A creek, Cherry Creek, also runs along the length of the campus, and there are lakes within walking distance from the campus. I spoke with facilities management on May 13, 2009 over the telephone, and they told me that the outdoor fountains are used by the campus community extensively for studying and socializing, and Cherry Creek is a favorite place for students, faculty, and staff to have their lunch and socialize. From review of the university website, I found extensive information about storm water runoff protection and water conservation. This includes educational information such as tips on how you can protect water quality and reduce consumption; "To conserve and protect our water resources for the sustainability of our ecological systems, the university has both a
water conservation program and a storm water education program" (University of Colorado-Denver 2008).
T singhua University: Tsinghua University has a total of 949.378 acres of gardens, treed areas, and man-man lakes. These spectacular gardens and lakes are attributed to the fact that it was once a royal garden for the Qing Dynasty. In 2007, there were a total of 500 varieties of trees, "over 44,300 arbors, over 184,500 bushes, over 86,700 bamboo, over 32,400 flowers, and over 100 ancient trees on campus" (Tsinghua University 2009). From photographs on the university website, I have observed that their man-made lakes are natural looking, have vegetation growing both in and around them, and they represent the mysterious and somewhat hidden appeal that R. Burton Litton and Robert Tetlow observed in traditional Japanese culture.
UBC-Okanagan Campus R ecommendations
Researching landscape aesthetics, campus culture, and water symbolism, as well as creating and administering the campus community questionnaire 'Water Features and the Built Environment' has provided some important insight into what UBC-Okanagan management can do for the future benefit of the campus community and natural environment. As indicated by the questionnaire and participant observation, the central courtyard is a very popular area for members of the campus community to spend time in during the warmer months. Over half of the respondents to the questionnaire indicated that they would like to see changes to the central courtyard and of those changes the most popular responses were more seating space and space to relax, and more native vegetation. I found that the majority of the respondents do enjoy the pool and fountain during warm weather, but regret the limited functionality of the space and lack of aesthetic appeal in the cooler months. The harsh, lined, hot concrete and lack of nearby vegetation in the warmer months were also perceived as undesirable by some respondents. After reviewing the questionnaire results, I suggest improving and expanding upon seating around the pool and fountain, and retrofitting to improve the aesthetic appeal in both the summer and winter months. The area may be improved aesthetically by, at least, including more native vegetation around the pool and fountain and in the courtyard in general, and by keeping the pool and fountain area clean and well kept in the cooler months. Future development of the area may yield removing the concrete and replacing it with a much more natural pool and fountain and perhaps including a plaque with information about our semi-arid climate, the celebration of water, and its role in our lives and on our campus.
The retention pond/naturalized wetland on our campus is certainly not as well known as the pool and fountain to our campus community. This lack of knowledge may be in part due to the inaccessibility of the area since construction of the new engineering building commenced, as well as lack of information to students, faculty, or staff of its existence in general. However, the presence of this wetland area brings up strong emotions and a strong connection for many individuals. I suggest, based on the questionnaire results and personal knowledge from both my major in anthropology and minor in earth and environmental science, that the retention pond/naturalized wetland be
preserved in its now natural state, the trails through the area be improved upon and made accessible, the area be promoted as a place to visit, and plaques with information about the flora and fauna species be placed along the trails.
Conclusion
The relationship between water sustainability and perception of water and landscape aesthetics is important to understand in environmental and landscape management. I believe that understanding a community's symbolic and cultural values towards a natural resource, such as water, will in turn provide a more clear understanding as to why the resource is used in the manner and volume it is. Joseph Gellar and Robert Corning's "Designing a Unified Campus" acknowledges the importance of feedback from students and alumni, motivation on the part of the school's president and board of trustees, and the use of the master plan tool in improving a university campus (Gellar 2007:70). I also believe that these three things are key and fundamental in creating positive change in a campus community. In particular, UBC-Okanagan needs to begin asking the opinion of the campus community in all landscape development and campus sustainability decision making processes. If UBC-O takes both the cultural and environmental values of the campus community into account, they will ensure that their solutions for issues that are associated with development can be responsibly and more accurately derived. I believe it is essential though to continue to work towards more sustainable water using options at UBC-Okanagan, and according to Dr. John Wagner, "Achieving a culture of sustainability will thus require the development of a new landscape aesthetic, one grounded more deeply in local ecological realities" (Wagner 2008:34).
References
Baartsman, Frans
1990 Apah, The Sacred Waters: An Analysis of a Primordial Symbol in Hindu Myths. B.R Publishing Corporation. New Delhi, India.
Berleant, Arnold
1992 The Aesthetics of Environment. Temple University Press. Philadelphia, USA.
Brandon, Robert, and Arthur Spruch
2008 Inspired Landscapes: Turning tired campuses into classic spaces. Retrieved March 30, 2009 from <www.schooldesigns.com>.
Carlson, Allen
2002 Environmental aesthetics. In E. Craig (Ed.), Routledge Encyclopedia of Philosophy. London: Routledge. Retrieved March 30, 2009, from <http://www.rep.routledge.com/article/M047SECT1>.
Dearden, Philip, and Barry Sadler Eds.
1989 Landscape Evaluation: Approaches and Applications: Western Geographical Series Volume 25. University of Victoria. Victoria, British Columbia.
Dramstad W.E,
M. Sundli Tveit, W.J. Fjellstad, and G.L.A. Fry
2006 Relationships between visual landscape preferences and map-based indicators of landscape structure. Landscape and Urban Planning 78:465–474.
Ekman, Richard
2007 Creating Campus Appeal: Architecture's effect on the message conveyed about an institution. Retrieved March 30th, 2009 from <www.universitybusiness.com>.
Geller, Joseph T., and Robert M. Corning
2007 Designing a Unified Campus: When landscape and other site designers get creative, a campus's character can shine. Retrieved March 30 th , 2009 from <www.universitybusiness.com>.
Kapper, Thomas
2004 Bringing Beauty to Account in the Environmental Impact Statement: The Contingent Valuation of Landscape Aesthetics. Environmental Practice 6:296-305.
Lee, Sang-Woo, Christopher D. Ellis, Byoung-Suk Kweon and Sung-Kwon Hong 2008 Relationship Between Landscape Structure and Neighborhood Satisfaction in Urbanized Areas. Landscape and Urban Planning 85(1):60–70.
Litton, R. Burton, Robert Tetlow, et.al.
1974 Water and Landscape: An aesthetic overview of the role of water in the landscape. Water Information Centre. Port Washington, New York.
Mishra, Anupam
2001 The Radiant Raindrops of Rajasthan. Research Foundation for Science, Technology, and Ecology. New Delhi, India.
Nohl, Werner
2001 Sustainable Landscape Use and Aesthetic Perception- Preliminary Reflections on Future Landscape Aesthetics. Landscape and Urban Planning 54:223-237.
Porteous, J. Douglas
1996 Environmental Aesthetics: Ideas, Politics, and Planning. Routledge. London, United Kingdom.
Strang, Veronica 2004 The Meaning of Water. Berg Publishers. Oxford, United Kingdom.
Survey Monkey
2009 Survey Monkey.Com. Retrieved last May 17, 2009 from <http://www.surveymonkey.com/>.
Tsinghua University
2009 Tsinghua University Campus Tour. Retrieved May 10, 2009 from <http://www.tsinghua.edu.cn/eng/campuslife_tour.jsp?boadid=42&bid2=4 205&pageno=1 >.
UBCO
2007 University of British Columbia. Retrieved May 14, 2009 from <http://web.ubc.ca/okanagan/about.html>.
University of Colorado-Denver
2005 Environmental Impact. Retrieved May 10, 2009 from <http://administration.ucdenver.edu/admin/facilities/engineering/energy/e nvimpact.html>.
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Wagner, John
2008 Landscape Aesthetics, Water, and Settler Colonialism in the Okanagan Valley of British Columbia. Journal of Ecological Anthropology 12(1) 2238.
Appendix A: Questionnaire and Results
Degree program or teaching area (students and faculty only):
How much time do you spend outside on campus during the warmer months of the year?
Please rank the following in terms of where you spend the majority of your outside time:
(please rank using "1" as most amount of time to "6" as least amount of time; "7" as no time)
Other: 22 different choices reported
Arts Atrium --> you should turn the science courtyard into an atrium as well!
Walking the sidewalk perimeter of the campus natural field and wetland area (when not under construction)
Beach picnic tables in portable village area
atriums walking trails and sidewalk around ring road
Education Garden and Pond
Learning garden
Learning Garden library and parking lot
grassy knoll in front of well
At the bus stop parks
by bus stop path and seating area around the Gym building
Grassy hill beside the gym
Private road west of the campus which skirts Robert Lake.
Parking lots
The Campus Garden
Walking pathsMeditating in the forest answ ered question
skipped question
84
0
Please rank the following activities in terms of how much time you devote to each when in the central courtyard area:
(please rank using "1" as most amount of time to "6" as least amount of time; "7" as no time)
answ ered question
84
skipped question
Other: 8 choices reported waiting for the bus, working, conducting meetings, doing homework, running on trails, hacky sack, meditating in the forest, university events e.g. Remembrance Day events, or building evacuation during fire drills
Would you like to see changes made to the central courtyard as a whole?
0
If changes were to be made to the central courtyard area as a whole, which of the following changes would you consider most desirable:
(please rank using "1" as the highest value to "6" as the lowest value)
answ ered question
84
skipped question
0
Other: 8 responses given
Remodel the pond to be more naturalistic, and follow that approach through the rest of the courtyard; out with the straight lines!
More shade-bearing vegetation for those days when it is extremely hot.
Plant lots of native trees, remove concrete; the place is too open, concrete attracts too much heat; or use heat more efficiently.
Flowers
More linear trails for walking around the campus (and the exterior campus limits)
find a way to deal with wasps so that you can eat lunch in peace
Remove the water fountain.
Don't want to see more vegetation; it will get in the way of sports lounging; but changing plants to drought-tolerant is fine.
How would you rank your level of enjoyment of the pool and fountain in the courtyard area:
Does having a pool and fountain in this location have any symbolic meaning for you?
If yes, please briefly describe the nature of this symbolic meaning:
Responses:
It fills my heart with feelings of peaceful serenity
I like having running water around when I'm reading, especially when the sun is up and it's nice out. But, the way this one is set up is very gray and dreary. Ponds with more natural landscaping, with plants and a suitable accompaniment in the surrounding landscaping, would definitely be more relaxing than what we have now.
Fountain of knowledge..... and its relaxing...
It symbolizes the general belief in the Okanagan that there are plentiful supplies of water to be used for decorative or more luxuries purposes.
Water, reflection, water in the desert a campus is supposed to be a fountain of knowledge, therefore it symbolizes the purpose of the campus
Its the most peaceful thing on campus, its calming, it creates a community of peacefulness, its beautiful and the fountain is very soothing water=life and spirit
It's been there since UBCO (OUC) has been there! Provides peaceful setting when weather permits.
water is nice
Not symbolic but its nice to have it there... very peaceful...
I like the relaxing nature of the water, but its often rather dirty. I think water is the most refreshing symbol to see but it must be clean and well kept and more natural looking would be better as opposed to the cement everywhere....
I like to see and hear water, However there is not enough vegitation near it -- the feature is too exposed its nice looking :)
How wasteful we are of water. It creates the false impression of water abundance in the Okanagan, just like Okanagan Lake.
What aspects of the pool and fountain are most important to you when deciding whether it should stay or not?
Responses:
It's nice to hear and see the water, it could be replaced with a different fountain or pool.
I like water, I just don't like the existing feature right now. I think it should be retrofitted with a either a more natural setting, or a giant 100-person hot tub using the existing geothermal network in place.
The sounds it makes, running water has a very soothing noise, for it to stay, but it's mostly just a waste of water and space.
Fountain
It seems like a waste of energy. It's empty most of the time during the fall and winter semesters so it sits as a cement hole.
the cooling effect physically and psychologically
Visual appeal in the spring, summer and fall months its nice... but the skate bowl idea is cool
I like water features-I think they give a great feel to an area.
The relaxing sounds of the water
The degree to which it fits with the ecological realities in the valley. How much water it is using/wasting.
The design is concrete and tacky, needs to be more natural. More natural rock.
it is beautiful and calming to look at and the sound is lovely. water features add something soothing to an environment, i think. it's nice just to look at it and i feel sad every year when they drain it for the winter. :( i love the change they made last year by adding the three stone features which made the whole thing even more waterfall-esque. i LOVE the pond!
It just adds a relaxing, calming and finished touch it is ugly in the winter
Its nice, it could be more beauitful or more interesting to look at, or have fish, but its beautiful, its calming and its lovely to sit around. Removing it would be a grave mistake
whether there is actually water in it. Even in months that are warm it is often empty
Aesthetically pleasing
I like it aesthetically, as it breaks up the green a little. It's like an oasis of sorts in our dry climate.
It is beautiful and calming but I worry about water wasting.
Water shortage, efficient land and energy use, campus sustainability, great space for a campus garden water conservation, cleanliness
It is relaxing and nice to sit around in the summer months.
the location, vegetation and ecosystem that has developed surrounding that area.
the aural stimulation it provides with the falling water. The rocks are a nice touch, and the ducks it brings in are nice too!!
waterfowl resting spot
Whether it uses a lot of water, or not.
Visual break in the vegetation and concrete, helps cool the courtyard, or at least doesn't produce heat.
It is too surrounded by concrete. A showcase for wedding photos, not for learning. Make it organic and shady. A place for animals.
Amount of water used and sustainability of that water use pretty, sound of water is nice
Area surrounding it.... if its accommodating to a lot of students etc... with chairs etc.
wastes too much water water is important, signifies life and it is very welcoming and relaxing. A more natural environment appearance would emphasize a relaxing area and brighten up the beautiful landscape surrounding UBC O and the valley
Looks pleasing
Its beautiful it creates a nice diversion to everything else that is already around
Sustainability pool is wasted space and looks like a useless swimming pool. Fountain not musical.
I would not say remove it, but it could do with revamping -- it is sooo artificial i think its a calm spot to be, the water running and the warmth months...relaxs you.
It provides a place for friends and classmates to come together, socialize, eat, read. It's a great central focus of the university.
how the new landscape looks in the winter maintanance of the area is important
What it would be replaced with
Can the space be used for sitting, studying, eating lunch, socializing, playing "backyard games"?
Is it high maintenance and costly?
Is it environmentally stressful?
The wasting of water that it represents; ugliness and complete lack of function in winter.
I like that there is water in the central area. I would prefer the water feature to be more natural so that ducks and other native plants and animals could use it. I strongly dislike the copper that has to be added to keep the feature 'clean'. That is a toxic compound.
Peaceful
The pool/fountain seems out of place in this dry valley. Surely much of the water must be lost to evaporation in the heat of the summer, which isn't exactly environmentally friendly, and sets a poor example to the community. Trees and shade are sadly lacking, and I avoid sitting outside because I can't get out of the sun usually.
Were you aware of the retention pond/naturalized wetland that is located below the site of the new engineering building? (photograph and map from previous page):
If yes, how much time do you spend in that area during the warmer months:
Would you prefer to see this naturalized wetland/retention pond remain on campus or do you think that area could be just as well used for other purposes in the future?
In your opinion, what is the most important factor that should be considered in deciding whether the retention pond should stay or be removed?
Answer Options
Response Count
53
53
31
Factors reported by person environmental sustainability
Should remain but could be moved if necessary
If it is ecologically sound.
It's a natural pond, and should be restored to it's natural state... I've notice a lot of trash floating around in there. That being said, the area around the pond should be developed with light infrastructure such as paths and garbage bins, perhaps some form of unobtrusive lighting (because we certainly have enough of that on campus already)... with the intent of keeping damage to the natural space s kept at a minimum, as well as securing the pond's place as part of the campus
Its a nice place to go soemtimes, quite, pretty. Other organisms depend on it, like the ducks! Water is a nice thing to have around, why move it when its already there, already in existence, especially in the name on 'development' and 'progress'?
The importance of wetlands in the local ecosystem
It's a naturalized wetland and should be preserved to have some natural space on campus. There are so many resident students on campus, they should have a natural space to go to for relaxation or just to "get away" from it all.
Environmental, ecosystem
Wetland and habitat conservation plus opportunity for teaching and research.
Usefulness of the retention pond to academic and non academic purposes.
The wildlife that have ceated a niche habitat in that area
If it is not causing any issues or problems where it is, there is no reason to fill it in. I am sure it is an important water source for much of the wildlife in the area.
How it will effect the surrounding landscape.
Is it useful habitat for important plant and/or animal species?
The pond is next to the Learning Garden - which raises awareness of native plants - and supports charities and schools in the Okanagan. Water is a sacred aboriginal symbol for life. Ridiculous to remove it.
The pond has migrating ducks the first consideration should be the environmental impact. if it will harm the landscape and ecosystem, we shouldn't move it/fill it in.
It has been there long enough that there are faunal members of the community that call it home. We should respect our brother creatures.
the natural environment, plant and wildlife that depend on it.
As we build out the campus more of the naturalized environment is being destroyed. The first thing that is done with each building is to cut down all the trees. the retention pond is home to a wide variety of wildlife and als serves as a teaching resourse in the biology dept.
No opinion
Where the water run-off would be diverted to.
It is useful in its present state: for courses, etc. It won't be if it is "cleaned up", so don't.
It is not hurting anything by being there, and its a great place to go and see nature untouched. UBC has gotten rid of enough of the natural habitat around the campus and by getting rid of this it would just prove that they really don't care about nature at all.
Is it helpful and important to local wildlife and for the maintenance of indigenous plant diversity?
answ ered question skipped question
Lack of vegetation already too high. Do we really need another Tim Hortons? Teaching benefit is irreplacable.
Ecological disturbance use by wildlife
There are birds that live in the pond and the pond is its habitat.
The health of the wildlife that relies on the pond. (Our respect for the environment)
Ecosystem that has developed in this area. Taking the pond away would force the animals to relocate somewhere else.
there are a number of migratory birds that now use the pond as habitat and breeding grounds environmental reasons- wildlife habitat etc
integrating nature with learning opportunities
There was more sites for wildlife - the building development over the past few years has taken this away
It provides a habitat for animals that would not otherwise visit our campus. It is also an excellent place to do research for several disciplines (geography, education etc). While the pond was 'created' it has taken on a 'natural' aspect as ducks and deer have made the pond their home. As well, it is nice to have a 'natural setting' on a campus that is extremely manicured with green lawns and fountains that demand a large water supply in a semi-arid environment.
Biodiversity, teaching opportunities, preservation of a natural environment on campus
- Migratory species make their nests there and depend on the site for food
- Symbols of Okanagan tradition, including the rushes and symbol of water as life
-Shrinking natural spaces on campus very disheartening
- Include aboriginal elders in all decisions regarding use of campus land, this is their territory.
- Proximity to the Learning Garden where UBCO students, and school children gather and learn.
- The forest adjacent to the Learning Garden was already clearcut, when does the destruction stop - to make way for 'green buildings'? Please see UBCO land as a living site, held in public trust, that requires a lot more thought.
Water fowl use it as habitat as well it is a natural filter for runoff from parking lots etc
Preserve the ecosystem the natural life that will be destroyed if it is unnecessarily being moved. the best thing to do is to make it so that wild life can still find homes.
wildlife and ecosystems that depend on it!
ecological impact, efficiency
Things can live in it.
That it supports an ecosystem that is water orientated it was there before they decided to built more buildings. it should be left alone.
If it is not known or used, then it should be removed. Unless it is home to lots of wildlife, in which case it should stay.
the native species that inhabit the area
Nature life would be affected if it moved.
habitat loss/fragmentation for species at risk
I think that a nice linear trail that is easily accessible and advertized with proper trailhead signs would be nice.
Removal of pollutants from stormwater runoff from campus surfaces; provides aquatic and nesting habitat.
All wetlands have value as habitat for plants and animals. Also, I know that the wetland area is used in the teaching of some courses.
the natural habitat that resides there (plants and animals)
The pond should be removed if it (a) poses a health hazard (e.g. mosquito habitat and possible source of West Nile Virus), or (b) needs to be removed for construction. I'd rather see the pond removed (it is not a natural pond), than see parts of the forest (which are natural) removed. | <urn:uuid:1a352acf-ffa9-4055-941b-96a128bcd878> | CC-MAIN-2021-25 | https://open.library.ubc.ca/media/stream/pdf/18861/1.0108053/1 | 2021-06-12T12:58:57+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00152.warc.gz | 409,240,192 | 12,351 | eng_Latn | eng_Latn | 0.946066 | eng_Latn | 0.998477 | [
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Whole Class Reading
In primary schools recently, there has been a lot of interest in ways to approach whole-class reading lessons. Teaching the whole class instead of individual groups means that all pupils can read with the teacher more often, moving faster through more or longer texts and benefiting from the teacher's expert explanations, modelling, questioning and feedback. It also makes possible more integration between topic-related reading, reading as stimulus for writing, daily reading aloud to the class and following a 'class reader'.
Enchanted Forest Neverland
We aim to cover a broad selection of text types, classic and modern. The children are enjoying the repetition of "The Hungry Caterpillar." This help to structure sentences. The modern tale "Superworm" will also be used to inspire the children's writing of stories in Neverland.
Hogwarts are reading the graphic novel "Illegal" by Eoin Colfer They have been working on developing the reading skills of inference, retrieving facts from the text and making predictions based on what they have read so far. Being a graphic novel, pupils will learn that we can also infer from the images.
Friday 7 th May 2021
Narnia Year 3 Narnia Year 4
George's Marvellous Medicine is loved by children and adults. We look into how Roald Dahl makes the reader feel sorry for George. A great stimulus for writing recipes too. Reading a variety of animal poems have been a stimulus for some wonderful poems by children in year 4. They wrote a poem in shared writing.
Monday 10
th
May – National Water Saving Week
Monday 17
th
May – National Mental Health
Awareness Week and National Walk to School Week
Thursday 20 th May – Scarecrow entries to school deadline
Saturday 22 nd May – Scarecrows on show at King's Lodge, Gorse lane, Caythorpe. Entry £4 for adults, children free
Thursday 27 th May – FSA Movie Evening Friday 28 th May – Term Five ends Monday 7 th June – School reopens for Term 6
- Year 4 Multiplication Tables Check
- Year 1 Phonics Screening Check
Monday 21 June – Class photos Wednesday 23 rd June – Games Day Friday 25 th June – Y5/6 visit PGL Wednesday 30 th June – Sports Day Saturday 10 th July – FSA Summer Celebration Wednesday 14 th and Thursday 15 th – Transition to new classes in the afternoons Monday 19 th July – Y6 Leavers' Ceremony and BBQ Tuesday 20 th July – Whole School Awards Ceremony Wednesday 21 st July – Whole School Picnic and Enterprise Fair
-
Term six ends
We will send details nearer the date of each event as the organisation will depend on current COVID restrictions at the time of each individual event.
National Gardening Week
Neverland had fabulous fun tidying the pond area as part of National Gardening Week. They worked very hard clearing away weeds and leaves. They even found time to plant a variety of beans as part of their science topic. I asked if they were baked beans but they said they were runner and broad beans.
Tired of dull weekdays? Want to try something new, learn new skills and meet a whole new group of friends? 1 st Caythorpe and Dukes Covert Scout Group are looking for young people aged 6 to 14 to join them for fun and adventure.
The group currently have places for Beavers (6-8 years) Cubs (8-10 years) and Scouts (10 -14 years). Currently they are holding their meetings outside with strict COVID measures for the summer term. Jennifer Higgs, the Beaver section leader explained they have lots of fun, exciting and educational activities planned which both boys and girls can get involved in. They are excited to be able to meet face to face again and the recent meetings have been well received by both young people and parents.
Meetings are Thursday evenings at 6.30pm. For more information and to register, please email: email@example.com scouts.org.uk/join
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ART
A. PROGRAM RATIONALE AND PHILOSOPHY
Art education is concerned with the organization of visual material. A primary reliance upon visual experience gives an emphasis that sets it apart from the performing arts. Acquiring proficiency in art requires systematic instruction in how we see, interpret and make sense of visual stimuli. It requires an understanding of how others interpret the visual messages that are products of this kind of activity. It requires an education in the use of traditional and contemporary tools, materials and media.
searching for organization may be helped by knowledge about other people's priorities.
Art education is concerned with having individuals think and behave as artists. For the purposes of art education, the term "artist" is equally valid to describe one who has worked for a lifetime or someone who is a relative beginner. Ultimately, art is accessible to all individuals. Its practice results in changing the individual, in changing the relationship among individuals or in changing the social–physical environment.
Art education is concerned with pointing out the values that surround the creation and cherishing of art forms. Art is not merely created, it is valued. The relative values given to art products not only tell us about those who produce them, but introduce notions of how values have changed over time. Learning to see gives us the means to view the work of others and perhaps to relate that to our own works. In this case, however,
Art education deals with ways in which people express their feelings in visual forms. Art takes the human condition as the focus of study. Persons involved in the visual arts reflect upon and externalize their personal feelings and intuitions or those of their fellow human beings. As artists, they share this ability with the writer, the poet and the musician. In making parallels and discovering relationships with the performing and literary arts we gain a sense of common purpose.
Art education deals with making and defending qualitative judgments about artworks. Becoming a perceptive critic attunes the individual to the unique contribution of the artist. By adopting the stance of critic we can develop methods of qualitative differentiation. We gain a sense that not all art is the same, and we are able to articulate reasons for preferring one work over another.
B. GENERAL LEARNER EXPECTATIONS
The elementary visual arts program, through the four components of REFLECTION, DEPICTION, COMPOSITION and EXPRESSION, provides opportunity for a variety of experiences: a chance to grow and develop as an individual; to develop perceptual awareness; to learn visual arts skills and concepts; to interpret and communicate with the visual symbol; to create; to value, reflect upon and appreciate the cultural aspects of art; to relate and appreciate art in everyday life.
The major goal of the program should be to give the child a complete set of experiences. The child should have:
AN INDIVIDUAL EXPERIENCE
The individual is at the centre of visual education. Each student is special, with a need for recognition and a need to develop self-confidence. Each pupil may enter the program at a different stage or level and each may progress at a different rate. Art education is ultimately for the selfrealization of the individual, developing the ability to see, understand, react, create, appreciate and reach.
Opportunity should be provided for the child to experience:
* pride in achievement
* a sense of worth
* valuable group activities
* practice in making decisions.
Opportunity should be provided for enabling the child to grow in:
* independence
* self-realization
* individuality
* self-awareness
* creativity.
A VISUAL EXPERIENCE
Seeing is a discipline that can be fostered. Visual education speaks to systematic instruction in perceptual skills: how we see, interpret, discover relationships, make decisions.
Opportunity should be provided for experiences that:
* contribute to the child's development of perceptual awareness in natural and manufactured forms.
A LEARNING EXPERIENCE
Art education involves skill development in the areas of drawing, painting, print making, sculpture and fabric, photography and technographic arts in order to extend the child's capabilities to express oneself—communicate through image making. Art education is the acquisition of knowledge through the elements and principles of design from functional and fine arts contexts. Art education is a schema of instruction.
Opportunity should be provided for experiences that contribute to:
* a knowledge of the vocabulary of basic art terms and expressions appropriate to the student's level of development
* an understanding of art media, materials and processes and their appropriate use
* skills and techniques necessary for meaningful self-expression by the child
* an understanding of the expressive content inherent in visual forms.
A COMMUNICATION EXPERIENCE
Visual images communicate to the individual and the individual can communicate through visual images. In a world heavily populated by visual images, created by humankind, happened by humankind, spewed by machines, dealt by nature,
severe communication demands are placed on the individual. Art education is visual reading and expression.
Opportunity should be provided for experiences that contribute to the child's:
* ability to interpret images
* ability to reflect about images.
* ability to express through images
A CREATIVE EXPERIENCE
A natural outgrowth of seeing, interpreting and discovering relationships is expressing. The language of art is available to all and can be used to express both thought and feeling. Art education provides the means and opportunity for creative activities of a wide nature; encourages the use of the imagination, inventiveness and a spirit of inquiry; and provides decision-making opportunities.
Opportunity should be provided for:
* a wide range of experiences with various media and art materials
* examining and exploring a variety of visual communication forms and purposes
* drawing from the total curriculum for the purpose of creating
* contemplating possibilities and exploring the imagination as a source of images and as problem-solving devices
* expressing feelings and individual messages.
A CULTURAL EXPERIENCE
Art speaks a universal language of culture, spanning history and peoples. Art is part of humankind's heritage. Art education is concerned with valuing, reflecting and appreciating this legacy.
Opportunity should be provided for:
* awareness of and appreciation for the ethnic and cultural aspects of the visual arts in our society
* an appreciation of artistic accomplishments, past and present.
* an understanding of art as a common or universal means of expression among all peoples
AN ENVIRONMENTAL EXPERIENCE
Environment—natural and human-made—affects the individual. Visual images and decisions happen continually in today's world from choices of clothing to television programs, from choices of where to live to what to do with the front lawn, to the look of hubcaps on one's car. Art education is concerned with informed choices of manufactured items and quality environment.
Opportunity should be provided for:
* making aesthetic judgments about things in the environment
* noting that the visual arts are an integral part of daily life.
C. SPECIFIC LEARNER EXPECTATIONS
OVERVIEW
The elementary art program—level one (Grades 1 and 2), level two (Grades 3 and 4) and level three (Grades 5 and 6)—is a unified, sequential course that focuses on four major components of visual learning.
In Depiction, the basic skills of image making are developed using one or more of the three reflective areas as referents. These skills are developed according to forms and their proportions, actions and viewpoints and the qualities and details of those forms.
REFLECTION
* responses to visual forms in nature, designed objects and artworks.
DEPICTION
* development of imagery based on observations of the visual world.
COMPOSITION
* organization of images and their qualities in the creation of unified statements.
EXPRESSION
* use of art materials as a vehicle or medium for saying something in a meaningful way.
Because each of the content areas emphasizes a different aspect of art learning, the teacher can design an art lesson with any one of the four areas as the nucleus from which learning in the other three areas can evolve. It is necessary to see the relationships that exist among the four content areas so that teachers can emphasize each as it is appropriate to students and their program.
In Reflection, attention is given to three major aspects:
1. analyzing structures in nature
3. appreciating art.
2. assessing designed objects
Observation of natural and human-made forms is a necessary component of Reflection. The skills involved in appreciating art for its content can be developed as lessons in themselves or used to precede or follow lessons in Depiction or Composition.
In Composition, the image-making skills developed in Depiction are employed to create integrated artworks. These organizational skills relate to emphasis, unity and craftsmanship.
In Expression, the focus is on purpose, theme and subject matter, as well as on media and techniques. Expression provides the means through which the student can employ reflective, depictive and compositional skills to create a meaningful artwork. Although the teacher should choose media and techniques from all six studio areas outlined, students should be given choices within each of these, as well as in theme and purpose. It is not necessary to teach every objective in "media and techniques". Teachers are encouraged to choose areas based on their own resources and experiences.
The first section of the program contains the scope and sequence objectives for each level. These appear individually as Reflection, Depiction, Composition and Expression and not only show the relationship among levels but indicate the emphasis at each level for a particular subcategory of that concept area.
The second section of the program contains appropriate concepts for each of the three levels in each of the content areas: Reflection, Depiction, Composition and Expression. Each concept is developed by means of Suggested Methods or Strategies from which the teacher can choose. Several concepts might be taught in a content area before another area is approached. Expression is taught as an integration with the other three content areas. Also, as each concept is taught, suggestions are given for relating it to other content areas.
Each of the content areas is developed from simple to more complex learning, from personal to wider social concerns. Because of its structure, teachers need to refer to the building blocks used in levels preceding their own.
LEVEL ONE (Grades 1 and 2)
REFLECTION
Component 1
ANALYSIS: Students will notice commonalities within classes of natural objects or forms.
Concepts
A. Natural forms have common physical attributes according to the class in which they belong.
C. Natural forms have different surface qualities in colour, texture and tone.
B. Natural forms are related to the environment from which they originate.
D. Natural forms display patterns and make patterns.
Component 2
ASSESSMENT: Students will assess the use or function of objects.
Concepts
A. Designed objects serve specific purposes.
C. Designed objects are made by people or machines.
B. Designed objects serve people.
D. Designed objects must function well to be valuable.
Component 3
APPRECIATION: Students will interpret artworks literally.
Concepts
A. Art takes different forms depending on the materials and techniques used.
B. An art form dictates the way it is experienced.
Art (Elementary) C.2 (Revised 1985)
C. An artwork tells something about its subject matter and the artist who made it.
E. Tints and shades of colours or hues affect the contrast of a composition.
D. Colour variation is built on three basic colours.
F. All aspects of an artwork contribute to the story it tells.
DEPICTION
Component 4
MAIN FORMS AND PROPORTIONS: Students will learn the shapes of things as well as develop decorative styles.
Concepts
A. All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular.
C. Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching.
B. Shapes can be depicted as organic or geometric.
D. Animals and plants can be represented in terms of their proportions.
E. A horizontal line can be used to divide a picture plane into interesting and varied proportions of sky and ground.
Component 5
ACTIONS AND VIEWPOINTS: Students will increase the range of actions and viewpoints depicted.
Concepts
A. Movement of figures and objects can be shown in different ways.
C. Forms can be overlapping to show depth or distance.
B. An X-ray view shows the inside of something.
Component 6
QUALITIES AND DETAILS: Students will represent surface qualities of objects and forms.
Concepts
A. Texture is a surface quality that can be captured by rubbings or markings.
C. Primary colours can be mixed to produce new hues.
B. Textures form patterns.
D. Colour can be lightened to make tints or darkened to make shades. These tints or shades are also referred to as tone or value.
F. Details enrich forms.
E. Images are stronger when contrasts of light and dark are used.
COMPOSITION
Component 7
EMPHASIS: Students will create emphasis based on personal choices.
Concepts
A. An active, interesting part of a theme can become the main part of a composition.
C. Contrast subject matter with the ground for emphasis.
B. The main part of a composition can be treated thoroughly before adding related parts.
D. Forms can run off the edges of the picture space in a composition.
Component 8
UNITY: Students will create unity through density and rhythm.
Concepts
A. Families of shapes, and shapes inside or beside shapes, create harmony.
C. Repetition of qualities such as colour, texture and tone produce rhythm and balance.
B. Overlapping forms help to unify a composition.
D. A composition should develop the setting or supporting forms, as well as the subject matter.
Component 9
CRAFTSMANSHIP:
Students will add finishing
touches.
Concepts
A. Finishing touches (accents, contrasts, outlines) can be added to make a work more powerful.
B. Stepping back from a work helps in judging how it can be improved.
EXPRESSION
Component 10 (i)
PURPOSE 1: Students will record or document activities, people and discoveries.
Concepts
A. Everyday activities can be documented visually.
C. Family groups and people relationships can be recorded visually.
B. Special events, such as field trips, visits and festive occasions can be recorded visually.
D. Knowledge gained from study or experimentation can be recorded visually.
PURPOSE 2: Students will illustrate or tell a story.
Concepts
A. A narrative can be retold or interpreted visually.
B. An original story can be created visually.
PURPOSE 3: Students will decorate items personally created.
Concepts
A. Details, patterns or textures can be added to two-dimensional works.
B. Details, patterns or textures can be added to the surface of three-dimensional works.
PURPOSE 4: Students will express a feeling or a message.
Concepts
A. Feelings and moods can be interpreted visually.
B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.
PURPOSE 5: Students will create an original composition, object or space based on supplied motivation.
Concepts
A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.
Component 10 (ii)
SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on:
A. Plants and animals
C. Manufactured or human-made things
B. Environment and places
D. Fantasy
E. People
Component 10 (iii)
Concepts
A. Drawing
* Use a variety of drawing media in an exploratory way to see how each one has its own characteristics.
MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on exploration and direct methods in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.
* Use drawing tools to make a variety of lines—curved, straight, thick, thin, broken, continuous.
* Make drawings from direct observation.
* Use drawing tools to make a variety of shapes—open, closed forms; straight, curved forms; geometric (rectangles, squares, circles and triangles) and free form.
* Use drawing media in combination with other media such as painting, print making or fabric.
* Use drawing to add details and textures, or to create pattern.
B. Painting
* Experiment with the medium to explore its possibilities.
* Learn simple brush skills: holding and unloading the brush, applying paint, cleaning the brush.
* Work primarily with tempera paint or tempera paint with additives, using large brushes to paint.
* Paint using experimental methods, including without a brush.
* Mix primary colours and lighten and darken colours.
* Paint directly without preliminary sketching.
* Make small group and/or large group murals.
* Use paint in combination with other media and techniques.
C. Print Making
* Make lifts or transfers, using wax crayon or fabric crayon.
* Use frottage (texture rubbings).
* Explore the use of print-making materials and the application of paint, using brushes and rollers (brayers).
* Use print-making images in making pictures or compositions.
* Explore found object printing and the making of pattern through stamping.
D. Sculpture
* Learn the care and handling of clay, and explore the modelling possibilities.
* Make two- and three-dimensional assemblages from found materials.
* Use simple clay modelling techniques of rolling, pinching, adding, pressing, making coils, texturing.
* Cast plaster of Paris relief sculptures in sand molds.
* Create three-dimensional forms, using paper sculpture techniques of folding, scoring, cutting, curling, weaving, rolling, twisting, joining.
E. Fabric Arts
* Use collage techniques for picture making with fabric.
* Decorate fabric, using print-making techniques of relief printing, stamping, stencilling.
* Learn the basics of thread and needle manipulation, and use simple stitchery (running stitch and blanket stitch) for decoration and picture making.
* Braid wool or cloth strips to be used as enhancements.
* Use a simple, handmade loom to weave plain or tabby pattern.
* Tie-dye using one colour of dye.
* Use simple batik or resist dyeing using a safe resist such as flour and water paste, or margarine.
F. Photography and Technographic Arts
− simple camera for documentation and sequencing of events
* Take advantage of the visual art implications of any available technological device, and explore the potential of emerging technologies. Included at this level:
− overhead projector for experimenting with shapes, colours, compositions and the relating of a story using cutout shapes, real objects or drawings on acetate rolls
− copying devices for recording images and textures
− computer software packages and devices, such as the light pen and the mouse, to explore, design and compose
− slides: handmade using ink, crayon, acrylic paint or felt pen for exploring line and shape
* Employ technological media techniques, practices and capabilities to promote art
− emerging technologies, as available and applicable.
understanding and create designs and compositions. Included at this level:
− roll movies to show sequence or tell a story
− storyboards to show a sequence of events
− different kinds of viewfinders to select and frame shots
− moving, changing, experimenting to obtain different effects, designs, compositions
− shadow puppets
− retaining copies of only that which is of particular interest
− photograms with found objects.
LEVEL TWO (Grades 3 and 4)
REFLECTION
Component 1
ANALYSIS: Students will make distinctions within classes of natural objects or forms.
Concepts
A. Each class of natural forms has distinguishing characteristics.
C. Earth and water forms reveal many variations.
B. Natural forms are related functionally to their environment.
D. Environments are altered by natural forces.
E. Change in natural forms occurs over time.
Component 2
ASSESSMENT: Students will assess the visual qualities of objects.
Concepts
A. Form should follow function.
C. Materials should be used honestly.
B. Durability influences the function of an object.
D. Materials influence the form and function of an object.
F. Surface treatments should harmonize with and not detract from the main form.
E. Useful objects can be derived from designs in nature.
Component 3
APPRECIATION: Students will interpret artworks by examining their context and less visible characteristics.
Concepts
A. Contextual information (geographical, historical, biographical, cultural) may be needed to understand works of art.
C. Technological change affects types of art.
B. Artistic style is largely the product of an age.
D. Our associations influence the way we experience a work of art.
F. Art serves societal as well as personal needs.
E. Art is valued for different reasons; e.g., aesthetic, economic, symbolic, associative.
DEPICTION
Component 4
MAIN FORMS AND PROPORTIONS: Students will perfect forms and develop more realistic treatments.
Concepts
A. Shapes can suggest movement or stability.
C. Images can be portrayed in varying degrees of realism.
B. Many shapes are symmetrical.
D. Internal as well as external proportions can be depicted.
F. Size variations among objects give the illusion of depth.
E. Landscapes can show middle ground, background and foreground.
Component 5
ACTIONS AND VIEWPOINTS: Students will select appropriate references for depicting.
Concepts
A. Looking at negative shapes helps create a different view of something.
Art (Elementary) C.6 (Revised 1985)
B. Drawing strategies, such as gesture to capture action, contour to study important edges and massing to show bulk or weight, are helpful in depicting animate forms.
D. Objects can be depicted selectively from a broad range of viewpoints.
C. Actions among things in a setting create a dynamic interest.
Component 6
QUALITIES AND DETAILS: Students will refine surface qualities of objects and forms.
Concepts
A. Texture can be represented from a range of different studio techniques.
C. Gradations of tone are useful to show depth or the effect of light on objects.
B. Colour can be made to appear dull or bright.
D. By increasing details in the foreground the illusion of depth and reality can be enhanced.
COMPOSITION
Component 7
EMPHASIS: Students will create emphasis by the treatment of forms and qualities.
Concepts
A. The centre of interest can be made prominent by contrasting its size, shape, colour or texture from the other parts of the composition.
C. Details, accents and outlines will enhance the dominant area or thing.
B. Format can be adjusted and composition tightened by editing or cropping the unnecessary areas from the edges of a work, after it is completed.
Component 8
UNITY: Students will create unity by interrelating the parts of a composition.
Concepts
A. The parts can be arranged so that movement in the picture space leads the eye around and not out of the picture area.
C. Every major area of a composition should be interesting in itself.
B. Parallel edges induce harmony within a composition.
D. Limited colours and materials tighten a composition.
Component 9
CRAFTSMANSHIP:
compositions by refining,
Students will
improve rehearsing and critiquing.
Concepts
A. Refinement of forms and surface qualities is necessary to give a finished appearance to a composition.
B. Rehearsals and ongoing critiques should be scheduled to improve composing skills.
EXPRESSION
Component 10 (i)
PURPOSE 1: Students will record or document activities, people and discoveries.
Concepts
A. Everyday activities can be documented visually.
C. Family groups and people relationships can be recorded visually.
B. Special events, such as field trips, visits and festive occasions can be recorded visually.
D. Knowledge gained from study or experimentation can be recorded visually.
E. Local and provincial events can be recorded visually.
PURPOSE 2: Students will illustrate or tell a story.
Concepts
A. A narrative can be retold or interpreted visually.
C. Material from any subject discipline can be illustrated visually.
B. An original story can be created visually.
PURPOSE 3: Students will decorate items personally created.
Concepts
A. Details, patterns or textures can be added to two-dimensional works.
B. Details, patterns or textures can be added to the surface of three-dimensional works.
PURPOSE 4: Students will express a feeling or a message.
Concepts
A. Feelings and moods can be interpreted visually.
B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.
PURPOSE 5: Students will create an original composition, object or space based on supplied motivation.
Concepts
A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.
Component 10 (ii)
SUBJECT MATTER: Students will develop themes, with an emphasis on social concerns, based on:
A. Plants and animals
C. Manufactured or human-made things
B. Environments and places
D. Fantasy
E. People
Component 10 (iii)
Concepts
A. Drawing
* Use drawing tools to make a variety of lines extending beyond Level One into character and direction—passive, vertical, horizontal, diagonal, parallel.
* Continue to explore ways of using drawing materials.
* Use drawing tools to make a variety of shapes and structures beyond Level One into symmetrical and asymmetrical, skeletal, spiral, and into mass drawing (blocking in the main parts of a composition).
* Use drawing to add details, texture or to create pattern including drawing for high detail.
* Place more emphasis on direct observation as a basis for drawing.
* Make quick sketches.
* Experiment with blind contour drawing and continuous line drawing.
* Make drawings from a wide range of viewpoints.
* Use drawing media to achieve gradations of tone or value in drawings.
* Use simple methods to indicate depth or perspective; e.g., increase details in the foreground, use lighter tones or values in the background, large objects in foreground.
Art (Elementary) C.8 (Revised 1985)
MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on mixing media and perfecting techniques in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.
B. Painting
* Continue to paint, using experimental methods including without a brush.
* Extend brush skills and further experimentation with the medium so as to achieve special effects such as textures.
* Continue working with tempera paint or tempera paint with additives, and be introduced to water colour.
* Continue to use paint in combination with other media and techniques.
* Mix paints to show intensity of colour.
* Apply washes, using tempera or water colour.
* Use preliminary sketches as the basis for a painting, as well as painting directly.
C. Print Making
* Make relief prints (printing from a builtup surface) using glue line, string, cardboard or collage materials.
* Further explore print-making materials and their uses and effects.
* Make prints using stencils.
* Explore printing with more than one colour.
* Make smudge or blot prints by folding paper with ink between.
* Make monoprints, working directly with the plate or a surface.
* Apply print-making techniques to compositions.
* Continue using print-making techniques learned in other grades.
D. Sculpture
* Continue exploring the modelling possibilities of clay beyond Level One— techniques such as wedging, welding, making of slabs by rolling, throwing, paddling, impressing with objects, decorating with coils, pellets, extruded clay, firing, glazing.
* Continue to make two- and threedimensional assemblages from found materials, reaching for more sophistication leading to specifics, such as puppets, mobiles, mosaics, papier-mâché.
* Continue exploring paper sculpture as a means of making three-dimensional forms.
* Explore wood relief using fastening techniques such as nailing and gluing, and finishing techniques such as sanding and staining.
* Continue casting of plaster, advancing to include both relief and intaglio with a greater emphasis on composition and finishing work.
* Explore the possibilities of simple wire sculpture, including bending, twisting, cutting, looping.
E. Fabric Arts
* Continue to advance weaving techniques beyond Level One to include such things as warping a simple loom; achieving interesting surface qualities with open weave, double weave; using looms that are not rectangular in shape; altering the weave of an existing, loosely woven fabric.
* Decorate fabric, using simple stitching techniques, such as running stitch, blanket stitch, cross-stitch, couching, French knot, satin stitch.
* Use simple batik, using melted wax and one colour of dye.
* Decorate and/or design, using appliqué.
* Continue using collage, braiding and tiedyeing techniques from previous grades, if possible.
F. Photography and Technographic Arts
− simple camera for recording specific effects such as textures, rhythm, pattern
* Take advantage of the visual art implications of any available technological device, and explore the potential of emerging technologies. Included at this level, and advancing from previous grades:
− overhead projector for experimenting with shapes, colours, compositions and sequencing of events, using felt pen on acetate
− slides as a basis for study and motivation in reflection and depiction; handmade for experimenting with line, shape and pattern
− filmstrips handmade with felt pen for experimenting and sequencing
− computer and computer software packages and input devices, such as the light pen and the mouse, to explore, design, compose, animate and program to make simple geometric forms
− copying devices for making compositions and designs
− 8 mm movie camera for documentation, sequencing and animation
− laserdisc visuals as a basis for study and motivation in reflection and depiction
− lighting sources such as spotlights, flashlights, overhead projector light, disco lights for experimenting with effects
* Employ technological media techniques, practices and capabilities to promote art understanding and create designs and compositions. Included at this level and advancing from previous grades:
− emerging new technologies, as available and applicable.
− adjustable framing devices to select and cut out scenes from a larger picture, and to sequence
− photograms to make compositions or develop a story line
− shadow puppets
− printers to record computer compositions, or direct photography off the screen
− simple film animation with jointed figures, movable paper shapes or plasticene models
− animation techniques available through computer software packages
− lighting techniques for highlighting and creating an effect or mood.
LEVEL THREE (Grades 5 and 6)
REFLECTION
Component 1
ANALYSIS: Students will study and analyze the individual character of natural objects or forms.
Concepts
A. Natural forms tell something about the way they were made.
B. Natural forms can be examined for less visible characteristics.
C. The conditions under which something is viewed affects what is seen; e.g., natural screens like snow and rain, or lenses such as telescopic, microscopic and coloured glass.
E. A form can be examined synthetically to see how the parts make up the whole.
D. A form can be examined analytically to see how the whole is composed of its parts.
F. Natural forms reveal many different structures; e.g., skeletal, spiral, orbital, radial, floating, grid, fan, arch, concentric, faceted.
Component 2
ASSESSMENT: Students will impose standards on designed objects and invent improved versions.
Concepts
A. Shapes evolve and change over time.
C. Criteria are necessary for the evaluation of designed objects.
B. Designed objects can be evaluated on the basis of function and attractiveness.
D. Improved designs can be conceived for any object.
Component 3
APPRECIATION: Students will interpret artworks for their symbolic meaning.
Concepts
A. Artistic style affects the emotional impact of an artwork.
C. Artworks contain symbolic representations of a subject or theme.
B. An artwork can be analyzed for the meaning of its visible components and their interrelationships.
D. Artworks can be appreciated at many different levels, literal and symbolic.
E. An art critic helps us to understand works of art.
DEPICTION
Component 4
MAIN FORMS AND PROPORTIONS: Students will modify forms by abstraction, distortion and other transformations.
Concepts
A. The direction of shapes determines the static or dynamic quality of the work.
C. The metamorphosis and transformation of shapes can be depicted, one shape becomes another; e.g., a cloud becomes an animal; or one shape changes within itself; e.g., pupa to butterfly.
B. Shapes can be enhanced with complexities, embedded or extended forms.
D. Forms can reveal their functions.
F. Shapes can be distorted for special reasons.
E. Shapes can be abstracted or reduced to their essence.
G. Sighting techniques can be used to analyze the proportions of things.
I. Gridding can be used for systematically capturing or distorting the proportions of things.
H. Receding planes and foreshortened forms create depth in a picture plane.
Component 5
ACTIONS AND VIEWPOINTS: Students will refine methods and techniques for more effortless image making.
Concepts
A. Different drawing techniques; e.g., seeing basic shapes, noticing the direction of forms, plotting the position of extremities, are useful to depict actions.
C. Pushing out a shape from the inside to the edges allows a flexible means of catching the position.
B. Using a finder or viewing frame helps to see an action within a format.
D. Size interchange affects the apparent position of something.
E. Surface reflections, shading and shadows affect the viewpoints.
Component 6
QUALITIES AND DETAILS: Students will employ surface qualities for specific effects.
Concepts
A. Colour harmonies affect the mood and feeling of the viewer.
C. Distinguishing characteristics of things can be portrayed vividly or subtly.
B. Tonal interchanges enhance a work.
D. The character of marks is influenced by drawing or painting tools and methods.
COMPOSITION
Component 7
EMPHASIS: Students will create emphasis through the use of structural devices and strategies.
Concepts
A. Viewfinders are useful devices to determine the best format for what will be portrayed, and the centre of interest.
C. Rhythmic features can lead the eye to the dominant area in a composition.
B. The important area in a composition can be enhanced by radial, conical and framing structures.
D. Arrangements of forms into shapes and patterns can tighten a design, direct attention and hold interest in a composition.
E. Labelling (title and signature) demands artistic sensitivity as to placement, size, shape and medium.
Component 8
UNITY: Students will create unity by integrating the parts of a composition into the whole.
Concepts
A. Implied line produces tensions and connections to achieve unity.
B. Foreground to background movement keeps the interest within a composition.
D. Attention should be given to well-distributed negative space, as well as to the balance of positive forms.
C. Transitions of colour, texture or tone relate the parts of a composition to a unified whole.
E. Interesting negative space complements and binds the positive areas into an harmonious whole.
F. Pervasive colour, texture or tone can unify a composition, as from an overall wash of paint, a glaze, a textural additive, a surface treatment, or the like.
Component 9
CRAFTSMANSHIP:
Students will perfect images through economical use of material and efficiency of effort.
Concepts
A. Minimal actions and limited media result in stronger forms, as in Chinese painting, cartoons or Inuit sculptures.
B. Skill in getting the most from the least.
EXPRESSION
Component 10 (i)
PURPOSE 1: Students will record or document activities, people and discoveries.
Concepts
A. Everyday activities can be documented visually.
C. Family groups and people relationships can be recorded visually.
B. Special events, such as field trips, visits and festive occasions can be recorded visually.
D. Knowledge gained from study or experimentation can be recorded visually.
E. National and international events can be recorded visually.
PURPOSE 2: Students will illustrate or tell a story.
Concepts
A. A narrative can be retold or interpreted visually.
C. Material from any subject discipline can be illustrated visually.
B. An original story can be created visually.
D. Slogans, causes and promotions can be told visually.
PURPOSE 3: Students will decorate items personally created.
Concepts
A. Details, patterns or textures can be added to two-dimensional works.
B. Details, patterns or textures can be added to the surface of three-dimensional works.
PURPOSE 4: Students will express a feeling or a message.
Concepts
A. Feelings and moods can be interpreted visually.
B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.
PURPOSE 5: Students will create an original composition, object or space based on supplied motivation.
Concepts
A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.
Component 10 (ii)
SUBJECT MATTER: Students will develop themes, with an emphasis on global awareness, based on:
A. Plants and animals
C. Manufactured or human-made things
B. Environments and places
D. Fantasy
E. People
Component 10 (iii)
MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.
Concepts
A. Drawing
* Use drawing tools to make a variety of lines extending beyond previous levels into illusion.
* Continue to explore ways of using drawing materials.
* Use drawing tools to make a variety of shapes and structures extending beyond previous levels to exploring and enclosing forms, active and passive forms, concave, convex forms, concentric and branching structures.
* Use drawing to add details, textures, create pattern or suggest volume including hatching and cross-hatching, shading, dotting.
* Use models to make drawings with increasing accuracy.
* Make gesture drawings or scribble drawings to show action or movement.
* Make serial drawings to simulate movement.
* Use distortion of line and shape in drawing for special design effects, cartoons or caricatures.
* Abstract or simplify a form.
* Indicate perspective in drawings.
B. Painting
* Continue to paint, using experimental methods including without a brush.
* Continue to strive for more sophistication in brush skills by using techniques learned in earlier years.
* Continue working with tempera paint or tempera paint thickened with additives, such as liquid laundry starch, fabric softener, wallpaper paste and water colour, and be introduced to acrylic.
* Use analogous colours, colours close to each other on the colour wheel, to harmonize the colours of the composition.
* Mix and use colour tones to achieve perspective.
* Continue to use paint in combination with other media and techniques.
* Create impasto effects.
* Use washes under and over painted images to indicate colour value from light to dark, and simulate depth of field.
C. Print Making
* Continue to use print-making techniques learned in lower grades.
* Further explore print-making materials and their uses and effects.
* Make prints by using incised (carved or indented) surfaces—wood, soap, wax, erasers, plaster of Paris, clay, styrofoam.
* Apply printing techniques to composition, including block-out techniques, combination of types of printing, and use of more than one colour.
* Use prepared brayers or rollers to make pattern.
D. Sculpture
* Continue clay modelling, going beyond previous levels to include more advanced slab techniques; e.g., cutting, welding to make cylindrical shapes, draping over objects; use of armatures, coil pots; coloured slip; application of stains.
* Continue to make two- and threedimensional assemblages from found materials, reaching for more sophistication than at previous levels.
* Continue exploring paper sculpture techniques.
* Advance wood construction from previous grades to include such techniques as pegging, using screws, finer shaping by
sanding, filing, drilling, chiselling, carving and experimenting with the texture of wood.
* Advance wire sculpture to include tying, coiling, wrapping, soldering in combination with other materials.
* Continue casting of plaster and advance to casting blocks of plaster of Paris mixed with a material such as vermiculite, zonolite or coffee grounds for the purpose of carving (substractive sculpture).
E. Fabric Arts
* Continue to advance weaving techniques to include more sophisticated looms and weaving in combination with other techniques, such as knotting.
* Decorate fabric with more complex stitching techniques than previous levels, including variations of cross-stitch, feather stitch, chain stitch, daisy stitch.
* Continue to advance batik techniques to include two or more dyes.
* Continue to use appliqué as a designing or decorating device, and extend to quilting in selected areas.
* Continue to use collage, braiding and tiedyeing techniques from previous grades, if applicable.
* Use stitchery methods of one's own invention.
F. Photography and Technographic Arts
− simple camera used for specific purposes such as close-ups, medium shots, long shots of same subject matter; various viewpoints, action, composition
* Take advantage of the visual art implications of any available technological device and explore the potential of emerging technologies. Included at this level, and advancing from previous grades:
− overhead projector for experimenting and composing with shape, line or colour including the use of fluid media (water, oil, food colouring), coloured acetates
− computer and computer software package and input devices, such as light pen, the mouse and tablets, to explore, design, compose, animate and program to make geometric shapes and designs
− copying devices for making compositions that involve paste-ups, distortions, reductions, block-outs
− 8 mm movie camera for documentation, sequencing, capturing movement, animation
− laserdisc visuals interfaced with the computer for study and motivation purposes
− lighting sources such as spotlights, flashlights, overhead projector light, disco lights for experimenting with effects
− slides for recording and sharing; handmade for understanding composition and pattern
− video camera to compose
− filmstrips handmade for documentation, sequencing and storytelling
− emerging new technologies, as available and applicable.
* Employ technological media techniques, practices and capabilities to promote art understanding, and create designs and compositions. Included at this level and advancing from previous grades:
− developing film
− pinhole camera construction
− drawing directly on film or scratching for animation
− making or capturing visuals that carry a story and/or accompany a script
− selecting and synchronizing music and/or sound effects for a set of slides, short film, videotape
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Food and fibre: Science
Science
The Australian Curriculum addresses learning about food and fibre predominantly in Design and Technologies and F6/7HASS/Geography, however there are opportunities to make connections with aspects of Science, in particular biological sciences and science as a human endeavour.
The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills. Together, the three strands of the Science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes.
Food and fibre dimensions
Science Years 3 and 4
Year 3
Science Understanding
Biological sciences
Content description with elaborations:
Living things can be grouped on the basis of observable features and can be distinguished from nonliving things (ACSSU044)
recognising characteristics of living things such as growing, moving, sensitivity and reproducing
recognising the range of different living things
exploring differences between living, once living and products of living things
Science as a human endeavour
Nature and development of science
Content description with elaborations:
Science involves making predictions and describing patterns and relationships (ACSHE050)
making predictions about change and events in our environment
Use and influence of science
Content description with elaborations:
Science knowledge helps people to understand the effect of their actions (ACSHE051)
investigating how science helps people such as nurses, doctors, dentists, mechanics and gardeners
Year 4
Science Understanding
Biological sciences
Content descriptions with elaborations:
Living things have life cycles (ACSSU072)
making and recording observations of living things as they develop through their life cycles
describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants
comparing life cycles of animals and plants
ACARA | The Australian Curriculum
The Australian Curriculum is licensed under Creative Commons.
recognising that environmental factors can affect life cycles such as fire and seed germination
Living things, depend on each other and the environment to survive (ACSSU073)
investigating how plants, provide shelter for animals
investigating the roles of living things in a habitat, for instance producers, consumers or decomposers
recognising that interactions between living things may be competitive or mutually beneficial
Earth and space sciences
Content description with elaborations:
Earth's surface changes over time as a result of natural processes and human activity (ACSSU075)
exploring a local area that has changed as a result of natural processes, such as an eroded gully, sand dunes or river banks
investigating the characteristics of soils
considering how different human activities cause erosion of the Earth's surface
considering the effect of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region
Use and influence of science
Content description with elaborations:
Science knowledge helps people to understand the effect of their actions (ACSHE062)
investigating how a range of people, such as clothing designers, builders or engineers use science to select appropriate materials for their work
considering methods of waste management and how they can affect the environment
exploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment
considering how to minimise the effects of erosion caused by human activity
ACARA | The Australian Curriculum
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How Can Technology Support Education in War – WarAware Education Platform for Syria
Nada Almasri, Luay Tahat, Laila Terkawai
To cite this version:
Nada Almasri, Luay Tahat, Laila Terkawai. How Can Technology Support Education in War – WarAware Education Platform for Syria. 17th Conference on e-Business, e-Services and e-Society (I3E), Oct 2018, Kuwait City, Kuwait. pp.436-448, 10.1007/978-3-030-02131-3_39. hal-02274168
HAL Id: hal-02274168
https://hal.inria.fr/hal-02274168
Submitted on 29 Aug 2019
HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers.
L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.
How Can Technology Support Education in War – WarAware Education Platform for Syria
Nada Almasri 1 , Luay Tahat 1 , Laila Al Terkawai 1
1
Department of Management Information Systems,
1Gulf University for Science and Technology, West Mishref, Kuwait
email@example.com,firstname.lastname@example.org,email@example.com
Abstract. The well-known Syria crisis has made it very challenging for thousands of Syrian children to have access to education. In this paper, we propose digital education platform to allow displaced Syrian kids as well as kids in the refugee camps in bordering countries, to have access to education. The proposed platform consists of four pillars: Hardware, Software, Curriculum, and Support services. We start by looking at the efforts performed in the field of education in war situations, and we extract from them the lessons learned and recommendations. We provide four main characteristics of war impacting kids' education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adults' supervision. We then use these four characteristics along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are supervised self-directed learning method, context-aware education, and kids-oriented design. Finally, we use these design considerations to provide design recommendations for the four pillars of the platform. We conclude our work by discussing the validity of the platform, its implementation feasibility, and challenges facing the implementation.
Keywords. Education in war; education in emergencies; war characterization; supervised self-directed learning; digital learning platform for kids; design considerations; context-aware education; kids-oriented design.
1 Introduction
War impacts all aspects of the society. It impacts the economic, the social life, the psychosocial stability of the population, the educational system, and all other aspects. The interplay between all of these affected aspects drastically impact kids. The interplay between the impact of war on the educational system and the impact of war on kids play an important role in defining the educational challenges facing kids in war situations.
The impact of war on kids goes way beyond its impact on adults. While adults have reached the point where they already have shaped personalities, established judgment/moral inner-system, and some level of base-knowledge of life/career skills; kids, who represent the future of the society in the post-conflict period, are yet to build all of these aspects of their lives. This developmental process is already complex, and war conditions make it even more challenging with the risk of long-term negative impacts on one's self, the society, as well as future generations. The impact of war on kids ranges from direct physical impact to indirect and long-term impact. As direct impact, kids may suffer from disabilities caused by war injuries, they may lose one or both of
their parents; the primary caregivers for them, and they would live in distress caused by the sense of insecurity and instability encountered during war. Moreover, kids who lost their primary caregivers, are at higher risks of different kinds of exploitation such as child labour, sexual abuse, and recruitment in armed forces. A child growing up in such circumstances of war may suffer as an adult from long lasting psychological impacts such as post-traumatic stress disorder.
As for the impact of war on education, it is reported by the UNESCO that in war affected areas, the educational system is deliberately targeted [1]. UNESCO reports that over a period of three years (2007 to 2009), at least 31 countries had their educational system deliberately attacked by rebels, armies or repressive regimes. During war, the educational infrastructure is destroyed, teachers are either killed or displaced, and fewer funding for schools supplies is provided by authorities and by parents who prioritize funding survival related tasks such as safety, food, health, and shelter. Targeting the educational system during war results in decreased access to schools, the degradation of the quality of education, and the lower educational attainment [2], [3].
This combined impact of war on kids and on education makes it challenging for kids to pursue their education, which plays an important role in shaping their personalities and in determining their future success in life. Indeed, at the long term, studies in criminology found negative correlation between educational attainment and crime [4], [5]. Studies in education found that youth delinquent behaviour can be associated to early childhood factors which can be lessened with well-designed early childhood education [6]. Thus, the UNESCO emphasize the critical role of education in post-conflict stability of the community [7], [8]. Indeed, education is being considered as the fourth pillar when responding to humanitarian crisis following food, shelter, and healthcare [9].
With respect to Syria crisis, the UNICEF reports that the number of children affected by Syria Crisis is six-million children, among which almost 2,800,000 are displaced children, and two-million children are located in hard to reach areas, while 133,000 children under siege in eastern Aleppo area only. Over two-million children are out of school in Syria, and over 700,000 Syrian refugee children are out of any form of education in neighbouring countries [10].
While the war situation makes it challenging to offer conventional educational systems, the rapid advances in information and communication technology can greatly help. Indeed, technology is rapidly advancing in different fields: Hardware, software, and telecommunication. With these advances in technological aspects, we increasingly see all non-technical fields integrating technology to enhance their effectiveness. Medicine, Art, and Education are among these fields which are greatly benefiting from technology integration.
In war-affected areas, the United Nations (UN) agencies as well as several non-governmental organizations (NGOs) have initiated different projects and initiatives to use technology for the implementation of educational platforms [11]. Given the emergency nature of the implementation of these educational systems, little efforts were done to ground these projects on research-based concepts. Additionally, little was done to implement a mechanism to measure the impact of these projects, and ways to adapt them at a higher scale. The main critics received about these projects is that they focused on
the technology itself, and they placed little emphasis on more critical educational components such as the curriculum, the learning environment, and the adaption of the technology to serve the particular needs of kids in war-affected areas.
In this paper, we start section 2 by looking at the efforts performed in the field of education in war affected areas, and we extract from them the lessons learned and recommendations. In section 3, we provide four main characteristics of war, and we look at their impact on children and their education. In section 4, we use these four characteristics along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of context-aware digital education platform. Finally, section 5 lays out the four pillars of the platform: Hardware, Software, Curriculum, and Supporting Services.
2 Efforts performed in the field of Education in emergencies
In this section, we explore the work done in the field of education in war. We consider research papers and reports, as well as projects and initiatives. The work considered is focused on work which gives insights on educational challenges in war situation in general or in Syria crisis context in particular.
2.1 Machel Report
The Machel report is an expert report released by the secretary-general of the UN in 1996. It addressed the impact of armed conflict on children, and it presented an action plan to improve child protection in war zones [7]. The report which was prepared by Graca Machel, was later followed up by a book in 2001 to assess the actions taken in response to the recommendations of the 1996 report and to extend it with further insights and recommendations [9].
Among other issues, Machel addressed the psychological impact of war on kids, and she viewed education as means of survival. Her recommendations addressing these two areas focus on providing educational and psychosocial support for children as an integral part of all humanitarian efforts, and she emphasizes the importance of educating the children in ware-related issues such as landmine and peace education. Finally, she encourages involving the community in curriculum planning to ensure that it is childrights based and locally relevant.
2.2 Learning for a Future
The UNHCR published a book compiling a collection of five literature review papers presented at 2001 workshop "Refugee Education in Developing Countries: Policy and Practice" [11]. The book addresses education in emergencies, quality and attainment in refugee schools, peace education for refugee youth, and vocational training for refugees. The book gives insights and general recommendations for efforts targeting refugee education.
The book formulates the basic principles of education in emergencies as: adopting community-based approach and capacity-building; training refugee teachers, youth leaders, and refugee schools administrators; meeting psychological need of the children; providing rapid response to educational needs; emphasizing durable solutions; encouraging
regional approach to certification; integrating survival, peace-building, and citizenship messages, broadening the education to consider a verity of groups, and promoting interagency cooperation.
2.3 The Quantitative Impact of Conflict on Education
UNISCO institute for statistics released a commissioned report in 2011 evaluating the quantitative impact of conflict on education in 25 countries touched by armed conflicts. The study measured schooling and retention by looking at the share of the population without formal schooling and the average number of years of formal education. The study didn't include Syria as it was conducted in the same year of the Syrian uprising. In general, the study found significant negative impact of conflict on the proportion of the population with formal education, the average years of education attained, and the literacy rate. Additionally, the study found that "cohorts that were of school-going age during a time of conflict have lower educational attainment that persists over time, indicating that these children generally do not resume their education after a conflict to attain levels of education similar to non-exposed cohorts" [3].
2.4 Innovation Labs
"Innovation at UNHCR 2014" is a report presented by the UNHRCR innovation unit. It highlights the five pillars which form the framework around which the unit operates. Innovation labs are one of these five pillars. They "apply principles of human-centred design and prototyping to address complex refuges challenges" [13]. The report highlights the five-step approach to developing projects by the unit. The five steps are defining the challenges, identify solutions, test solutions, refine solutions, and scale solutions. The project they address are around five themes: learn, home, link, and energy. The learn theme is focused on expanding education opportunities for refugees and displaced people. Under this themes, the report lists six projects in different conflict-affected countries (but they don't include Syria) without providing any further details about the projects. One of the most interesting sections of the report is the lessons learned section. The five key lesson they highlight are: Senior management engagement in the field prior to implementation, embedding new projects with ongoing education strategies instead of independent projects, engaging youth and the community in the design process, having dedicated staff, and securing multi-year funding.
2.5 Barriers to Education in Conflict-Affected Countries
Another paper commissioned by the UNESCO institute for statistics was released in 2014 to shed the light on educational challenges during war, and to "suggest policy interventions to break barriers to the implementation and effectiveness of education systems" [8].
The report distinguishes between supply-side barriers and demand-side barriers. Supply-side barriers are related to the destruction of infrastructure, social institutions and markets, while demand-side barriers are related to the changes in economic and social structures within families and communities along with the persistent insecurity.
The report also discusses the importance of education in achieving stability in conflictaffected countries. It outlines two strategies to support stability through the educational
system. The first strategy focuses on educating children and young people as agents of positive social change by involving them in several constructive social programs and activities. The second proposed strategy is to build the enabling environment for more effective education by reducing poverty and the need of child labour, reintegrating traumatized kids and kids who experienced interruption in the their education back into the educational system through inclusive educational system, and fostering aspirations by instilling their sense of confidence and by addressing the mental health and cognitive growths for kids who experienced war atrocities to give them the sense of normalcy.
2.6 Syria Education Sector Analysis
A recent UNICEF report released in 2016 asses the effects of the crisis on education in Syria between as well as in refugee camps in neighbouring countries in the period of 2011 and 2015 [14]. The study provides both quantitative and qualitative analysis. The quantitative analysis shows that 2.1 million children inside Syria are out of school. The enrolment rates inside Syria dropped by 44% between 2011 and 2015. As for refugees in neighbouring countries, while the enrolment rate has been decreasing between 2012 and 2015 from 73% to 53%, in terms of absolute numbers, 627,000 children out of 1.3 million are out of school. The qualitative analysis identifies four main reasons for this drop in enrolment: security and fear, earning money to support the family, education is not a priority (compared to survival), and learning costs. In addition, the qualitative analysis identify several educational challenges including: the decrease in the quality of education caused by the overcrowded classrooms, reduced school hours, and high rate of absenteeism for both students and teachers; the lack of school supplies such as textbooks, classroom boards, stationaries, and other teaching aids; the absence of proper teacher training to deal with emergencies and traumatized children; and the lack of recreational and extracurricular activities and psychosocial support to students.
The study concluded by making several recommendations including: encouraging the active involvement of the parents' community in the education process; increasing the coordination among educational partners in Syria, and sharing evidence-based data, and lessons learned in order to avoid duplicated effort and scale up what works well; promoting psychosocial support through recreational and extracurricular activities, and initiating support group sessions for students and staff; developing creative teaching strategies to deal with the lack of educational resources; supporting the development of selflearning materials for children who are unable to attend school; and extending school hours in safe days to make it up for missed days.
2.7 One Laptop Per Child (OLPC)
One laptop per child program was initiated by MIT media lab in 2005. The idea of the program was to provide elementary kids in developing countries with affordable "$100 laptops". A number of developing countries adopted the program either as a pilot project for a few schools, or for at a large scale. Currently only a few research work performed formal and informal evaluation of the effectiveness of the program and they show varied findings [15], [16].
The program was criticized as being "a laptop" initiative not an educational initiative. Indeed, the program didn't integrate pedagogy at its heart, and it didn't provide guidance on ways to integrate the use of computers into the learning process. Additionally, the program didn't consider the social and cultural context of the deployment environment [17], [18].
Bhatta [19] introduced a framework for implementing the OLPC model. The framework consists of planning and implementation of four key areas: digital contents, teachers' preparation, network and power infrastructure, and the development of the government's capacity in all of the previously mentioned three areas.
3 Characterizing War-Situation
When it comes to kids' education during war, war situations can be characterized by the following main traits: insecurity, instability, lack of resources, and lack of adult support and supervision. Each of these trait is described below.
3.1 Insecurity
In the absence of security, sending kids to schools becomes a real challenge to parents. Not only the schools are intentionally targeted during conflicts [1], but also the way to the school is not safe. Parents in war face the dilemma of taking the risk of sending their kids to school or keeping them presumably safe at home.
Whether planed or not, kids abduction in the presence of insecurity is very common. In Syria, kids are abducted for two main reasons. In the relatively more secure areas under the Syrian regime control, kids' abduction is performed mainly for financial gains obtained as ransoms from parents. Young adults' abduction, however, is believed to be done by the regime security services as a way to keep the people oppressed and under constant fear, and in many cases abducted people are found dead with signs of torture. In the areas under the control of armed rebels, kids are recruited in the armed conflict as child soldiers which are easily manipulated [24].
Syrians who fled the war in Syria and settled in neighbouring countries also suffer from a different type of insecurity caused by tensions between refugees and host communities, as well as the tension within the refugee camps community caused by the rough conditions of life in refugee camps [20].
3.2 Instability
In the insecure war situation, families are frequently displaced looking for a safer place. In many cases they are moving from one neighbourhood to another, from one city to another, and even from one country to another. This shelter instability issue, causes economic, emotional as well social instability for displaced people who had to leave all their belongings and homes behind and settle temporarily in a different shelter within a different society. Additionally, in war situation, the family status is also unstable. In many cases a member of the family is killed, kidnapped, disabled with a war injury, or
separated from the rest of the family during an attempt to escape bombing or during a clandestine attempt to cross the borders to another country.
In such unstable environment, kids' education is constantly interrupted, and the continuity of the education becomes very challenging with different curricula and different instruction languages. Additionally, with the economic and social instability, older kids are either forced or choose to make survival choices (work, get married, or join militant groups) which don't include education.
3.3 Lack of Resources
While the lack of resources is usually one of the reasons behind interstate conflicts, in intrastate conflicts such as in Syria crisis, lack of resources is a consequence of the war. In Syria crisis, there is a clear lack of all resources: food, medical supplies, clothes, fuel, energy sources, educational supplies, and even qualified experts (doctors, engineers, teachers, etc).
The lack of resources inside Syria is caused by the destruction of the agriculture sector (the major economic source in Syria), the difficulty in transporting products, and the regime's enforced siege on some opposition controlled areas. The educational sector is highly affected by this lack of resources. Schools are either destroyed or used as shelters, and school supplies are either limited or not available. Additionally, a number of teachers and administrative staff are either killed, joined the armed conflict, or fled the area. Parents, authorities, and humanitarian organizations are prioritizing spending funds on shelter, food, and medical supplies over school supplies. While resources are relatively available in areas under the Syrian regime control, the prices are usually very high for internally displaced families.
Whether in urban areas or in refugee camps, lack of resources is also an issue for Syrian refugees in neighbouring countries. Most refugee camps are supported by the UNHCR and charitable organizations, however the educational fund they receive is a lot less compared to the actual needs [10].
3.4 Lack of Adults' Support and Supervision
As it is always the case in war, it is common to have increased numbers of orphans, kids with single parents, or unaccompanied kids who were separated from their families. In these circumstances, child labour, abuse, and exploitation are common phenomena. Additionally, even when kids live with both parents, the high stress of war affects adults' ability to provide proper parenting [12], [21]. Parents are preoccupied by finding ways for survival. Their focus and priority goes to finding safe shelter, food, and medications, and to keeping their kids alive. Additionally, in many cases parents prioritize work for older kids compared to education.
In such circumstances, kids are either left with no responsible adult who can provide emotional support or educational/behavioural supervision, or with preoccupied stressed parents who are themselves in need of social and psychological support. In such circumstances, kids are vulnerable and are easy subjects of abuse and exploitation. This is why many researchers believe that education doesn't only help children in securing
decent future, but it also plays a role in distracting kids from the stress of war and it allows them to have a sense of normalcy by following a daily normal life routine of going to school and meeting with other kids and consequently it plays a natural role in lessening the psychological impact of trauma and displacement [12]. Education also plays a role in enhancing the kids chances in getting the appropriate knowledge they need to protect themselves from abuse and to establish their moral code of distinguishing right from wrong.
4 Design Considerations in war
In this paper we propose a digital context-aware platform for education in emergencies. The platform emphasizes student' home-based self-learning method with frequent supervision and follow up by a teacher. The platform has four pillars: Hardware, Software, Curriculum, and Supporting Services. The specifications of these pillars are based on three design considerations which are derived from the context of war. The three design considerations are detailed below.
4.1 Supervised Self-Directed Learning Method
Given the unique situation of children impacted by war, the system should enable kids to follow their course of study regardless to whether they are physically present at school or not. Due to instability, and insecurity issues, children as well as teachers have high rate of absenteeism. To deal with this on/off situation, the system should be designed so that it can be used independently by the child at home, while at the same time being periodically supervised by a teacher within or outside the context of the school. This would allow children who are unable to attend school (e.g. under siege) to continue their education independently.
In this context, self-directed learning is well suited to allow kids to independently learn from home. While in the general sense, self-directed learning is a learning method followed by adults who have greater autonomy; organization; and motivation; when a pure self-directed learning method is applied with kids it could be problematic. Although the tough conditions of life during war increase the kids' autonomy, and might create fierce eagerness to learn as they view education as their way out of the poor life conditions, children don't have enough life experiences or organizational skills to organize their education within a formal curriculum which lead them to an accredited middle-school or high-school degrees. Accordingly, we suggest complementing the independent learning of kids by a formal periodical supervision performed by an adult educator, hence the term "supervised" is added to "self-directed" learning. In this context, the supervised self-directed learning focuses on allowing the children to independently and flexibly explorer learning materials and resources which are linked to a pre-defined curriculum, while at the same time periodically supervising the kids' learning, and redirecting them towards the curriculum when their learning greatly diverges from the curriculum.
This suggested learning method has two main implications. First, it suggests implementing a monitoring and follow up mechanism to keep the child on the right track. Consequently, it forms the basis of study continuity for the children, where the teachers can (remotely) follow up individual children progress. In addition, this aspect of supervision adds the formalism required to allow the children's re-integration at school when the situations are more stable. The second implication of supervised self-learning is the need for collaboration and sharing mechanisms to allow effective interaction between the students and the teachers.
This learning method is well suited during emergencies since it mainly focuses on empowering kids with the learning materials they need to perform their study independently, while it requires minimal support and supervision from educators, which means that a small number of teachers can follow up a larger number of students. It also means that children can still follow up their education at their own pace regardless of their conditions: children in hot-zone war, children under siege, young married girls, or working adolescents.
Finally, it is worth noting that the suggested supervised self-learning method with a digital platform focuses on empowering the student with digital self-learning material to be used independently at home, but it doesn't carry any assumptions about the use of the digital platform at school for learning.
4.2 Context-Aware Education
We introduce the term "Context-Aware Education" to refer to the education process which takes into consideration the context of the learning environment. In our proposed platform, the context that we want the education to focus on is the "the different possible situations in war context". We, thus, propose this type of education to take into consideration the context of war in two dimensions: the learning outcome dimension, and the learning tools and aids dimension.
In the first dimension, context-aware education expands the learning outcomes of a traditional curriculum to take into consideration the unique situation of the war and of refugee camps. In a traditional educational system, the curriculum is built around: Math, Science, Language Art, and Social Studies, while at the same time, behavioural, and social aspects of the curriculum are implicitly present through the context of the school community and under the supervision of qualified teachers, social workers, and administrators.
In the context of war, where the school society is compromised, behavioural, and social aspects as well as war related concerns should be explicitly integrated into the curriculum. These may include for example: health and safety education, peace and conflictresolution strategies, protection and defence practices, and psychosocial wellness. Indeed, in the long term, today's children's are tomorrow's society builders, and if they are well equipped with the appropriate peace education, the chances of future conflicts can be reduced. Additionally, in the post-conflict period, the community would need well equipped young adults to rebuild the society.
The second dimension of context-aware education deals with the lack of resources available in the learning environment such as school supplies, learning aids, teachers,
and even learning-time can be viewed as one of the educational resources. Contextaware education deals with the lack of these resources by finding alternatives when these resources are not available. For example, how to teach a 5-yrs old child to hold a pen and write when pencils and papers are not available? How to teach an older child in vocational education how to sew a dress without textiles? How to teach a child a concept without a teacher? How to teach a child a concept in shorter time than originally planned? Based on the context, the 5-yr child can be offered as an alternative to use a stick to trace the letters on the sand or the snow, plastic/paper bags or tree leaves (or any other material available in the surrounding environment) can be offered as an alternative to fabrics, self-learning materials can help a child learn independently, and innovative teaching strategies can help a teacher cover more concepts in shorter time to a larger number of kids. In a digital context, hardcopies of textbooks can be replaced by softcopies, interactive digital forms can replace work-sheets, touch-screen/stylus/digital forms can replace the need for traditional school supplies, etc. Consequently, context-aware education requires creativity approaches in teaching and learning strategies, and it requires adapting the curriculum so that the same learning outcomes can be achieved using alternative learning aids and solutions.
4.3 Kids-Oriented Design
As opposed to adults, kids are still in the development process; their physical, cognitive, and emotional abilities keep changing until they become mature adults. Since the main targeted users of the educational system are kids and juniors under 18 years old, who may or may not be supported or supervised by adults, it is important to consider kids' needs, limitations, and challenges when designing the digital education platform. In this context, kids-oriented design goes beyond an appealing user interface for kids.
Kids-Oriented design would address kids' physical abilities, mental/cognitive abilities, and emotional/social abilities. In addition, given the expected lack of adults' support in war situation, the system should be designed to be used independently by the kids while taking into consideration the child's online safety, age-appropriateness of contents, ease of use, as well as automated maintenance and support.
Additionally, with kids-oriented design, the system should be built keeping in mind that "one system doesn't fit all", and it doesn't even fit one child who is developing over time. An appealing system for a 7 years old child will be a boring system for the same child at age 8, and what works for an 8 years old child will not work for a 15 years old child.
Finally, kids-oriented design would maximize the opportunities to exploit the inquisitive, impatient, adventurous, and creative nature of kids.
5 Four pillars of the education platform
Taking into consideration the three design considerations presented in section 4, the system can be designed based on four pillars: Hardware, Software, Curriculum, and Support.
The hardware should be portable with diverse ways for connectivity (Bluetooth, WiFi, 4G, Ethernet etc.). It should be rugged and energy efficient. The software should be supported by a monitoring and follow-up mechanisms, as well as collaboration and remote access assistance tools. Additionally, a pluggable architecture of the curriculum would allow large scale participation in the development of the curriculum by a large community of educators while keeping the material well-structured according to an approved standard. It is worth noting here that a curriculum in war context should be extended beyond math, language art, science, and foreign languages. For example, an extended curriculum could include health and safety education, peace and conflict resolution principles, child protection and self-defence practices, tolerance and positive citizenship in addition to other topics relevant to the specific context where the system is being used.
Since several curricula are adopted in different areas; inside Syria, in refugee camps, and in bordering countries outside refugee camps [22]; it is almost impossible to use one curriculum in all varying contexts. Consequently, the platform should allow for the flexible integration of different curricula. Regardless of the chosen curriculum, the learning materials should be designed for self-learning.
Finally, in addition to hardware, software, and curriculum, a very critical component to ensure the continuity of using the system is the support services. Support services should consider technical support, educational support, as well as psychosocial support. Such services should not be assumed available on the ground, consequently, the platform should be designed to integrate these services online.
6 Conclusion
The presented framework was derived from the body of work done to address education challenges during war. The platform was designed following four steps: (1) Understanding the context of war and extracting the main war characteristics relevant to kids and their education, (2) Extracting strength, weaknesses, and recommendations from the work done in the field of education in war in general and the use of technology as a solution in particular, (3) Adopting three major design considerations based on the extracted recommendations, (4) Specifying the main components of the platform based on the adopted design considerations.
Although the state of the art of all components of the platform shows that the implementation of the platform is feasible, given the extended scale of context-aware education, the implementation process requires massive scale and support to adapt exiting hardware, software, and curriculum to war context in general and to Arabic language and Syrian social community in particular. Consequently, adopting open source software, and keeping the implementation process open to community's as well as volunteers' participation is a key factor in the fast implementation and adoption of the educational system.
Additionally, the cost of the implementation of the platform is clearly another challenge. Assuming active participation of NGOs and volunteers in content development, the major cost attributed to the system would be the price of the hardware (laptops, tablets, solar chargers). The expectation is that for context-aware hardware, the minimum base-line price would be that of OLPC laptops which were engineered to work on poor communities of the developing countries, however OLPC failed to reach the promised $100 price.
Finally, despite the challenges, we believe that the benefits of the system outweigh the downsides. In addition, while the presented platform was designed mainly to address Syria crisis, it can be considered as a step toward a sustainable solution for education in emergencies that agencies like UNICEF and UNHCR are looking for.
References
[1] O'Malley, B. (2010). Education under attack–2010. UNESCO.
[2] Jones, A., & Naylor, R. (2014). The Quantitative Impact of Armed Conflict on Education: Counting the Human and Financial Cost. CfBT Education Trust.
[3] Unesco. (2011). The Hidden Crisis: Armed Conflict and Education. UNESCO.
[4] Lochner, L. (2004). Education, work, and crime: A human capital approach. International Economic Review, 45(3), 811-843.
[5] Lochner, Lance. "Education and crime." University of Western Ontario 5.8 (2007): 1-14.
[6] Yoshikawa, Hirokazu. "Long-term effects of early childhood programs on social outcomes and delinquency." The future of children (1995): 51-75.
[7] Machel, Graça. Impact of armed conflict on children. UN, 1996.
[8] P. J. (2014). Barriers to Education in Conflict-Affected Countries: Policy and Opprtunities. Commissioned by UNESCO. Retrieved November 23, 2016, from http://allinschool.org/wp-content/uploads/2015/01/OOSC-2014-Conflict-andeducation-final.pdf
[9] Machel, Graça. The Impact of War on Children: A Review of Progress Since the 1996 United Nations Report on the Impact of Armed Conflict on Children. United Nations Children's Fund, 3 UN Plaza, New York, NY 10017, 2001.
[10] UNICEF (September, 2016). Syria Crisis Report. Retrived from http: https://www.unicef.org/appeals/files/UNICEF_Syria_Crisis_Situation_Report_Se pt_2016.pdf
[11] Global Business Coalition for Education (2016). Exploring the Potential of Technology to Deliver Education & Skills to Syrian Refugee Youth. GBCE.
[12] Crisp, J., Talbot, C., & Cipollone, D. B. (2001). Learning for a Future: Refugee Education in Developing Countries. United Nations Publications, Sales & Marketing Section, Room C-113, Palais des Nations, 1211 Geneva 10, Switzerland.
[13] UNHCR (2014). Innovation at UNHCR – Anything But Business as Ususal. UNHCR.
[14] Whole of Syria Education Focal Point (2016). Syria Education Sector Analysis. Whole of Syria Education Focal Point.
[15] Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A., & Severín, E. (2012). Technology and child development: Evidence from the one laptop per child program.
[16] Nugroho, D., & Lonsdale, M. (2010). Evaluation of OLPC programs global: a literature review.
[17] Kraemer, Kenneth L., Jason Dedrick, and Prakul Sharma. "One laptop per child: vision vs. reality." Communications of the ACM 52, no. 6 (2009): 66-73.
[18] Warschauer, Mark, and Morgan Ames. "Can One Laptop per Child save the world's poor?." Journal of international affairs (2010): 33-51
[19] Bhatta, Saurav Dev. "Tackling the problems of quality and disparity in Nepal's school education: The OLPC Model." Studies in Nepali History and Society 11, no. 1 (2008): 00-00.
[20] UNHCR. Future of Syria. Accessed on November 23, 2016, from http://unhcr.org/FutureOfSyria/
[21] Tolfree, David. Restoring playfulness: different approaches to assisting children who are psychologically affected by war or displacement. Rädda Barnen, 1996.
[22] UNICEF (March 2015). Curriculum, Accreditation and Certification for Syrian Children in Syria, Turkey, Lebanon, Jordan, Iraq and Egypt. UNICEF.
[23] Whole of Syria Education Focal Point. Self-Learning for Out-of-School Children in Syria UNICEF and UNRWA Joint Education Programme. Accessed November 23, 2016 from http://wos-education.org/uploads/self- learning_materials/without_logo/Self_learning_brief_note_Spread_English.pdf | <urn:uuid:584a24b2-5628-41d3-a331-f1a4608c4aac> | CC-MAIN-2021-25 | https://hal.inria.fr/hal-02274168/document | 2021-06-12T10:57:07+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00155.warc.gz | 295,071,179 | 7,867 | eng_Latn | eng_Latn | 0.941474 | eng_Latn | 0.997709 | [
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Respect matters: Health and Physical Education
Health and Physical Education
Through the Health and Physical Education curriculum, students develop the ability to access, evaluate and synthesise information and take positive action to protect, enhance and advocate for their own and others' health, wellbeing, and safety. They develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing. This supports students to build and manage respectful relationships. The HPE curriculum supports critical inquiry where students analyse the factors that influence decisionmaking, behaviours and actions and explore inclusiveness, power inequalities, assumptions and social justice. The strengthbased approach to learning also recognises that all students and their communities have varying levels of access to personal and community resources depending on a variety of contextual factors that can influence their relationship decisions and behaviours.
There is scope to link learning about respect and relationships to the HPE focus areas including mental health and wellbeing (resilience, coping skills, helpseeking strategies), relationships and sexuality (bullying, harassment, power, discrimination, violence and assertiveness offline and online) and safety (risk assessment, safe decision making, personal safety at home, school, parties, in relationships and in the community).
A healthy and supportive school environment is enriched through health promoting school policies and processes including partnerships with parents, community organisations and specialised services.
Understanding respect
Health and Physical Education Years 3 and 4
Explore how success, challenge and failure strengthen identities ACPPS033 Describe how respect, empathy and valuing diversity can positively influence relationships ACPPS037 Investigate how emotional responses vary in depth and strength ACPPS038 Research own heritage and cultural identities, and explore strategies to respect and value diversity ACPPS042
Relationship skills
Health and Physical Education Years 3 and 4
Identify and practise strategies to promote health, safety and wellbeing ACPPS036
Evaluating options
Health and Physical Education Years 3 and 4
Explore strategies to manage physical, social and emotional change ACPPS034 Describe strategies to make the classroom and playground healthy, safe and active spaces ACPPS040
Respectful action
ACARA | The Australian Curriculum
The Australian Curriculum is licensed under Creative Commons.
Health and Physical Education Years 3 and 4
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe ACPPS035
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SAMPLE UNIT PLAN
Foodways Developed by Sharon Korman
Documents:
Photograph, Exterior, Klein's Hungarian Restaurant, ca. 1909
Photograph, Ignatz and Ethel Klein restaurant, 1910
Photograph, Glenville Quality Food Store, 10128 St. Clair Avenue, 1912
Photograph, Neighborhood Grocery, 6112 Central Avenue, ca. 1918
Photograph, Neighborhood Grocery, 9907 St. Clair Avenue, 1932
Recipe, Tuna Roll ups, in Shaaray Torah Sisterhood Cookbook, Canton, Ohio, 1984, p. 13. From WRHS MS 5033, Container 1, Folder 13.
Recipe, Kippel, Shaaray Torah Sisterhood Cookbook, Canton, Ohio, 1984, p. 158. From WRHS MS 5033, Container 1, Folder 13.
Recipe, Gefilte fish, Sharing Our Best, Choice Recipes and Cooking Skills, Canton Chapter of Hadassah; Carollton, Ohio: Carrolton Graphics, Inc., 1976, p. 39.
Grade Level: Elementary School
Time Allocation: 2-3 sessions
A. OBJECTIVES
The students will
1. Identify how Jews shopped for food in the early twentieth century.
2. Compare and contrast restaurants from earlier times with those of today.
3. Analyze recipes for ingredients and methods of cooking.
4. Evaluate how changes in how Jews shop and cook and where they eat have influenced Jewish family life.
B. EXAMINING THE DOCUMENTS: QUESTIONS TO CONSIDER
1. How are products displayed in the grocery stores?
2. What identifies the restaurant in the picture?
3. What evidence can you find in the recipes that the cookbook authors thought their readers could already cook?
4. Why have improvements in food transport and preparation changed how Jews shop and eat today?
C. SUGGESTED LEARNING ACTIVITIES
1. Divide the class into three groups. Have each group examine a picture of a grocery store and list all the differences students can find with today's supermarkets. Share lists. Compare Klein's restaurant to those restaurants students go to with their families.
2. Have students read the three recipes with a partner. Construct two lists, one of the ingredients students recognize and one of those they do not. Share lists with the class. Do the same activity for the cooking instructions.
3. Have students keep a log of what the family eats for dinner for one week. Note whether the meal was cooked at home, prepared at a store or eaten in a restaurant. At the next class meeting, discuss how Jewish family life has changed around its eating patterns.
D. EXTENDED LEARNING ACTIVITIES
1. Have students ask a family member to share an old family recipe and include, if possible, the year the recipe was given to the family. A classroom cookbook could be made. Then ask students to prepare the recipe with the family member and bring in a picture of the activity to insert in the class cookbook.
2. Either arrange a field trip or ask students to accompany parents to the supermarket. Locate where the kosher food/items are in the supermarket. List these things and list which of these would only be used by a Jewish family.
3. Arrange to visit either Corky and Lenny's or Jack's or a kosher style delicatessen in the area. Call in advance so students can interview an owner or manager about what year the restaurant opened and if it is in the original location. If you cannot arrange a visit, then use the internet to research this information. | <urn:uuid:0f10bcf9-37ba-4ea4-9475-b9c044c389d4> | CC-MAIN-2021-25 | https://www.wrhs.org/images/company_assets/512F1C7F-0D64-4A5E-9D91-785DC064755F/FoodwaysUnitPlan_e800.PDF | 2021-06-12T12:04:26+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00154.warc.gz | 997,687,079 | 748 | eng_Latn | eng_Latn | 0.944349 | eng_Latn | 0.996978 | [
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AP Chemistry By Satellite Laboratory Manual Instructor's Edition
EXPERIMENT 9: SOLUBILITIES
Contents
Page
Instructor Evaluation Sheet...............................................9-21
www.mitaeroa.com
Reagents
deionized water
~100 mL
Solids should be provided to students in vials with microspatula caps. Wrap the vial containing silver nitrate with electricians tape to protect it from light. All samples should be crushed into small crystals before placing into vials. Remember, the crystals must fit into the wells of the 96–well plate.
*These solids are used only in the preparation of the unknown.
Deionized water may have to be used for preparing solutions and dissolving solids in this experiment. The concentration of chloride ion in deionized water may be enough to cause precipitation of silver chloride.
A labeled waste container is needed for the following reagents;
barium nitrate cupric carbonate
barium sulfate cupric nitrate
silver nitrate lead nitrate
Unknown Preparation
Unknowns should be provided to the students in groups of four 13 x 100 mm test tubes. The group of tubes should be labeled with an identification number and a list of all the ions found in the group. All solutions used should be 0.1M. Approximately 5 mL of each unknown should be sufficient for identification.
Suggested unknown combinations:
Solution Preparation:
Use values from the table below to prepare the solutions of the salts needed in this experiment. (See Appendix I & III. for more detail.) Multiply both weight and volume columns by the number of students in the class to determine the total mass of salt required and to obtain the total amount of solution required.
The table gives amounts needed to prepare 5 mL (one unknown sample) of each solution. Multiply the mass of the salt and the volume of solution by the number of students to receive that unknown to determine the total amounts you will need. It is also suggested that you prepare 25 to 50% more solution than your calculated value so that extra unknown is available for students having difficulties.
Equipment
For information on obtaining well plates, microscale stirrers, and a block of bottles with micro-spatulas attached to the cap, see Appendix VI.
Useful Experimental Comments
Experiment Scheduling
This experiment will require approximately 3-4 hours to complete. Students should complete Part I by the end of the first laboratory period. The solutions prepared in the first lab period are to be used in completing Part II during the second portion of the experiment. Part III, the unknown, can be completed during the third laboratory hour. If solutions from Part I are not saved and have to be regenerated in Part II, the experiment will take longer to complete.
College Board Recommendations: This experiment is not one specifically recommended by the College Board for AP Chemistry students. However, the experience gained in descriptive chemistry and writing chemical reactions should prove valuable on the AP Exam.
Microscale techniques similar to those used in Experiment 6,"Conductivity" will be used in this experiment. Students should use that laboratory report as a reference to assist in the completion of this experiment.
PART I: Solubility of Some Selected Salts:
You need to remind the students to use small amounts of the solid in the wells; a few crystals are sufficient. If too much solid is used, it will be difficult to distinguish between a small amount of the solid dissolving and none of the solid dissolving. Some of the solids will dissolve at a slower rate than others. Caution your students to allow time for the solids to dissolve so as not to reach an incorrect conclusion regarding the solubility of the compound. Students should be reminded to clean the microstirrers carefully between uses. It is very important that the students are organized and careful about recording their observations when using the 96–well plate.
The students will measure the solubility of a group of ionic compounds (Table I) by adding small amounts of the solid to water and recording their observations. While the list of compounds in Table I includes 7 different anions and 10 different cations, it does not include a large number of combinations. The second part of the experiment will have the students develop a more complete list of the solubility of all anions and cations. Students will also extend their understanding of ionic and net ionic equations.
Students must save those solutions containing soluble salts for use in part II of the experiment. Covering the well plates with the plastic lids and/or wrapping them in plastic wrap will minimize evaporation of the solutions.
The generalizations which the students are expected to make are not particularly sophisticated. Conclusions after the limited samples of compounds from Table I may appear rather cumbersome or uninformative to some of your students. Suggest to the students who point this out that following more extensive testing it may be possible to make broader generalizations about the solubility behavior of particular ions.
Table II (Solubility Information) should be completed as each observation is made. Students are encouraged to complete the ionization equation as they measure the solubility. During the data collection, check students' observations and entries in Table II.
PART II: Solubility of Other Salts
The second section is quite different from the first and some of your students may find it rather difficult. Students are faced with the question of determining the solubility of a salt, NaNO3, by inference. In order to reach a conclusion, students are expected to select two compounds from Table I and then mix solutions of the two compounds. The choice of which two compounds to mix must be made carefully as one of the products must be known to be soluble and the other product must be NaNO3. If two compounds are selected such that the known compound is insoluble, it will be difficult (at the student's current level of understanding) to tell experimentally whether NaNO3 did not also precipitate. If some of your students have a difficult time figuring out the combination you might consider the following approach;
Check the well plates at the beginning of the next laboratory period and add deionized water to those wells where the water level has dropped. The wells must be nearly full to provide enough solution for the second part of the experiment.
Suggest to the student an equation of the following form is required;
_____ + _____→_____ + NaNO
3
Ask the student where the Na + and the NO3 – must come from on the reactant side of the equation. Clearly one of the reactants must contain Na + and the other NO3 – . Then re–write the equation:
Na + ____ + ____ NO3 – → _____ + NaNO3
Now the student must select a salt from Table I which contains Na + and a salt which contains NO3 – such that the other combination of ions is a soluble salt also in Table I.
A second example is included to further drive home the thought process. The point of these two exercises is to show the students the logic which is needed to complete the second part of the experiment, the expansion of the solubility information.
Table IV should be used to summarize the observations for the solubility of the salts. This information should then be summarized in as few statements as possible . All ionic and net ionic equations should also be written for the tests which are completed.
Table III is completed by observing the results of mixing solutions obtained in Part I. If the solutions saved from Part I have evaporated, they can be regenerated by adding deionized water to the wells. The wells will need to be nearly full in order to have enough solution to complete Part II.
Be careful to recognize that some of the compounds are slightly soluble. Depending on the amount of reactants mixed students may have different observations. This is likely to occur for silver sulfate, Ag2SO4, and lead chloride, PbCl2.
PART III: Identifying Solutions of Unknown Salts
Each student is expected to identify an unknown to provide them with the opportunity to test their understanding of solubility and precipitation concepts. Provide students with unknowns in 4-13 x 100 mm test tubes filled with solutions described in the preparation section. Along with the four test tubes the students should be given a list of all the cations and anions which are present. At least one ion in each test tube will be identifiable. If the counter ion can not be identified on the basis of solubility, the students are expected to make a logical guess as to its identity. Two sheets are provided in the laboratory: one to record experiments and observations and the second to list and justify conclusions about the identity of the ions in the test tubes.
EXPERIMENT 9: SOLUBILITIES
Pre-lab Questions:
Answer these questions before coming to class. They introduce you to several important ideas that you will use in this experiment. You must turn-in this exercise before you will be allowed to begin the experiment. Be sure to bring a calculator and paper to laboratory.
1. Define solubility .
Solubility is a measure of the amount of solute that will dissolve in water. Substances are qualitatively classed as soluble, slightly soluble or insoluble in water.
2. Define precipitation .
Precipitation is the process of forming an insoluble solid in solution.
3. Write the balanced molecular equation, the complete ionic equation, and the net ionic equation for the reaction of Na2CO3(aq) with AgNO3(aq).
EXPERIMENT 9: SOLUBILITIES
EQUIPMENT:
96-well plate........................... 2
50 mL beaker.......................... 1 dropper................................. 1 microstirrer ............................ 1
PART I: Solubility of Some Selected Salts
Table I. contains a list of salts whose solubilities are to be determined in this experiment.
Table I. Solid Salts
All of these solid salts are available in the laboratory. Each of the bottles containing the salts has a microspatula inserted into the stopper which is to be used for dispensing. Do not mix spatulas at any time. Contamination will result.
Complete Table II by writing the formula (column 2) for each salt and noting the color (column 3) of each of the compounds. Solubilities (column 4) can be determined by placing a few crystals into the bottom of a well in the 96–well plate. Carefully label each well (column 1), identifying the salt contained in the solution. As you transfer the salts to the well be careful not to spill the solid in adjacent wells. Fill the wells with deionized water using a dropper, leaving just enough room to stir the mixture. Do not overfill the wells. Use a microstirrer to carefully mix the contents of each well. Be sure to carefully clean the microstirrer between uses! Some solids may dissolve faster than others. Be sure to perform your tests carefully so that you can be confident your observations are correct. You must save the solutions formed for later parts of the experiment. For those compounds which are soluble in water, note the color of the solution (column 5) and also identify the ions in the solution (column 6).
Table II. Solubility Information
For ionic compounds we can write equations which reflect solubility behavior. If the compound is soluble, the equation is written as:
The equation reads as follows: when the solid ionic compound MX is added to water, it dissolves forming the aqueous ions M + and X – . The presence or absence of ions can be determined by conductivity. If the compound is insoluble in water the equation can be written:
Write the solubility equations for the compounds listed in Table I using the approach described above and the experimental data from Table II.
Study the list of ions identified in column 6 of Table II. Do you see any patterns of solubility behavior in compounds containing identical cations or anions? Summarize the solubility behavior of each ion below.
Gen. #1 (continued)
CO3 2-
carbonate Na + salt soluble
Cu 2+ salt insoluble
Cl -
chloride
Na + , NH4 + salts are soluble
OH
-
hydroxide Na + salt is soluble
Br -
bromide Na + salt is soluble
C2H3O2 -
acetate
Na + salt is soluble
NO3 -
nitrate
K + , NH4 + , Cu 2+ , Ca 2+ , Ba 2+ , Pb 2+ ,
Ag + salts are soluble
EXPERIMENT 9: SOLUBILITIES
EQUIPMENT:
PART II: Solubility of Other Salts
It is possible to expand our observations by mixing pairs of compounds whose solubilities are known (Table I) and observing the solubility behavior of the products.
What experiment would you perform to determine the solubility of sodium nitrate, assuming that the storeroom has no solid NaNO3 available for your use?
Expl. #1
Mix a solution of NH4NO3 and NaCl. We already know that NH4Cl is soluble so if there is a precipitate it will be NaNO3. If there is no precipitate then NaNO3 is soluble.
Check the experiment with your instructor. When he or she approves, perform the experiment. Record your observations on the solubility of NaNO3.
Obs #1
No precipitate is formed, therefore, NaNO3 is soluble.
Do you have sufficient information in your solubility data to predict the solubility of PbSO4? If so, what is your prediction?
Pred. #2
No, there is not enough information to predict whether PbSO4 is soluble or insoluble. Based on past chemical information students may predict that PbSO4 is insoluble.
What experiment would you perform to determine the solubility of PbSO4, assuming the storeroom has no solid PbSO4 available for you to use?
Expl. #2
Mix Pb(NO3)2 and Na2SO4. We know from the previous experiment that NaNO3 is soluble. If a precipitate forms when the two solutions are mixed, it will be PbSO4.
In the following portion of the experiment you will be working with solutions you prepared in the first part of the experiment. If the solutions have evaporated, add a few drops of deionized water to each well. The wells will need to be almost full in order to have enough solution to complete the experiment. Use Table II to locate the needed solutions and a dropper to transfer the needed amounts. Be sure to rinse the dropper thoroughly with deionized water when changing solutions.
TABLE A
Using a clean 96-well plate, place one drop of a nitrate compound (Table B) in the first six wells of a vertical column in your 96-well plate. For example, the first six vertical wells, C1-H1, would each contain one drop of NH4NO3. The second six vertical wells, C2-H2, would each contain one drop KNO3.
Complete Table III with the well location and the formulas of the possible products formed. Two of the cells in Table III have been completed as examples.
Add one drop of each solution in Table A horizontally across the 96-well plate. For example, put one drop of Na2SO4 in C1 through C7 followed by one drop of Na2CO3 in wells D1 through D7. Record your results, identifying the formation of a precipitate and/or color changes, if any, in each well.
Table III
NH
NO
KNO
Cu(NO
)
Ba(NO
)
AgNO
Ca(NO
)
Pb(NO
)
Use the information in Tables II and III to complete Table IV. If the compound is insoluble, put an "I" in the cell. If the compound is soluble, put an "S" in the cell. (Note: *Data obtained from Table II.)
Table IV. Solubility Summary
Summarize the experimental data contained in Table IV in as few statements as possible.
The response should be essentially the same as Gen. 1, but with more observations, the student should feel more confident in extending generalizations.
EXPERIMENT 9: SOLUBILITIES
EQUIPMENT:
PART III: Identifying Solutions of Unknown Salts
You will now try to solve a problem based on the chemical experience you have accumulated to this point. You will be given 4 test tubes which will contain aqueous solutions of substances used in this experiment. You will also be given a list of the ions that are contained in the 4 test tubes. Your assignment is to determine which ions are in each test tube. Note that a given ion may be present in more than one test tube. Remember that if you identify a cation in a test tube there must be a corresponding anion present. You should be able to definitely identify at least one ion in each test tube. If you are unable to identify the counter ion you should make a logical guess. Be sure to differentiate between proof and guesses. You must justify each conclusion in writing!
You may test the unknowns by combining them with any of the substances used previously in this experiment. Use a clean 96-well plate and dropper to perform any needed tests. After receiving your test tubes with the list of ions or molecules, it may be a good idea to review those portions of your previous laboratory work that relates to those ions.
Record all experiments you perform on your unknown solutions, note important observations and record any conclusions you make as a result of the experiment. Be careful and accurate when you perform your experiments and when you record your observations and conclusions. Your instructor must be able to follow your logic when reading your observations and conclusions.
It is your responsibility to record the unknown number of the set of test tubes given to you. Not only is the number important for correctly grading your results, but in the event you require more unknown to complete all tests you will need the correct number in order to receive more of the same unknown.
Experiments and Observations
UNKNOWN # _________
Answers will vary. Students should perform experiments on each test tube appropriate to identify the ions on their lists.
Conclusions and Explanations
UNKNOWN # __________
A: _________ B: _________ C: _________ D: _________
Students should identify the ions in each test tube and justify those identifications with the experimental observations recorded on the previous page. Grading should be based both on the accuracy of the identifications and on the logic of the explanations.
Post-lab Questions:
The answers to the following problems should accompany your laboratory report.
1. Distinguish between the terms slightly soluble and weak electrolyte . (Refer to Conductivity Lab, Exp. #6.)
A substance which is slightly soluble dissolves in water to a small extent, usually defined as between 0.01g/100 mL and 0.1g/100mL. A substance that is slightly soluble could be a strong electrolyte, weak electrolyte or a nonelectrolyte. A weak electrolyte is a substance which has a low electrical conductivity is water. The low electrical conductivity is a result of a low concentration of ions in solution. A weak electrolyte can be completely soluble in water, such as acetic acid.
2. What is the difference between separation and identification of substances?
Separation is the act or process of isolating components of a mixture in a pure or reasonably pure form. Identification is the act of determining the exact chemical nature of the substance by comparing to known behavior.
3. A sample solution may contain either, both or neither of the following ions: CO3 2– and SO4 2– Explain how you could determine the identity of the ions in the solution using the solubility data you collected in the experiment. Your answer may consist of a flow chart or a written explanation.
Add Cu(NO3)2 solution to the solution. If a blue precipitate forms, CO3 2- is present in the solution. If no precipitate forms, CO3 2- is not present. To a sample of the liquid remaining after the first test, add Ba(NO3)2 solution. It a white precipitate forms, SO4 2- is present in the solution. If no precipitate forms SO4 2- is not present.
.
INSTRUCTOR EVALUATION EXPERIMENT 9: SOLUBILITY
NAME: ____________________
SCHOOL: ____________________
Please complete the form as soon as possible after your students have completed the laboratory. Include any comments you have on each section of the experiment. If the answer to any question is "no" please note the specific problems or difficulties encountered. Attach extra sheets if necessary. At the end of the semester, return all forms to Dr. John Gelder, Department of Chemistry, Oklahoma State University, Stillwater, OK 74078. Your comments and suggestions are very important in helping to correct errors and improve the overall quality of this manual.
1. How much time was required to complete the experiment? _______ hours Briefly describe those sections of the experiment which were completed during each laboratory period. (Note: You may include Part numbers or page numers for simplicity.)
NO YES
2. Was the pre-lab exercise ...
A. ...completed by the students?
_____ _____
B. ... adequate introduction to the ideas introduced in the experiment? _____ _____
Comments:
3. Were the laboratory instructions ...
A. ...understood by the students with little or no assistance from you? _____ _____
B. ...leading to the collection of necessary data?
_____ _____
C. ...resulting in data with acceptable experimental error?
_____ _____
Comments:
4. Were the questions and calculations included in the experiment ...
A. ...completed by most students?
_____ _____
B. ...relevant to the experiment?
_____ _____
Comments:
5. Were the post-lab problems ...
A. ...completed by most students?
_____ _____
B. ...relevant to the experiment?
_____ _____
C. ...sufficient to illustrate the overall goals of the experiment?
_____ _____
Comments:
6. Was the experiment as a whole ...
A. ...interesting to the students?
_____ _____
B. ...relevant to the course work?
_____ _____
C. ...written at an appropriate level of difficulty?
_____ _____
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HOT Season for Young People 2014-15 Teacher Guidebook
Theater Craft
Season Sponsor
Photo by Rick Malkin
From our Season Sponsor
For over 130 years Regions has been proud to be a part of the Middle Tennessee community, growing and thriving as our area has. From the opening of our doors on September 1, 1883, we have committed to this community and our customers.
One area that we are strongly committed to is the education of our students. We are proud to support TPAC's Humanities Outreach in Tennessee Program. What an important sponsorship this is – reaching over 25,000 students and teachers – some students would never see a performing arts production without this program. Regions continues to reinforce its commitment to the communities it serves and in addition to supporting programs such as HOT, we have close to 200 associates teaching financial literacy in classrooms this year.
Jim Schmitz
Thank you, teachers, for giving your students this wonderful opportunity. They will certainly enjoy the experience. You are creating memories of a lifetime, and Regions is proud to be able to help make this opportunity possible.
Executive Vice President, Area Executive Middle Tennessee Area
Burden of Justice: 1863
A Note from the Director
When I was first commissioned to write this play, the thought was that Aaron James would be the main character, that he would be the one to tell his story. And the first step for me was going to be to read the source material I was given, which was a stack of photo copies of about 300 pages of trial transcripts. Then came a challenge that I had not expected: The difficulty in actually reading the handwritten transcripts. The pen and ink writing, the sometimes strange letter formations, the rambling lack-ofstructure of some of the closing arguments… it was sometimes like deciphering a code.
I found myself more and more fascinated with the actual writing. I was intrigued when I thought about the fact that someone had to hear all those words, and then physically write them down. I became freshly aware that these were real people, real events… in a way that I would not have found if I was reading a typed-out document. It was then that I knew that the voice of the story had to be the real "voice" of the transcripts, the person who wrote down the words that were spoken.
What that gave me was a real person that I could craft into a great storyteller, and a way to immerse an audience into this historical event that is rich in questions about truth, justice, patriotism, ideologies and so much more. I hope everyone enjoys the "deciphering" of the truth as much as I have…..
Carolyn German
Playwright, Director
Table of Contents
About the show – Page 2
TN and the Civil War – Page 3
What really happened at the Irish Shanty? – Page 4
Lesson: Evidence vs. Opinion – Page 5
Mock Trial Information – Page 7
Lesson:
To Speak the Truth – Page 8
Lesson: Point of View, A Socratic Seminar – Page 9
Lesson: Playing Multiple Characters – Page 10
Glossary of Court Terms – Page 12
Guidebook written and compiled by Cassie LaFevor. Edited by Susan Sanders.
The Skirmish at the Irish Shanty
Some 10,500 armed conflicts occurred during the Civil War, ranging from battles to minor skirmishes. Burden of Justice: 1863 tells the story of a skirmish between Union soldiers and local citizens in western Dickson County, TN, at a place called the Irish Shanty on July 2, 1863.
About the show – Burden of Justice: 1863
The year is 1863, mid-way thru the Civil War. The place is Washington City. David McConnick is a clerk in the office of Judge Advocate General Holt. On his desk is the transcript of the trial of Dr. Aaron James, which he scribed in Clarksville, TN during his duties of Clerk of the Court for the US Forces. The trial is over, and a guilty verdict has been returned. But today McConnick receives a document that could change all of that. McConnick speaks directly to the audience, engaging them in a "legal drama" that seeks to the answer the question: "Was Aaron James guilty or not?" The clerk enthusiastically re-enacts the highpoints of the trials, puzzling together the details, using the testimonies that keep the scales of justice tipping back and forth between innocence and guilt. Based on the actual trial transcript, this one-man show highlights not only specific Civil War history, but also some more challenging themes like Justice and Citizenship.
The Characters (all played by 1 actor):
John R. Curry
David McConnick – Our "narrator" that guides us through history; Clerk of the US Forces Headquarters, transcribes court proceedings. st th
James O. Shakelford
– 1
Lieutenant in the 8
Kentucky Calvary.
John Devers
– Council for the Defense.
William Few – a southern farmer from Humphries County, TN; One of the men at the Irish Shanty on July 2.
– A Captain in the US Forces.
Judge Advocate Tydings
– Prosecutor for the US Forces.
Dunigan – A citizen of Dickson County, neighbor of Aaron James.
Dr. Payton Washburn – a doctor in Dickson County, TN; One of the men at the Irish Shanty on July 2.
"I knew that the voice of the story had to be the real 'voice' of the transcripts, the person who wrote down the words that were spoken."
~ Carolyn German about her choice to write from the point of view of David McConnick, court clerk.
Judge Advocate James Holt
– Legal Advisor to President Lincoln.
Note: All of the characters in the play, including those mentioned but not portrayed, are based on the actual transcript from 1863. David McConnick was the clerk who transcribed the proceedings, but that is the extent of the historical information available about him. McConnick's words were created by the playwright. The other characters and their testimonies are based on the actual trial transcript or other historical documents.
Carolyn German – Playwright and Director
Credits
Carolyn German has been a theater professional for over 30 years, having worked as an actor, director, lyricist, producer, playwright, composer and performance coach. As a producer, German has brought several shows to TPAC's Education and Outreach Program, including "The Story Builders", which she also wrote and directed. That production of was subsequently honored as "Best Production of 2003" by theater critic Kevin Nance of The Tennessean. Other writing credits include her critically-acclaimed "MOSAIC", and the historical biography of a key figure in the Civil Rights Movement, "Signs of a New Day: The Z. Alexander Looby Story". During her time with the Cultural Arts Division of Metro Nashville Parks, she managed two theater venues, and created the New Play Reading Series, a Young Performers Program, and a Cabaret Artist Series. Carolyn is a founding member of "the Spontaneous Comedy Company", Nashville's Premiere Improv and Sketch Comedy group. Ms. German also brings her theater-arts expertise into other arenas through corporate training and public speaking.
Brandon Boyd – Actor
Brandon Boyd came to Nashville 23 years ago to work for the Nashville Children's Theatre. Since then he has performed for Nashville Shakespeare Festival, Tennessee Repertory Theatre, People's Branch, Crystal Cruise Lines, Broadaxe Theatre, Arkansas Repertory Theatre, and American Stage in St. Petersburg, FL among others. Most recently, Brandon appeared in 100 Saints You Should Know for Actor's Bridge Ensemble and Shooting Star for Tennessee Women's Theatre project. On Friday nights from 9pm to 11pm, Brandon hosts The Cosmic Punk Fergus Radio Free Shakedown on 103.7 FM, Radio Free Nashville, reminding you that that which flummoxes also pheuselates. Mr. Boyd thanks Carolyn German for this opportunity and his wife and son for their love and support.
Tennessee and the Civil War
About the time period - Middle Tennessee during the time of the Skirmish:
* June 1861, Tennessee became the eleventh state to secede.
* Middle Tennessee land was often fought over by armies, but often controlled by guerrillas and bushwhackers. Civilians were caught in the middle.
* Martial Law was declared by the occupying Union forces in early 1862, and Middle Tennessee would remain an occupied territory until 1865.
* Middle Tennessee residents were strongly anti-Union for several reasons – the people's belief in their right to secede from the Union, the loss of loved ones in the fighting, concern for safety and security of those that had been shipped away to northern prisons, required oaths of allegiance, and the seizure of property, grain, and livestock from local farmers and others by Union forces were some of the main reasons.
* The Union's requirement that oaths of allegiance be signed by local citizens did not promote good relationships between citizens and the Union military. Local citizens were often required to sign loyalty oaths to regain freedom after being arrested or captured, and this usually required the person signing to put up a monetary or property bond. If the citizen violated an oath of allegiance, his property, money, or even his life was forfeited.
* Middle Tennessee was a main site of guerrilla activity during the Civil War. Common ambush sites were found all along the Cumberland River. Harpeth Shoals, Palmyra, Waverly, and the Nashville and Northwestern Railroad were some of the most common areas for guerrilla operations. The Cumberland River and the Nashville and Northwestern Railroad (under construction at the beginning of the war) were important supply lines, and became sites of intense guerrilla activity throughout much of the war.
Civil War Battles Fought in Tennessee:
Some 10,500 armed conflicts occurred during the Civil War ranging from battles to minor skirmishes. After Virginia, Tennessee had the highest numbers of battles fought within her borders. Of the ten costliest battles of the Civil War, the Battle of Stones River, Battle of Shiloh, and the Battle of Fort Donelson ranked 8th, 9th, and 10th, respectively. Below is a listing of the main battles of the war that were fought in TN as found in the Civil War Sites Advisory Commission Report on Battlefields.
Bean's Station – Dec. 14, 1863 – Grainger County
Hartsville – Dec. 7, 1862 – Trousdale County
Blountsville – Sept. 22, 1863 – Sullivan County
Blue Springs – Oct. 10, 1863 – Greene County
Brentwood – Mar. 25, 1863 – Williamson County
Bull's Gap – Nov. 11-13, 1864 – Hamblen/Greene Counties
Campbell's Station – Nov. 16, 1863 – Knox County
Chattanooga (Lookout Mountain and Missionary Ridge) –
Nov. 23-25, 1863 – Hamilton County
Chattanooga – Aug. 21, 1863 – Hamilton County
Chattanooga – June 7-8, 1862 – Hamilton County
Collierville – Nov. 3, 1863 – Shelby County
Columbia – Nov. 24, 1864 – Maury County
Dandridge – Jan. 17, 1864 – Jefferson County
Dover – Feb. 3, 1863 – Stewart County
Fair Garden – Jan. 27, 1864 – Sevier County
Fort Donelson – Feb. 11-16, 1862 – Stewart County
Fort Henry – Feb. 6, 1862 – Stewart/Henry Counties
Fort Pillow – Apr. 12, 1864 – Lauderdale County
Fort Sanders – Nov. 29, 1863 – Knox County
Franklin – Apr. 10, 1863 – Williamson County
Franklin – Nov. 30, 1864 – Williamson County
Hatchie's Bridge – Oct. 6, 1862 – Hardeman/McNairy
Counties
Hoover's Gap – June 24-26, 1863 – Bedford/Rutherford Counties
Jackson – Dec. 19, 1862 – Madison County
Johnsonville – Nov. 4-5, 1864 – Benton County
Memphis – Aug. 21, 1864 – Shelby County
Memphis – June 6, 1862 – Shelby County
Mossy Creek – Dec. 29, 1863 – Jefferson County
Murfreesboro – Dec. 5-7, 1864 – Rutherford County
Murfreesboro – July 13, 1862 – Rutherford County
Nashville – Dec. 15-16, 1864 – Davidson County
Parker's Cross Roads – Dec. 31, 1862 – Henderson County
Shiloh – Apr. 6-7, 1862 – Hardin County
Spring Hill – Nov. 29, 1864 – Maury County
Stones River – Dec. 31, 1862 – Jan. 2, 1863 – Rutherford County
Thompson's Station – Mar. 5, 1863 – Williamson County
Vaught's Hill – Mar. 20, 1863 – Rutherford County
Wauhatchie – Oct. 28-29, 1863 – Hamilton/Marion/Dade Counties
What Really Happened at the Irish Shanty?
Was Dr. Aaron James a Confederate guerilla?
If proven guilty, Dr. James would be sentenced to death. Consider the facts!
Prosecution Version
On July 1, 1863, Union soldiers were informed of guerrilla activity at the Irish Settlement in western Dickson County. Scouts from the 8 th Kentucky Cavalry Volunteers under the command of Capt. John Devers traveled down the Cumberland to the Irish Settlement. Capt. Devers ordered Lt. John Curry to take 12 men and ride forward to the Irish Shanty as an advance scout. The Irish Shanty is described as a grog shop where whisky, thread, dress patterns, needles, and other such commodities could be purchased.
Arriving at the Irish Shanty, Lt. Curry moved forward to get a better look at the area. Curry states that he saw 20-30 men and horses in the edge of the woods to the south. He also saw horses hitched to the fence and several men in the yard and on the porch. Those in the yard and on the porch were William Few, Martin McGuire, James Shelton, Payton Washburn, Euphrates Shelton, John Box, Jonas Spicer, Aaron James, and the owner of the Shanty, Catherine Seaboren.
When the soldiers are noticed by those at the Shanty, both Spicer and Box immediately begin running. Lt. Curry orders them to halt several times. When the men do not halt, Lt. Curry then orders his men to fire, and charge the Irish Shanty. The Union soldiers reported gunfire from the men in the edge of the woods, as well as 3 shots from the house and 3 shots from Jonas Spicer as he fled. Private James Meece and other soldiers pursued Box and Spicer. Spicer was caught with a pistol that appeared to have just been fired. Box escaped. The other men in the yard were ordered to surrender.
Aaron James then stumbled out the front door, cursing and swearing at the soldiers. He was ordered to surrender. According to Lt. Curry, James stated that he fought the Lieutenant at the Shoals and Palmyra (well-known guerilla locations) and proceeded to threaten Lt. Curry's life. The testimony from the Union soldiers states that Aaron James had been drinking, but they felt he was pretending to be drunk.
All were arrested except for Martin McGuire and Catherine Seaboren. The Union scouts found 3 pistols belonging to Jonas Spicer, Euphrates Shelton and William Few, each with 3 loads out of a possible 6. A double barreled shotgun was found belonging to James Shelton. Seven horses and a mule that belonged to those arrested were also found.
During the return trip to Clarksville, Lt. Curry reports that Aaron James continues to curse and yell in between reasoning with his captors to let him go. The soldiers report that Aaron James was sober at this time.
Defense Version
William Few, John Box, and Dr. Payton Washburn arrived a little past 10:00 a.m. William Few had purchased a cow and a calf from the Seaborens, who owned the Irish Shanty. He was going to collect the animals and drive them back to his farm. Dr. Washburn had been summoned to Few's house early that morning to attend to a sick child. Few asked his brother-in-law, John Box, and Dr. Washburn to go with him and help drive the animals.
Jonas Spicer arrived around 11:00 a.m. He had promised his lady friend, Ellen Choate, that he would go to the Irish Shanty and buy her a dress pattern and shoes.
Dr. Aaron James had been trading horses the day before with Euphrates Shelton, and spent the night at the home of Shelton's uncle, James Shelton. James Shelton had his shotgun loaded with buckshot in case he saw a deer on the trip. He also had his hunting horn and three hound dogs with him. All three men arrived a few minutes before noon, after stopping on the way for whisky. When they arrived, Aaron James was put to bed in the house, as he was intoxicated. Euphrates asked Catherine to boil 4 dozen eggs, and William Few amended that request to be 10 dozen eggs. Catherine starts a fire in the front yard and begins boiling eggs in a large kettle.
The defense says there were no other men or horses in the area other than those that were captured. They also say there was no gunfire from the woods, house, yard, or from Spicer. In essence, the defense claims that the Union soldiers became excited and in reality all the firing came from the Union soldiers themselves.
According to the defense, all the men were law abiding, honest citizens. As for Aaron James, much of the defense is based on the Doctor's level of intoxication. Character witnesses consistently claim Aaron James is a peaceable man, except when drinking. They all claim that he becomes violent and argumentative when drinking, and the defense claims he doesn't know what was said to the soldiers during his capture.
Evidence versus Opinion
Students will write informative/explanatory texts for a factual opening statement, followed by a closing argument using evidence to support their claims.
Materials Needed: paper, copy of page 4 ("What really happened at the Irish Shanty?") from this guidebook, previous knowledge of basic court terms (glossary found on page 12) and proceedings
Warm-Up:
[x] As students enter the classroom, have 2 categories listed on the board – Facts and Evidence and Opinions and Arguments. What is the difference in evidence and opinion? How might these 2 opposing concepts affect a trial?
[x] Working in pairs, ask students to read and analyze the description of what happened during the 'Skirmish at the Irish Shanty' found on page 4. They should identify and list "fact and evidence" and "opinion and argument" items they find in the text.
[x] Then, discuss some of the responses written in each category as a class. What were the most compelling pieces of evidence? What evidence do you feel is missing? What part of the story is opinion? How does opinion play into each argument?
If students are not familiar with court terms and trial procedure, you may wish to go over some basic information with them prior to this lesson. A Glossary of Court terms can be found on page 12.
Instructional Procedures, Part 1:
[x] Next, talk about the difference in writing an informative/explanatory text and writing an argument/persuasive text.
Argument Writing Explanatory Writing
[x] Seeks to make people believe something is true or to persuade people to change their beliefs or behavior.
[x] Provides information about causes, contexts, and consequences of processes, and presents a case with the solid evidence, while acknowledging counterarguments on a debatable issue.
[x] Attempts to make the reader understand rather than to persuade him or her to accept a certain point of view.
[x] Provides information about causes, contexts, and consequences of processes.
[x] Supports the writer's claim(s) with sound reasoning and relevant and sufficient evidence.
[x] Supports the writer's thesis with evidence and supporting detail.
[x] Both of these types of writing (and speaking) are used in trials. Both prosecution and defense lawyers will give an opening statement and a closing argument during the course of a trial. Opening statements are more factual, laying out what will happen during the trial and what evidence will be shown. Closing arguments are more persuasive, pointing out all of the evidence that support their side and why their argument is better.
[x] In their pairs, build a case either for prosecution or defense (divide the class so that both sides are represented). Consider: What are the most compelling bits of evidence? What evidence is missing? What methods will you use to convince the jury (explanatory parts and persuading parts)? Is your witness' testimony credible?
[x] Each pair will now write an opening statement explaining the facts and evidence in their case and a closing argument persuading the jury to believe their claims. Speeches should be 1 page in length, and be organized in a way that is easy to follow and uses evidence to support claims.
[x] Once students have finished writing their opening statements and closing arguments, ask volunteers to present their prosecution and defense speeches to the class.
Closure – After each pair of volunteers, ask students in the class to be the jury. Consider their arguments and evidence. Whose argument was better? Who had the evidence? Cast a vote and see which side wins. Finally, discuss the outcomes of all the votes. Did students vote the same way each time, or did some arguments sway them differently? Do they think Aaron James was guilty?
Extension – Now that students understand part of the responsibility of a lawyer and jury during a trial, hold a mock trial with your class! The following page gives you information on holding a mock trial. You may choose to let students perform as improv, or find a script to use.
Opening Statement Tips
* Prosecution presents their opening first, followed by the Defense.
* Keep it simple – this is not the time to share everything.
* The goal of the opening statement is to map out your case in a story, NOT to argue. Explain what happened in story form that paints a picture of your side of the case.
* Include theme/theory (Ex. "This is a case about desperation.")
* Use future tense "The evidence will show…", "We will prove…", etc.
* Identify major witnesses and what they will testify, as well as what evidence will be shown.
* Defense will make a point to bring up Innocent until Proven Guilty beyond a Reasonable Doubt. Remind the court that Burden of Proof belongs with the prosecution. Accusation does not mean a person is guilty.
* Conclude with the request for verdict – Ex. "Therefore, we request a not guilty verdict."
Closing Argument Tips
* Prosecution presents closing argument first, then the defense. The prosecution then gets the chance for a rebuttal limited to the scope of the defense closing.
* Attorney should argue facts that came into evidence. The goal is to connect everything together with clarity in a persuasive way.
* Defense should be sure to discuss how the prosecution proved or did not prove their case.
* Use strong language and be convincing. Say things like "The evidence proved" not "we think" or "we hope". If you don't believe in your case, why would the judge or jury?
* Prosecution focuses on all the strong points in their case and the weak points of the defense. Be sure to state that you met your burden of proof and go through every point you needed to prove.
* The Defense should focus on all the holes in the prosecution case. Focus on all doubts and push the burden of proof needed to win. Argue what the prosecution failed to prove. Accusation does not mean a person is guilty. Remember - Innocent until proven guilty.
Information on Mock Trial
The mock trial has proven to be an effective learning tool for students, helping them develop useful knowledge about the law, questioning techniques, critical thinking, and oral advocacy skills. Good mock trials will also leave student participants with an appreciation of the difficulties that judges, lawyers and juries face in attempting to present all relevant facts and legal arguments and insure the just resolution of the issues involved.
Types of Mock Trials: Mock trials may draw upon historical events, trials of contemporary interest, school and/or classroom situations, or hypothetical fact patterns. Most mock trials use some general rules of evidence and procedure, an explanation of the basic facts, and brief statements for each witness. Other mock trial formats range from improvisation activities where rules are created by the student participants (sometimes on the spot) and no scripts are used, to serious attempts to simulate the trial process based on simplified rules of evidence and procedure to dramatic reenactments of historical trials in which scripts are heavily relied upon. The kind of mock trial you hold is entirely up to you.
Participants: Judge (could be a visitor to class with legal experience or the teacher), prosecutor/plaintiff's attorney(s), defense attorney(s), witnesses for the prosecution, witnesses for the defense, bailiff, jury composed of twelve people (one of whom should be named jury foreman); alternates may also be designated.
Simplified Steps in a Jury Trial:
1. Calling of Case by the Bailiff: "All rise. The Court of _______________ is now in session. Honorable Judge ______________ presiding. Everyone remains standing until the judge enters and is seated. The bailiff then says, "Please be seated."
2. Opening Statements: The prosecutor (criminal case)/plaintiff's attorney (civil case) and then the defendant's attorney explain what their evidence will be and what they will try to prove. Attorneys should introduce the case in the future tense. (i.e., "...the evidence WILL show...the witness WILL testify..."
3. Prosecution Case: Witnesses are called to testify (direct examination) and other physical evidence is introduced. The purpose of direct examination is to allow witnesses to develop the facts in support of the case. Each witness called is cross-examined (questioned so as to break down the story or be discredited) by the defense. The crossexaminer seeks to clarify or cast doubt upon the testimony of opposing witnesses. Inconsistency in stories, bias, and other damaging facts may be pointed out to the judge through leading questions.
4. Defendant's Case: Same as Step 3, only witnesses are cross-examined by the prosecution.
5. Closing Arguments: A closing argument is a review and analysis of the evidence presented. An attorney for each side reviews the evidence presented and asks for a decision in his/her favor. Attorney for the plaintiff reviews and analyzes the evidence as presented, indicates how the evidence has satisfied the elements of the charge or claim, points out the law applicable to the case, and argues for a judgment for the plaintiff. Plaintiff's attorney may reserve time left over for rebuttal (optional). Rebuttal is limited to the scope of the defense's closing argument. The closing argument for the defense is essentially the same as for the plaintiff. It should indicate how the evidence does not satisfy the elements of the charge or claim, stresses the facts favorable to the defendant and asks for a judgment for the defense. If the prosecution chooses to make a rebuttal it takes place after the defense rests.
6. Jury Instructions: The judge explains to the jury appropriate rules of law that it is to consider in weighing the evidence. As a general rule, the prosecution (or the plaintiff in a civil case) must meet the burden of proof in order to prevail. In a criminal case this burden is very high.
7. Deliberation and Verdict: The jury goes into a private room to discuss the case and reach a decision. They may talk to no one except the judge if they have questions. When a decision has been made, the jury returns to the courtroom and the foreman announces the verdict.
Suggestions for Finding More Information:
American Mock Trial Association -
TN Bar Association - http://www.tba.org/info/tennessee-high-school-mock-trial-0
Free Mock Trials scripts on StreetLaw.org - http://www.collegemocktrial.org/
Classroom Law Project - http://www.classroomlaw.org/programs/mock-trial/
http://www.streetlaw.org/en/publications/free_mock_trials
Tips and Advice from Center for Civic Values - http://www.civicvalues.org/mock-trial/program/tips-and-advice.html
'Voir Dire' - To Speak the Truth
The process of asking potential jurors questions to help with selection is called 'voir dire', a French term meaning "to speak the truth." What is the importance of an impartial jury?
Materials Needed: paper and pencil
BURDEN OF PROOF
Discussion – In Burden of Justice: 1863, the trial is a military commission, which means that a commission of three men (Union soldiers, in fact) decided the verdict instead of a jury. However, during the performance, the actor will also ask the audience to consider themselves part of the jury and to judge what they think - Was Aaron James guilty, or not guilty? How do you make this decision?
Instructional Procedures:
In the United States, a person accused of a crime is INNOCENT until proven GUILTY. A jury may not find a person guilty if there is REASONABLE DOUBT of his/her guilt. If the evidence presented does not reasonably convince the jury of a person's guilt, they must find him/her NOT GUILTY.
* Ask students to name some of the rights and freedoms afforded to citizens of the United States (freedom of speech, freedom of the press, right to assemble, right to trial by jury, etc.). Create a list of student responses on the board.
* If they have not listed it already, tell students that they are granted the right to trial by jury by the Sixth and Seventh Amendments to the United States Constitution. Discuss some reasons why trial by jury is an important right (cases are decided by peers, impartial parties hear cases, a group of citizens must weigh the evidence and agree on a verdict).
* Discuss selection of jurors: Potential jurors are randomly selected from voter registration or driver's license lists, then lawyers from each side question them to determine their eligibility for jury service. During this process, called voir dire (a French term meaning "to speak the truth"), potential jurors will be asked questions such as how they might know the plaintiff or defendant, and if there is a reason they might not consider evidence fairly. This helps them choose the fairest people to be on the jury. Why is it important for jurors to be fair and impartial?
* Students will now imagine they are a jury, and will hand down a verdict of guilt or innocence based on the evidence presented in a provided scenario (below). Remind students about the Burden of Proof, then allow them time to review the information individually and decide on a verdict, without discussing the case with anyone else. Ask them to jot down what evidence proves the accused is guilty or not guilty in their opinion, and if anything in the case might change their decision.
* When each student has completed their individual assessment, divide the class into groups of 12. Have each group work together to come up with a unanimous verdict based on the evidence offered and through discussion among the group members. Give them time to talk about their opinions, the facts they were given, and the Burden of Proof. They must come up with a unanimous decision, even if this requires some students to listen to evidence and change their decision based on new information not previously considered. What is the verdict?
* Finally, have students write a paragraph comparing and contrasting the experience of working individually and in a group. As they write, have them answer the following questions:
* What challenges did you face while working individually? In a group?
* Was the group verdict different than your individual verdict? If it was different, what made you change your mind? If it was the same, did someone with a differing opinion present evidence that almost changed your mind?
* What were the advantages and disadvantages of working individually? In a group?
The Scenario
On June 20, an intruder broke into an art museum. The next morning, the museum security guard noticed 5 paintings were missing, and immediately called the police. Upon searching the museum, the police found 2 other items missing as well – a pair of replica crowns from 16 th -century Spain. The police found muddy footprints at each crime scene.
On August 24, Jimmy Jacobs attempted to sell a replica 16 th -century Spanish crown at a pawnshop. The shop owner contacted police, who searched Jacobs' home, where they found a second crown replica and a large collection of swords and armor. They also found a pair of shoes that matched the muddy footprints found at the museum. They did not find any of the stolen paintings. Jimmy Jacobs maintains that he is innocent and that he collects European antiques. He states that he bought the crowns on the internet and later decided to sell them.
Adapted from activities found on Scholastic.com.
Point of View - A Socratic Seminar
Materials needed: Guidebook (director's note on front page), copies of the Skirmish descriptions found on the page 4 for each student.
Instructional Procedures:
* Read the Director's Note on the opening page of this Guidebook aloud to students.
* Discuss - While a story can be told from two different points of view, it can also be told from many different perspectives. Perspective is how we see or feel about something. It could mean that people describing the same event have differing opinions because they were physically located in different places and therefore saw the event differently, or for some reason their opinion is different from someone else who saw or heard about the same event. How does perspective, or point of view, come into play in writing? When Carolyn German mentions the "voice" of McConnick telling this story, what does she mean? How do you think that will affect the story, if at all?
* Give each student a copy of the provided summaries of the Skirmish from page 4. Students should read both the Prosecution and Defense account of the Skirmish.
* Explain the idea of Socratic Seminar to your students.
* Before beginning, students should re-read the assigned text and write one question in each of the following categories:
o World Connection (connecting the text to the real world)
o Open-Ended (will require proof and group discussion to discover or explore the answer)
o Close-Ended (Question with a "correct" answer, allows everyone to come to an agreement about events or characters in the text.)
o Universal Theme/Core (encourages group discussion about universality and a theme of the text)
o Literary Analysis (dealing with how an author chose to compose a literary piece, such as how the author manipulates point of view, characterization)
* Finally, hold your Socratic Seminar with the class. Here are a few question ideas to help guide the seminar if you wish:
About Socratic Seminar:
The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to fill their heads with "right" answers.
A Socratic seminar is not used for the purpose of debate, persuasion, or personal reflection. Through a process of listening, making meaning, and finding common ground, students work toward shared understanding rather than proving an argument.
A Socratic seminar begins with a discussion leader (student or teacher) asking an open-ended question. A typical opening prompt is: What do you think this text means? Silence is fine. It may take a few minutes for students to warmup. Socratic seminars should be given at least fifteen minutes, but can last longer.
For more information on Socratic Seminar, visit http://www.greece.k12.ny.us/instruction/ ela/SocraticSeminars/overview.htm
How does point of view affect a story?
How do you think the story would differ with Aaron James as the main character instead of David McConnick? How would it change if Lt. Curry was the main character? Whose point of view would be the most objective?
Whose point of view do you want to know more about when you read the description? Why?
Do you agree with the playwright's choice to make McConnick the narrator? Why?
How does your own life experience affect how you view a situation or story?
How can the opposing sides have stories that don't match when they were all in the same place?
Is one side of the story true and one side false? Can you support your answer with any evidence?
Playing Multiple Characters
Lesson by Robyn Berg
In Burden of Justice: 1863, one actor plays all ten characters. In this lesson, students will explore acting techniques to clearly embody multiple characters.
Teacher Note: The lesson can be applied to any show utilizing a minimum of actors to play multiple characters. The following instructions are general, with some examples given that connect to Burden of Justice: 1863, but this lesson can be adapted as needed for any story you are teaching in your classroom.
Materials Needed: paper and pencil to journal about characters, open space
Instructional Procedures:
* Begin by asking students to journal about a community member they know, such as a Lawyer, Doctor, or Soldier. This will be Character A. (For other stories, examine the themes of the work of art and make specific choices accordingly, like father and daughter for King Lear, or boss and employee for A Christmas Carol, etc.)
* Guide the journaling by asking students to provide 4 or 5 descriptive words for this person such as brave, intelligent, kind, evil etc. Next, ask participants to think a little bit more specifically about how the person walks and talks. Encourage students to record things like 'walks heavy' or 'speaks slowly', etc. Students should begin with traits they know about this person, but can fill in gaps with their own imagination if necessary.
* Let students review their lists briefly and then invite them to an open space and guide them through a physical and vocal exploration--ultimately "becoming" this Character A.
* Start with the physical traits, asking students to find a walk that showcases the descriptive words they recorded. For example: How do you embody bravery? How do you move intelligently? What is the eye contact like for a kind person? What kind of steps do evil beings take? Layer on the specific observations they made about movement, such as: How do you embody bravery and also walk heavy?
* Ask students to pause the movement briefly and find a voice for this character by selecting a one-word greeting that suits the character (such as 'hello,' 'darling,' 'yo,' etc.). Now, they should explore delivery of the greeting as they resume movement, passing other students in the open space. Encourage them to keep the body they found while layering on the voice. Again, guide the exploration with questions like: Do brave individuals speak quietly? Loudly? Do evil beings use a high pitch? A low pitch? Does your character have any kind of accent? Let them have fun, be silly and create for a few minutes! They don't have to find the character's body and voice on the first try. Encourage them to try a few different things, ultimately settling on what feels right for the character.
* Now, students will return to their journal (putting character A on pause for a bit) and to brainstorm on an opposing figure that will become Character B. (For example, in King Lear a child figure is used to contrast the parental figure, in A Christmas Carol the boss and employee characters have contrast, etc.). In this case, if A is a Doctor, B could be a patient or a competing Doctor. If A was a Soldier, B could be a commanding officer or the enemy on a battlefield. If A was a Lawyer, B could be the Defendant or opposing council. Repeat the exact journaling process from earlier for your new character, first recording descriptions of this new character B and then honing in on specific physical and vocal qualities.
* Ask students to return to the open space and repeat the exploration process for their character B, reviewing description lists and then being guided to make physical and vocal choices, ultimately "becoming" this character B. Encourage vastly different choices for character B, so that the two characters don't become muddled in a gray area, but live on opposite ends of a spectrum (this will make the upcoming transformation between the two much clearer).
* Students return to their journals again and become simple playwrights. They will now put the 2 characters together, imagining that they know each other. Students will write a short dialogue between the two characters. Consider: How do they know each other? What is the relationship? What might A say to B? How would B respond?
10
* Students quickly memorize one line for each character (perhaps their favorite exchange in the dialogue they just wrote). This should be something short that shows each character clearly, such as "A (Doctor) – How are you feeling today? B (Patient) – I don't feel very well, Doc." Then, return to the floor for exploration. The teacher guides them to walk the space as A, saying their line over and over, truly connecting to the vocal and physical choices already made for this character. Then, the teacher asks them to switch and walk the space as B, repeating the process.
* Take a few minutes to discuss performing multiple characters at once. Focus on the transitions: How does the actor physically move from one character to the next and back again? Is one character looking left and the other looking right? If one character is making a gesture how do you change it to work for the second character? During this next part, the transition needs to be obvious, so taking time to make the changes from one character to the next is important. They will need to allow time for the body and voice to transition from character A to character B. Don't rush from one line to the other! Let the body change shapes. Let the voice find its new volume or pitch. Let the breath do something different for each character. Let the eye contact alter.
* Give students time to rehearse the lines of their two characters together, taking time to transform in between (rehearse these all at the same time so as to lessen self-consciousness during the exploration). After the students have had time to polish their "split personality," volunteers will share their performance with the group. The audience shares thoughts on what they see and hear…specifically the vocal and physical ticks that made each character unique.
Five Suggestions for Creating a Variety of Characters in a Multi-Character Piece
POSTURE
How does each character stand? Ramrod straight back? Slouched? Shoulders up around the ears? Tense? Very relaxed? Are they proud? Embarrassed? Focus on how the character holds themselves.
PACE
Fast walk? Slow stroll? A sideways scuttle? With a skip, hop or a jump? Do they shuffle their feet or pick their knees up in a high march?
FACE
Do they wrinkle the nose? Squint the eyes? Purse the lips? Do they have a wide happy smile, or a grimace? Make sure the physical characterization includes the face. That way, if you're doing a fast conversation between two characters, you may only have to move from one facial expression to the next to differentiate.
VOICE
Every character should have a specific voice. Is their tone high, middle or low? Do they speak fast or slow? Voice is an excellent way to identify between characters.
SIGNATURE GESTURE or SOUND
If you're doing a number of different characters a great marker for you and the audience is to give your character a re-appearing gesture or sound. Every time the audience hears the noise, they connect it to the specific character.
Glossary of Court Terms
Accused - The person against whom an accusation is made; one who is charged with a crime or traffic infraction.
Acquittal - verdict that a criminal defendant is not guilty, or the evidence is insufficient to support a conviction.
Admissible - A term used to describe evidence that may be considered by a jury or judge in civil and criminal cases.
Arraignment - A proceeding in which a criminal defendant is brought into court, told of the charges in an indictment or information, and asked to plead guilty or not guilty.
Bail - The release, prior to trial, of a person accused of a crime, under specified conditions designed to assure that person's appearance in court when required. Also can refer to the amount of bond money posted.
Bench trial - A trial without a jury, in which the judge serves as the fact-finder.
Burden of proof - The duty to prove disputed facts. In civil cases, a plaintiff generally has the burden of proving his or her case.
In criminal cases, the government has the burden of proving the defendant's guilt.
Capital offense - A crime punishable by death.
Case file - A complete collection of every document filed in court in a case.
Clerk of court - The court officer who oversees administrative functions, especially managing the flow of cases through the court.
Conviction - A judgment of guilt against a criminal defendant.
Counsel - Legal advice; a term also used to refer to the lawyers in a case.
Court reporter - A person who makes a word-for-word record of what is said in court, generally by using a stenographic machine, shorthand or audio recording, and then produces a transcript of the proceedings upon request.
Cross-examination - The examination of a witness upon a trial or hearing, or upon taking a deposition, by the party opposed to the one who put him on the witness stand to testify.
Defendant - An individual (or business) against whom a lawsuit is filed. In a civil case, the person or organization against whom the plaintiff brings suit; in a criminal case, the person accused of the crime.
Direct Examination - The initial questioning of a witness by the party who called the witness.
Due process - In criminal law, the constitutional guarantee that a defendant will receive a fair and impartial trial. In civil law, the legal rights of someone who confronts an adverse action threatening liberty or property.
Evidence - Information presented in testimony or in documents that is used to persuade the fact finder (judge or jury) to decide the case in favor of one side or the other.
Grand jury - A body of 16-23 citizens who listen to evidence of criminal allegations, which is presented by the prosecutors, and determine whether there is probable cause to believe an individual committed an offense.
Judgment - The official decision of a court finally resolving the dispute between the parties to the lawsuit.
Jury - The group of persons selected to hear the evidence in a trial and render a verdict on matters of fact.
Motion - A request by a litigant to a judge for a decision on an issue relating to the case.
Objection - A protest or exception made by a party against an action by the opposing party.
Petit jury (or trial jury) - A group of citizens who hear the evidence presented by both sides at trial and determine the facts in dispute. Federal criminal juries consist of 12 persons. Federal civil juries consist of at least six persons.
Plaintiff - A person or business that files a formal complaint with the court.
Plea - In a criminal case, the defendant's statement pleading "guilty" or "not guilty" in answer to the charges.
Prosecute - To charge someone with a crime. A prosecutor tries a criminal case on behalf of the government.
Reasonable Doubt - The degree of certainty beyond which accusations must be proven in order to obtain a criminal conviction.
Record - A written account of the proceedings in a case, including all pleadings, evidence, and exhibits submitted.
Sentence - The punishment ordered by a court for a defendant convicted of a crime.
- Deferred Sentence - Postponing the imposition of the sentence or finding for a period of time upon certain conditions. Does not operate as a suspension of sentence.
- Suspended Sentence - Postponing the execution of the sentence upon certain conditions.
Standard of proof - Degree of proof required. In criminal cases, prosecutors must prove a defendant's guilt "beyond a reasonable doubt." The majority of civil lawsuits require proof "by a preponderance of the evidence" (50 percent plus), but in some the standard is higher and requires "clear and convincing" proof.
Testimony - Evidence presented orally by witnesses during trials or before grand juries
Transcript - A written, word-for-word record of what was said, either in a proceeding such as a trial, or during some other formal conversation, such as a hearing or oral deposition.
Verdict - The decision of a trial jury or a judge that determines the guilt or innocence of a criminal defendant, or that determines the final outcome of a civil case.
Witness - A person called by either side in a lawsuit to give testimony before the court/jury.
12
11
Thank-You
Season sponsor
TPAC Education is supported in part by the generous contributions, sponsorships, and in-kind gifts from the following corporations, foundations, government agencies, and other organizations.
511 Group, Inc. Adams & Reese LLP Aladdin Industries Foundation, Inc. Julie and Dale Allen Altria Companies Employee Community
Anonymous
Fund
AT&T
The Atticus Trust
Athens Distributing Company
Bank of America
Best Brands, Inc.
Baulch Family Foundation
BlueCross BlueShield of Tennessee
Mr. and Mrs. Jack O. Bovender, Jr.
Bonnaroo Works Fund
Bridgestone Americas Trust Fund
Butler Snow
Brown-Forman
CapStar Bank
Caterpillar Financial Services Corporation
Anita and Larry Cash
CMA Foundation
Eva-Lena and John Cody
Coca-Cola Bottling Co.
Community Health Systems
Creative Artists Agency
Corrections Corporation of America
Delek Fund For Hope*
Delta Dental of Tennessee
Delek U.S. Holdings
Dollar General Corporation
Earl Swensson Associates, Inc.
E.J.Sain Jewelry Company, Inc.
Ernst & Young LLP
Enterprise Holdings Foundation
Ezell Foundation
Gannett Foundation
ForceX, Inc.
Grand Avenue
GroupXcel
Grand Central Barter
HCA – Caring for the Community of HCA and the TriStar Family of
HCA Foundation on behalf
Hospitals
Martha R. Ingram
Ingram Industries
Ironhorse Farms
Family Foundation
Joel C. Gordon & Bernice W. Gordon
JohnsonPoss
Trust
Landis B. Gullett Charitable Lead Annuity
Mr. and Mrs. Bill Lynch
Fund*
Martha and Bronson Ingram Arts Support
Mary C. Ragland Foundation
MEDHOSTMetro Nashville Arts Commission
Crispin and John Menefee
Middle Tennessee Performing Arts H.O.T.
Minuteman Press
Support Fund
Monell's Dining and Catering
Nashville Convention and Visitors
Music City Hall, LLC
Corporation
Nashville Predators Foundation
Dollar General Literacy Foundation
East Tennessee Foundation
with special thanks to Carolyn German
National Endowment for the Arts
Nissan North America, Inc.
NewsChannel 5
NovaCopy
Fund*
Patricia C. & Thomas F. Frist Designated
Publix Super Markets Charities, Inc.
Raymond James
Lois Ransom Charitable Trust
Regions Bank
Samuel M. Fleming Foundation
Ryman Hospitality Properties Foundation
Sargent's Fine Catering
Southern Joint Replacement Institute
South Arts
SunTrust Bank, Nashville
The Broadway League
Tennessee Arts Commission
The Community Foundation of Middle
The Kennedy Center- VSA Performing Arts
Tennessee
Access for Kids
The Rechter Family Fund*
The Memorial Foundation
The Tennessean
Waller
Vanderbilt University
Washington Foundation
XMi Commercial Real Estate
Woodmont Investment Counsel, LLC
Yaara and Uzi Yemin
*A fund of The Community Foundation of Middle Tennessee
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ERROR: type should be string, got "https://ejournal-kertacendekia.id/index.php/csji/index\n\nCommunity Service Journal of Indonesia 1 (2) (2019): 25-27\n\nDoi: https://doi.org/10.36720/csji.v1i2.134\n\nIMPROVING ADOLESCENT KNOWLEDGE OF SMOKING HAZARDS\n\nMeli Diana 1 , Sulfatus Zakiya 2 , Intan Nurul Anggriani 2 , Dince Debora Saikmata 2 , Retno Dwi Puspita Sari 2 , Fitria Isnaini Ramadhani 2 , Jannatun Noer Khabibah 2 , Khaidar Rachman 2 , Tri Astutik Wahyu Utami 2\n\n1 Lecturer of Kerta Cendekia Nursing Academy, Sidoarjo\n2 Student of Kerta Cendekia Nursing Academy, Sidoarjo\n\nABSTRACT\n\nHealth Promotion Activities about the Dangers of Smoking in Adolescents at MTs Islamiyah Tanggulangin, Sidoarjo is one form of community service in the form of counseling aimed at growing and improving healthy behavior in adolescents, especially in recognizing the dangers of smoking for health. The activity was carried out on November 21, 2018 at MTs Islamiyah Tanggulangin, Sidoarjo. The target is students of MTs Islamiyah Tanggulangin Sidoarjo. Before the activity is carried out, there is a process of compiling the activity for 3 weeks before the activity is carried out, starting from the selection of health counseling materials to the submission of permits to the relevant parties. As an evaluation, the activity was attended by 40 students and 2 teachers, participants participated in the activity with enthusiasm and conducive, the activity can be carried out on time smoothly.\n\nKeywords: Adolescent knowledge, smoking hazard, health promotion.\n\nINTRODUCTION\n\nTeenagers are the successor to the nation's generation. However, teenagers now often underestimate their health. They only think of what will make them happy, like cigarettes. The more teenagers use cigarettes at a young age without regard to the consequences that will result from these behaviors.\n\nBecause this can have a negative impact on his health, his school and others. Usually this is done by students because their unstable emotional conditions make them do everything to vent their emotional. The smoking population at an early age is very high. This is because it will be due to lack of counseling about the dangers of smoking in schools or the community, or\n\nmaybe also a lack of awareness of themselves so that they do not pay attention to the dangers and also going forward.\n\nSmoking habits in Indonesia are very alarming. Not only dangerous for smokers, cigarette smoke is also very dangerous if inhaled by people around them (passive smokers). The health effects of smoking are a problem that occurs globally. The World Health Organization (WHO) estimates that there are more than 7 million deaths due to diseases caused by cigarette smoke every year. Around 890,000 cases of death occur in passive smokers around the world.\n\nWe realize that information about the danger of smoking for health is very important to be known by the wider community, especially students. This is what prompted us to compile this proposal about the Dangers of Smoking Among Teenagers. We hope that by knowing this information students can discourage them from consuming cigarettes, or even stop smoking.\n\nOBJECTIVES\n\nGeneral Purpose\n\nAfter doing health promotion, it is expected that all students of MTs Islamiyah Tanggulangin, Sidoarjo will be able to understand even more about the Dangers of Smoking.\n\nSpecial Purpose\n\nAfter taking action on health promotion, it is expected that the students of MTs ISLAMIYAH Tanggulangin, Sidoarjo can be:\n\n1. Able to identify dangerously in cigarettes.\n2. Able to identify diseases caused by smoking.\n3. Able to identify complications from the dangers of diseases caused by smoking.\n\nPLAN OF ACTION\n\nStrategy Plan\n\nThe strategy plan implemented, including:\n\n1. Coordinate with the principal of MTs Islamiyah Tanggulangin, Sidoarjo to request permission to carry out health education or counseling as an activity of the nursing program and to help give direction to students of MTs Islamiyah Tanggulangin, Sidoarjo.\n2. Set targets on students in the implementation of health education or counseling with the aim of knowing about the Dangers of Smoking.\n3. Conducted a time contract for implementing health promotion with students of MTs Islamiyah Tanggulangin, Sidoarjo.\n4. Provide counseling about the dangers of smoking.\n\nImplementation\n\nActions taken in the implementation of these activities, including:\n\n1. Contacted the principal of MTs Islamiyah Tanggulangin, Sidoarjo to get an activity permit and gathered students at MTs Islamiyah Tanggulangin, Sidoarjo.\n2. Prepare a place and counseling media.\n3. The students of MTs Islamiyah Tanggulangin, Sidoarjo received counseling material.\n\nSetting\n\nThis activity was carried out at MTs Islamiyah Tanggulangin, Sidoarjo.\n\nTarget\n\nTarget in this activity is all students at MTs Islamiyah Tanggulangin, Sidoarjo.\n\nRESULTS AND DISCUSSION\n\nThe activity was carried out on November 21, 2018 at 09.45 West Indonesia Time in the classroom of MTs Islamiyah Tanggulangin, Sidoarjo. The implementation schedule is in accordance with the schedule that was mutually agreed between the executor of the health promotion activity and the school.\n\nParticipants in the counseling of 40 students at MTs Islamiyah Tanggulangin, Sidoarjo. Equipment used during the discussion were laptops, powerpoints, videos, and leaflets. The use of language is very communicative and applicable in the delivery of health education, students respond fairly well to what has been delivered by the presenter. The teacher from MTs Islamiyah Tanggulangin, Sidoarjo was very enthusiastic and cooperated very well during the outreach. Participants who attended seemed enthusiastic about attending counseling from beginning to end. Questions asked by participants can be answered well by the presenter and the team.\n\nBased on the results of the final evaluation carried out by the health promotion implementers it was found that 75% of participants could mention the meaning of cigarettes. 85% of participants can mention the content in cigarettes. 90% of participants can practice about the dangers of smoking and smoking cessation tips. 80% of participants can follow the counseling material well.\n\nCONCLUSION\n\nImproving adolescent knowledge of smoking hazards through health promotion was considered quite successful because almost all students were able to mention the definition of cigarettes (75%), mentioning the content in cigarettes (85%), mentioning the dangers of smoking and practice the smoking cessation tips (90%), and able to follow the counseling material very well (80%).\n\nREFERENCES\n\nArmstrong, Sue. (1991). Pengaruh Rokok Terhadap Kesehatan. Jakarta: Arcan Mandagi.\nJeanne. (1996). Masalah Narkotika dan Zat Adiktif Lainnya serta Penang gulangannya. Jakarta: Bina Darma Pemuda Printing.\nSmeltzer, S.C., & Bare, B.G. (2002). Buku Ajar Keperawatan Medikal Bedah Brunner & Suddarth, Edisi 8 vol 2. Jakarta: EGC.\nMansjoer, A. (2004). Kapita Selekta Kedokteran, Edisi Ketiga, jilid satu. Jakarta: Media Aeskulapius." | <urn:uuid:ed344ccf-acff-40a3-9701-3e4d9f7f43bd> | CC-MAIN-2021-25 | https://ejournal-kertacendekia.id/index.php/csji/article/download/134/132 | 2021-06-12T12:09:04+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00156.warc.gz | 227,519,119 | 1,618 | eng_Latn | eng_Latn | 0.987045 | eng_Latn | 0.990873 | [
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chapter 10 cell growth pdf
The Process of Cell Division. Lesson Overview. Lesson Overview. Cell Growth and Development. Lesson Overview Cell Growth and Development Chromosomes The genetic information that is passed on from one generation of cells to the next is carried by chromosomes.
Chapter 10 Cell Growth and Division - PDF - docplayer.net
Guided Reading and Study Workbook/Chapter 10 77 ... Chapter 10 Cell Growth and Division Section 10â€"1 Cell Growth(pages 241â€"243) This section explains what problems growth causes for cells. Limits to Cell Growth(pages 241â€"243) 1. What are two reasons why cells divide rather than continue to
Chapter 10 Cell Growth and Division, SE - DISTRICT 196
•direct cells to speed up or slow down the cell cycle •Growth factors stimulate the growth and division of cells • Growth regulators are important during embryonic development and wound healing • Molecules found on neighboring cells have the opposite effect causing cells to slow down or stop their cell cycles.
Chapter 10 Cell Growth and Division
Chapter 10 Cell Growth and Division.notebook 4 February 09, 2017 Mar 10Â-1:03 PM Section 10Â-3 Regulating the Cell Cycle Key Concepts
Chapter 10 Cell Growth and Division.notebook
During cell division, a cell divides into two daughter cells 12. When a cell is small, the information stored in the DNA is able to meet all of the cell’s needs.
Chapter 10 Homework Answers (p. 257) D C B C
Chapter 10: Cell Growth and Division. Limits to Cell Growth 1. DNA “overload―- the larger the cell, the greater demand it places on its DNA 2. Exchanging materials-the larger the cell, the more trouble it has enough oxygen and nutrients in and waste products out 3.
Chapter 10: Cell Growth and Division - Weebly
Plant cells form a cell plate at the equator of the cell where new cell wall forms on both sides of the plate. The plate is formed from secretions of the golgi. The product is two identical cells. Following cytokinesis, the cell re-enters interphase at the G1 phase, and the cell cycle continues.
CELL GROWTH AND DIVISION - North Allegheny
Chapter 10 Notes Cell Growth . Cell Growth Living things grow by producing more cells. Adult animal cells are no larger than those of a young animal, there are just more of them. Limits to Cell Growth There are two main reasons why cells divide rather than continuing to
Keurig set up guide - Powerbuilder guide - Nvs pgt economics previous exam question papers - 13 chapter of 9th class maths solution - Byzantine empire the crusades guided activity - Writing analytical papers - Beran 9th edition solutions manual - French igcse past paper january 2014 - English file intermediate third edition teachers book - Chemistry matter and change chapter 12 4 study guide answers - Step by guide to using powerpoint - Nelson mandela short documentary - Parkers classic car price guide - Exam papers for ib - 94 mustang gt fuse box guide - Mcdougal algebra 2 chapter7 resource answers practice - Murphy tachometer user guide - Walther ppk useras guide owneras manual download - Rewire 6 disc changer pinout expedition Opel astra twintop user guide - Manual testing complete guide - Citroen c1 user guide download - Asme section ii part c guide - How to develop an argument for a research paper - Chapter - Calculus concepts and contexts second edition answers - Starting out with java early objects 4th edition - Examples user guide template - Electrical trade theory n2 memorandum question papers - Third grade writing paper - Tabular material study guide - 7th edition delmar cengage learning workbook answers - Principles of biochemistry 6th edition - How to load paper in omni 3750 - Papers on jyotisha - Animal farm study guide answers chapter 5 Emergency medical dispatch guide cards - | <urn:uuid:67ffe0ba-bb4d-4738-aa10-a5cc51ce7dd4> | CC-MAIN-2018-34 | http://jobpact.com/chapter_10_cell_growth_and_division_section_review_2_answer_key.pdf | 2018-08-16T04:24:56Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00253.warc.gz | 204,232,765 | 854 | eng_Latn | eng_Latn | 0.982882 | eng_Latn | 0.988794 | [
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MINDSET SHIFT:
It's not your job to make your baby sleep. It's your baby's job to fall asleep. Seriously! That takes all the pressure off of you. If you let your baby take the reins in the sleep department and develop the skills to fall asleep on his own, your life will become so much easier.
Once your baby learns how to fall asleep on her own at bedtime and fall back asleep on her own after middle-of-the-night wakings, things are going to be very different in your home. Yes, there will be some shortterm crying, but the process will be done in a way that keeps your baby emotionally connected to you to the whole time. You will be reassuring him throughout the entire process – you can even stay in the room the whole time if you want to! You can tweak and personalize this process to make it as hands on as you want and use it in alignment with your parenting style.
This guide will help you tackle your baby's nights. If you need help with naps too, check out my nap guide! But first, let's get those nights down pat.
he transitions between sleep cycles. The magic of white noise is that it keeps the brain focused on the monotonous, unchanging white noise, which causes the brain to tune out the other sounds. White noise is soothing and familiar to your baby. In your womb, your baby was surrounded by constant noise. We tend to think of a fetus's existence as peaceful and quiet, but the reality is anything but that! The rush of blood flowing through your veins, rumblings of your digestive system and the unceasing pounding of your heartbeat combine to create a rhythmic, throbbing roar around the clock for 9 months straight. The volume in there is the equivalent of a lawnmower, and it never turns off. Silence is bizarre for babies. White noise also reduces stress levels in babies by blocking out stimulation that would overwhelm them normally.
SLEEP ENVIRONMENT
Don't underestimate the power of a calming environment that is conducive towards sleep. Imagine you had to sleep with the lights on, without a blanket, laying on the floor! You'd have a hard time, wouldn't you? In the same vein, there are certain things that help all babies sleep better, across the board:
» Blackout curtains These are really important. Sleep is in its lightest stage after 4am when the sun begins to rise. Regular blinds allow morning sunlight to peek in around the corners and through the cracks, waking your baby earlier. At the risk of sounding like a science geek, I'd like you to think about it like this: sunlight has the power to pierce through your baby's closed eyelids while he sleeps and send a "time to wake up!" message to his brain. This can mean your baby waking up at 6am instead of 7am, every day. The small addition of blackout curtains adds up to a whole lot more sleep. Your baby is not afraid of the dark – babies aren't developmentally capable of being afraid of the dark! Fear of the dark can only exist when your baby has an imagination, to imagine scary monsters or animals. That develops at around age 3, which is why so many preschoolers are afraid of the dark. Not your baby though! Trust me on this one: a nightlight will do more harm than good for your baby's sleep. Light, even a drop of it, inhibits the production of melatonin, which helps your baby fall asleep. So ditch that nightlight!
The natural instinct we have to loudly shush a crying baby is there because it works. Loud, rushing sounds soothe babies. And that's what white noise is, a non-stop shushing sound that soothes your baby and helps her sleep.
You want the volume of the white noise to be equivalent to that of a shower running. To be heard over a running shower, you'd have to raise your voice, but you wouldn't need to shout. That's about the volume you want the white noise to play at; if you can't hear it from the hallway through your baby's closed door, it's not loud enough.
Choose a white noise that doesn't have an automatic shut-off feature (yup, we're keeping it on the whole night!) and has no pattern in the sounds, like ocean waves or chirping crickets, as these would wake your baby at the end of a sleep cycle.
» Video Monitor This is technically optional, but I strongly recommend it. Unless you'll be staying in your baby's room for the entire night and for all naps, you'll want a way to visually check in on your baby without disturbing her.
» White noise This is another really important one. White noise helps babies sleep better. Your baby's brain still hears and processes sound during sleep, which means that a knock at the door or a creaking floorboard can wake him up, especially while
» Safe Crib Your baby's crib should be completely bare for the first 12 months. No bumpers, pillows, blankets, rolled up towels, crib positioners, flat-head prevention pillows, wedges, Dock A Tots, or stuffed animals. These all pose danger to a small baby. The only thing that should be in your baby's crib is a tightly fitted flat sheet.
BABY SLEEP MAVEN | BABY SLEEP GUIDE
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Aughton St. Michael's C. of E. School
Community Cohesion Policy
EYFS Policy
Approved January 2021
Mission Statement
Achieving all we can to develop fully our hearts and minds.
Sharing in a loving, caring, Christian community.
Making sure everyone is valued.
Intent
Through a positive caring environment, we provide the opportunity for every child to reach their full potential. We embrace Christian values and ensure all children are ready for their next steps. We want the children to always try their best, be resilient, have good and effective communication, be honest and have compassion for others.
Through our Early Years Curriculum, we intend to create resilient and independent children who naturally enquire into the world around them.
1 Introduction
The Christian ethos of church schools, which is so valued by parents, is achieved through the hard work of staff and governors, in building a learning community that is underpinned with Christian values.
1.1 The Foundation Stage applies to children from three years of age to the end of the Reception year. At Aughton St Michael's CE School, all children are admitted in the September of the school year in which they are five. The Early Learning Goals set out what is expected of most children by the end of the Foundation Stage.
1.2 Children joining our school have been in a variety of settings prior to joining us. They have already learnt a great deal. The early years education we offer our children is based on the following principles:
A unique child
Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Children develop in individual ways and at varying rates. Every area of development-physical, cognitive, linguistic, spiritual, social and emotional-is equally important.
The diversity of individuals and communities is valued and respected. No child or family is discriminated against.
Young children are vulnerable. They develop a great resilience when their physical and psychological well-being is protected by adults. This includes their health, an integral part of their emotional, mental, social, environmental and spiritual well-being and is supported by attention to these aspects.
Positive relationships
Children learn to be strong and independent from a base of loving and secure relationships with parents and staff. Every interaction is based on caring professional and respectful acknowledgement of the feelings of children and their families.
Parents are children's first educators. When parents and practitioners work together in our setting, the results have a positive impact on children's development and learning. We promote warm, trusting relationships with knowledgeable adults who support children's learning effectively.
Learning and development
Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected.
Children's play reflects their wide ranging and varied interests and preoccupations. In play children can learn at their highest level.
Play with peers is important for children's development. When children have opportunities to play with ideas in different situations and with varied resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.
At Aughton St Michael's we feel that children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.
Enabling Environments
The environment plays a key role in supporting and extending children's development and learning. It is both rich and stimulating, with opportunities for learning indoors and outdoors. The environment supports every child's learning through planned experiences and activities that are challenging but achievable.
At Aughton St Michael's, we provide a rich and varied environment that supports children's learning and development. It gives them the confidence to explore and learn in a safe, yet challenging indoor and outdoor space.
The Early Years Foundation Stage (EYFS) is made up of seven areas of Learning and Development. All areas of Learning and Development are connected to one another. There are three prime areas and four specific areas. All areas of Learning and Development are underpinned by the Principles of the EYFS.
2 Aims
2.1 The quality of the children's early learning experiences is highly significant in laying a sound basis for further success in education. The curriculum of the Foundation Stage underpins all future learning by supporting, promoting and developing children's:
* personal, social and emotional well-being;
* positive attitudes and dispositions towards their learning;
* social skills;
* attention skills and persistence;
* language and communication;
* literacy;
* mathematics;
* knowledge and understanding of the world;
* physical development;
* creative development.
3 Implementation
3.1 The features of good practice in our school that relate to the Foundation Stage are:
* partnership between teachers and parents, so that our children feel secure at school and develop a sense of well-being and achievement and so that parents are informed.
* the understanding that teachers have of the way in which the 4 year old learns and grows;
* equality of access to all areas of learning in a high quality environment will be provided for all children;
* the range of provision for children to learn in a variety of ways that provide first-hand experiences, give clear explanations, make appropriate interventions and extend and develop play or other means of communication;
* a planned curriculum that helps children achieve the Early Learning Goals by the end of the Foundation Stage;
* providing children with activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities;
* the support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment;
* the encouragement for children to communicate and talk about their learning and to develop independence and self-management;
* the identification of the progress and future learning needs of children through observations and target setting which can be shared with parents;
* the good relationships between the school and the settings that the children experience prior to admission to the school, by visiting several local nurseries prior to the children starting school;
* the identification of training needs for all adults working in the foundation stage;
* providing a smooth transition from home to school by inviting parents and children into school for pre-school interviews, prior to entry in September;
* inviting parents into school for pre-school presentation during Summer term;
* monitoring children's progress and taking action to provide support when necessary.
4 Play
4.1 Play is the prime medium through which young children learn. Play can engage the child's whole being, physically, mentally and emotionally. Through play they practise and build up ideas, understand the need for rules and make sense of the world. They communicate with others as they investigate and solve problems. Carefully structured play activities with clear expectations are developed and supported.
5 Inclusion in the Foundation Stage
5.1 We believe that all children matter and they are given every opportunity to achieve their best. Account is taken of their range of life experiences when planning for their learning.
5.2 In the Foundation Stage realistic and challenging expectations are set that meet the needs of the children, so that most will achieve the Early Learning Goals by the end of Reception. Some will progress beyond this into the expectations of KS1. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.
5.3 We meet the needs of the children by:
* planning opportunities that build on and extend children's knowledge, experience and interests, and develop their self-esteem and confidence;
* using a wide range of teaching strategies that are based on their learning needs;
* providing a wide range of opportunities to motivate and support children and to help them to learn effectively, e.g. self assessment;
* providing a safe and supportive learning environment that values each child's contribution;
* using resources that reflect diversity and are free from discrimination and stereotyping;
* planning a range of challenging activities for children of varying ability;
* offering pre-school interviews and visiting some local settings prior to the children starting school;
* providing a buddy system for each child as they enter school until the end of the first half term;
* the identification of training needs for all adults working in the Foundation Stage;
* providing children with a pediatric trained staff member within the Reception class.
6 Impact
The impact of the provision is identified through continual assessment, concluding with assessment against the Early Learning Goals.
6.1 Early Learning Goals (ELG) the curriculum for the Foundation Stage reflects the areas of learning identified in the Early Learning Goals. The experiences that the children meet often enable them to develop a number of competencies, skills and concepts across several areas of learning.
6.2 The Early Learning Goals are in line with the objectives in the National Curriculum. By the end of the Reception year, children will have a daily Mathematics lesson and an English lesson to prepare them for Year One. The Reception teacher will liaise very closely with the Year One teacher to help with the transition between the key stages.
6.3 The Early Learning Goals provide the basis for planning throughout the Foundation Stage. National Schemes of work will be used where appropriate to support the planning for individual children. Medium term planning is completed half-termly. Plans are/ can be supplemented to build on class or children's interests.
7 Assessment
7.1 We make regular assessments of children's learning and use this information to ensure that future planning reflects identified needs. Assessment takes the form of observation of child-initiated tasks as well as adult led. There may be photographic evidence and the child's finished product as well as a written record of observation made throughout the year. Assessment at St Michael's involves teachers and other adults as appropriate.
7.2 During the Foundation Year, pupils will be assessed according to the descriptors of each month bracket found in the 'Development Matters' document. At the end of the year judgements will then be made as to whether they are emerging, expecting or exceeding each of the 17 ELGs.
7.3 During the autumn term, parents will be asked to attend an individual consultation meeting. Parents will be advised of targets for their children based on the relevant age bracket found in the 'Development Matters' document. These can be worked on over the coming year in school and at home.
7.4 The Foundation Stage Profile is continuous and assessments are made by observations of children at activities and assessing independent work, this is on-going.
7.5. A further parents evening will take place in spring. Parents will be given information on the progress of their children on an individual basis. If pupils have achieved the targets set in the autumn term, new targets will be set.
7.6 In July, parents will be given a report addressing their child's progress in each of the ELGs. This will include a short narrative about how they learn most effectively, according to the three characteristics of learning. The Year One teacher will also receive this information.
8 The role of parents
8.1 Parents are the first and most important teachers. Effective and meaningful partnerships are the best guarantees of children's successful learning.
The role that parents have played and will play in the future in educating their children is recognised through;
* Headteacher showing prospective parents around the school, understanding the
importance of personal approach;
* talking to parents before entering school;
*
inviting all parents to an Induction meeting in the term before admission;
* offering pre-school visit to parents and children before their child enters school;
* visiting local nurseries prior to entering school;
* providing a pre-school 'Mini Michael's' during the summer term for four sessions.
* offering an open door policy to parents if they have any concerns or worries;
* providing a weekly newsletter to inform parents of forthcoming events
* having overviews on the Reception class page for parents to access monthly overviews and weekly updated pictures;
* parents are invited to become directly involved in school life through volunteering to help in school, attending the PTA meetings and becoming a Governor;
* offering a range of activities that encourage collaboration between child, school and parents;
* signing of the home school agreement before the commencement of full time education;
* the completed Foundation Stage Profile report to parents at the end of the year;
* invitation for parents to come to the Christmas Nativity, celebration assemblies, Harvest, Christmas and Easter services held in church.
* letters of information regarding the current topic of study, school trips or any special activity that has been planned for the children such as baking or food tasting.
9 Special Educational Needs
9.1 Close and regular co-operation with parents/ outside agencies will be a priority for the children who have special needs. Careful records will be made of strengths, problems, areas for development and progress. If required, Individual Education Plans (Support Plans) will be made and shared with parents, children and any staff who may work with the child.
10 Resources
10.1 The learning environment is planned to encourage a positive attitude to learning. Materials and equipment are chosen to reflect both the community and the wider work and are of good quality and safety. Children are often encouraged to make their own selection from the activities on offer to encourage independent learning
11 Remote Learning
11.1 Whilst your child is not at school, teachers will be setting work remotely for your children to work on. Work will be set on a weekly basis and your child will be given a phonics
and mathematics lesson to participate in daily. The children will be provided with an afternoon activity, which will consist of; Oak Academy topic lessons, RE or PE lessons.
11.2 Children will access their lessons and assignments through the use of Microsoft TEAMS. Parents will be able to log in and support their child's learning using the activities provided. Families can take photographs and upload them onto Teams. Staff can then respond to your child's work, ensuring good links are maintained.
11.3 In order to support parents, school will provide a weekly timetable for each child although we recognsie that as each family's capacity to accommodate this varies, parents can modify it as they see fit. | <urn:uuid:0e51508f-d89f-4a60-be96-28ea60d01978> | CC-MAIN-2021-25 | http://www.aughtonstmichaels.co.uk/serve_file/920876 | 2021-06-12T10:45:06+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487582767.0/warc/CC-MAIN-20210612103920-20210612133920-00161.warc.gz | 65,456,652 | 2,849 | eng_Latn | eng_Latn | 0.997834 | eng_Latn | 0.997942 | [
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5. (A) and (C) Find the photograph Spotlight in Industry. (C) Why do you think the artist called it that?
Spotlight in industry 1962 silver gelatin photograph 50.5 x 41cm © the artist's estate
6. (C) Circle the words that describe some of these photographs.
WHAT NEXT?
Go to the Family Activity Corner in the gallery foyer, and find lots of fun new things to make and do. We hope you have enjoyed this exhibition at our gallery. Come back soon!
Family Activity sheet prepared by Joanna Davies © Lake Macquarie City Art Gallery
First Street Booragul NSW 2284 Tues–Sun 10am–5pm Admission free T: (02) 4965 8260
www.artgallery.lakemac.com.au E: firstname.lastname@example.org
Template designed by Stephen Goddard. Layout by Raelene Narraway. Printed by Lakemac Print. Printed on Revive RP, 100% recycled paper
14 FEBRUARY – 6 APRIL
YOUR COLLECTION: CHARLES COLLIN
FAMILY EXHIBITION ACTIVITY SHEET
Child's name
Adult's name
WOOD: ART DESIGN ARCHITECTURE
This exhibition explores the inventive uses of wood in contemporary Australian art, design and architecture. Using this activity sheet, you can easily explore the exhibition with your child and help them form their own ideas about the artwork on display.
Adults (A) please assist your child (C) to put their name on the worksheet and enjoy the journey through Lake Macquarie City Art Gallery together.
1. (C) Find the pieces described in the table. Tick the box to show you have found them. Write what you find interesting about the artwork. One has been completed as an example for you.
2. (C) Find and match the artwork that goes with the picture. Answer the questions that go with the picture.
What sport could this work be used for?
What helps this house fit into the landscape?
How was this pattern made?
What benefits are there in reusing wood?
What would you display on this piece?
YOUR COLLECTION: CHARLES COLLIN
(A) and (C) This selection of black and white photographs gives us an historical view of local industry and people.
3. (A) and (C) Find the photograph called Dawn at BHP.
(C) Do you think the title describes the image well? What makes you think that?
Dawn at the BHP n.d. silver gelatin photograph 25.5 x 37cm © the artist's estate
4. (A) and (C) Find the photograph Tapping a Blast Furnace.
(C) What are the men wearing? Why do you think they are wearing those things?
Tapping a blast furnace 1965 silver gelatin photograph 41 x 50.5cm © the artist's estate
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Teaching and Learning Portfolio
by Tom Carstens
1/11/2011
This portfolio submitted in partial fulfillment of the requirements for the Delta Certificate in Research, Teaching, and Learning
Delta Program in Research, Teaching, and Learning University of Wisconsin-Madison
Table of Contents
Curriculum Vitae ............................................................................................................................ 1
Curriculum Vitae
THOMAS CARSTENS
112 S Mills Street Apt 1 Madison, WI 53715 (608) 220-3203 email@example.com
Education
University of Wisconsin-Madison
PhD Nuclear Engineering and Engineering Physics
Expected 2012
Advisors: Professor Michael L. Corradini and Professor James P. Blanchard
Thesis: Self-Powered Wireless Sensors for Spent Fuel Monitoring
Cumulative GPA: 3.73/4.0
University of Wisconsin-Madison
Master of Science
May 2007
Nuclear Engineering and Engineering Physics
Advisor: Professor Michael L. Corradini
Cumulative GPA: 3.71/4.0
University of Wisconsin-Madison
Bachelor of Science
May 2004
Double Major: Mathematics and Physics
Cumulative GPA: 3.5/4.0
Mathematics Major GPA: 3.5/4.0, Physics Major GPA: 3.5/4.0
Delta Certificate Excepted 2012
The main goal of the Delta program is to improve student learning in science, technology, engineering and math.
Employment Experience
University of Wisconsin-Rock County
Associate Lecture for Physics 201-202 (General Physics), September 2009 – January
2011
Teaching Duties
- Supervised laboratory
- Developed the laboratory schedule
- Graded laboratory reports
University of Wisconsin-Madison, Department of Engineering Mechanics and Astronautics
Teaching Assistant for Engineering Mechanics and Astronautics 202 (Dynamics)
Teaching Assistant for Engineering Mechanics and Astronautics 201 (Statics)
Teaching Assistant for Engineering Mechanics and Astronautics 303 (Mechanics of Materials)
January 2006 - Present
Teaching Duties
- Graded exams and homework; proctored exams
- Led 2-3 discussion sessions; maintained weekly office hours
Duke University Talent Identification Program
Instructor for Physics of Energy Course, June 2009 - August 2009
Teaching Duties
- Taught 16 academically gifted high school students
- Designed new course
- Assigned duties for a teaching assistant
University of Wisconsin-Madison, Department of Nuclear Engineering and
Engineering Physics
Lab Assistant, February 2005 - August 2008
Clean Room Experience
- Gained access to work with clean room equipment such as spinners, developers, evaporators, etc
X-Ray Lithography
- Proficiency in electroplating
- Acquired experience in using the beam lines at Synchrotron Radiation Center
University of Wisconsin-Madison, Department of Mechanical Engineering
Lab Assistant, December 2005 - February 2006 and May 2006 - July 2006
Data Analysis
- Used Matlab, Phantom, and Excel to analysis spray length and spray angle; edited spray movies
- Assisted in performing spray experiments
Epic Systems Corporation
Technical Service Engineer, September 2004 – January 2005
Programming Skills
- Reviewed computer code for efficiency and errors
- Modify standard M computer code to fit customers' needs
Communication Skills
- Explained how to perform the various software functions
- Assisted customers in setting up system environments
- Resolved any issues that the customer might find in the system
University of Wisconsin-Madison, Department of Physics, Plasma Physics Group Lab Assistant, August 2002 – August 2004
Construction and Maintenance Skills
- Assisted in repairing and maintaining capacitor banks and other equipment
- Produced twelve half-ton inductors and fifty-five hundred pound inductors
- Gained basic machining and soldering knowledge
Safety and Upkeep
- Installed emergency switches and other safety devices in laboratory areas
- Cleaned and organized laboratory areas
Computer Skills
Knowledge of UNIX, Windows, and Mac operating systems
MS-Word, MS-Power Point, MS-Excel
Knowledge of M and Visual Basic programming languages
Experience with OrigenArp, Finite Element Heat Transfer, Engineering Equation Solver, and SolidWorks
Installation of computer hardware
Professional Memberships
American Nuclear Society, March 2005 – Present
-Alpha Nu Sigma (American Nuclear Society Honor Society)
Institute of Electrical & Electronics Engineers, February 2011
American Society for Engineering Education, January 2006- 2009
University Physical Society, February 2003 - May 2004
Volunteer Experience
Teaching Improvement Program Volunteer, 2010
- Led 2 nd Days: TA Best Practices Workshop
- Provided feedback and advice on issues concerned teaching assistants New Educator's Orientation Volunteer, 2007-2012
- Led the Presentation Skills Workshop
- Answered general questions
- Provided feedback and advice on improving presentation skills
New Educator's Orientation Volunteer, 2006
- Assisted in the training of new teaching assistants
- Led large and small group activities
- Answered questions and shared personal experiences Engineering Expo, 2005
- Provided general information to visitors
- Assisted in general maintenance and upkeep of the Engineering Expo
Awards
Polygon Outstanding Teaching Assistant Award, Spring 2007 Dean's List, Fall 2000 and Spring 2002
Nominated for membership in the Golden Key Honor Society
Departmental Service
University of Wisconsin, Department of Engineering Physics
- Review of Doctoral Qualifying Exam, January 2008
Presentations
Carstens, T., Corradini, M., Blanchard, J., and Ma, Z., 2011, Thermoelectric Powered Wireless Sensors for Spent Fuel Monitoring. Advancements in Nuclear Instrumentation, Measurement Methods and their Applications, Ghent, Belgium.
Carstens, T., Crall, A., Licker, R., and Rediske, R., 2008, Do You See What I See?. Teaching and Learning Symposium, University of Wisconsin-Madison.
Publications
Carstens, T., Corradini, M., Blanchard, J., and Ma, Z., "Thermoelectric Powered Wireless Sensors for Spent Fuel Monitoring" submitted for publication IEEE's Transactions on Nuclear Science.
Teaching Philosophy
When I was in high school I found out that one on my neighbors received $20 per "A" grade. After I discovered this I told my mom that I wanted to get money for good grades. She told me "no" and the reason for that is the world expects the best from me regardless of praise. After that I took ownership of my learning, and that performing at my best was its own reward. As an educator, I want my students to have the same ownership and pride in their learning. I want students to have significant involvement in their own learning. The way to get students involved in their learning is by accomplishing three different tasks, relating course material to every day experiences, developing connections among the students, and practice.
It is important to assist students in making the connection between the course material and the things they experience every day in their lives. The material taught in class should not exist in a vacuum. Courses need to balance between theory (lectures) and real world applications (experiments/design). Simple problems, such as a block on incline plane, can demonstrate Newtonian problem solving. However, it fails to get students excited and thinking about how science and engineering govern their lives. Such examples should be supplemented with real world examples and applications.
There are different types of connections a student can make during a course, student-student, student-instructor, etc. I strive to have an open classroom where these different connections can occur. The goal of these different connections is to improve communication skills, team work, and shows that people are invested in their learning. Working in a group provides a support structure for the students. This group allows one to ask questions, and increases the chances of the subject getting explained in such a way that the material makes sense. In addition, students must learn how to communicate ideas. As future engineers and scientist they will be required to explain their work to people who are not familiar with it, and these people will probably have a financial investment in their work. Hence, it will be important to communicate well.
As a learner and teacher, I believe that the best way to master material is through experience and practice. This practice and experience can not just happen in the classroom. The main purpose of lecture should be to lay out the basic building blocks of the course. One of the main ways to gain practice and experience is by doing homework and projects. I have gain the most understanding of the course material by doing homework and projects. It is important that this work is more than just "plug and chug" problems. I learned the most about a subject when projects do not go 'according to plan". This is when I have to challenge myself to find the cause of the problem, and to develop a solution. By doing this I end up learning more about the subject. It is important that homework and projects required seeing the big picture and how the different concepts are interwoven.
At the end of the course, not only do I want my students to understand the course material, I want to take pride and ownership of their learning and accomplishments. This can be accomplished by balancing theoretical problems with real world applications, developing the many connections that exist among the students, and applying the material through practice.
Reflection on Connecting Course Material to Everyday Experiences
One possible way to connect classroom material to real world experiences is by thru experiments. Experiments provide an opportunity to collect data, analyze data, and draw conclusions about how the world is governed (which can enhance critical thinking). Some experiments have the added bonus that it deals with concepts students encounter every day in their lives {artifact 1}. Coupling experiments with lectures covers diverse learning styles (active vs. reflective). Experiments also provide the benefit of dealing with uncertainties of the real world. It forces the students to question themselves. How accurate are my measurements? Is the equipment functional and connected correctly? How should I analyze the results? Do the results make sense? These questions provide additional learning opportunities in problem solving. Below is my reflection on experiments conducted during a general physics course, to see how the students responded to the experiments.
Description: University Physics I, Physics 201, is an introductory course at the University of Wisconsin-Rock County. The University of Wisconsin-Rock County is a two year public school. At the end of two years many of the students transfer to a four year university. Since it is a two year school the majority of the students are freshman and sophomore level. However, the university has a large population of returning adults. On average the course enrollment for Physics 201 was twenty students. Physics 201 consisted of lectures and labs. A professor was in charge of lectures and an academic instructor (me) ran lab sections. Labs composed 15% of the students' final grade. The remainder of the student's grade is determined by exams and homework. During the semester the students performed thirteen different labs, and there was one make up lab. The labs corresponded to the material taught in lecture during that week. The lab period was three hours long. The students are required to submit a lab report the following week. The lab report was required to have procedure (short summary of what they did), raw data (graphs and tables), analysis of their data, comments (do their results agree with expected values and ways to improve the lab), and lab questions. Each lab report was worth a total of fifteen points. At the being of the semester all the students were given the grade rubric for the labs {artifact 2}. The goal of lab was to enforce the course material taught during lecture, and improve their analytical skills through the analysis of their data. When students were analyzing their data, they were required to show their process and provide explanations of what they did. Students were required to present their data in easy to read tables/graphs. Students collected data in groups of two (sometimes large groups were used due to lack of equipment). Each student had to submit individual lab reports (no group reports). However, the students were encouraged to work with their partner in analyzing their data and answering the questions at the end of the lab.
Analysis: After the students took their first mid-term, during the next lab period the students filled out an informal evaluation on the lab course to date. On a piece of paper the students were asked to answer the following three questions:
1. What do you like about lab?
2. What do you dislike or want to see changed about lab?
3. Other comments?
To help keep the students responses anonymous, the student wrote down their responses on a sheet of paper and a student volunteer delivered all the comments to another instructor. The instructor then typed all the responses into a word document {artifact 3} and emailed the students' responses to me.
From the students' responses one sees that nearly a third of the students' responses thought the labs were fun and interesting. Overall it appears that students enjoyed their time spent in lab. In particular one student mentioned the connection between theory and everyday events. The student states "I like the fact that Physics lab involved experiments involving real life situations that you can relate to out of class" {artifact 3}. Another common positive experience shared among the students is the lab instructions. Many students claim the instructions are clear and easy to follow.
On the negative side there is not a common theme among student opinions on ways to improve lab. There seems to be three points that the students took issue with {artifact 3}:
- Computer Problems
- Example problems and background
- Lab Reports
Through out the semester some students had issues with the classroom computers. These problems seemed to range from software issues (programs not opening or responding) to printing issues. The other area of concern is that some students wished more example problems were done in lab. They wanted to see example problems in order to gain a better understanding of the important equations used in lab. The final concern of the students dealt with the lab report. In particular the students thought it was too long to write up and would prefer worksheets.
Conclusions: Overall labs, such as Energy in Gasoline {artifact 1}, are an overall success. The course structure of Physics 201 creates an environment where diverse learning styles are used (learning through diversity). Laboratory courses allow for a more active learning style. The student actively collects data and draws conclusions from the analysis of the data. While the course lectures geared more towards reflective learning styles. Laboratory work also develops learning communities among the students. They get to work together accomplishing a mutual task. I notice on several occasions groups would asked other groups for assistance, instead of waiting for help from myself. Students need to work together in collecting data, and analyze the
data. Also, laboratory work has the added benefit of trouble shooting the experiment. When doing experiments there is going to be occasional equipment issues the students will have to address.
Laboratory work is one way to connect course material to the real world. Ideally, the labs should be related to the student's everyday experiences. Once again based on the students' comment {artifact 3}, the students in lab were able to make this connection on their own without much guidance from myself. The students claimed to enjoy lab. Getting the students to enjoy the course is important since it shows that they are engaged in the course material. Cars are an item that every student has experienced with. The Energy in Gasoline lab involves calculating the efficiency of their cars. The questions at the end of the lab try to get the students to think about how efficiency and weight influences miles per gallon. Improving energy efficiency is an ongoing research field among many industries.
Most of the concerns the students have with labs can be easily addressed. The labs are designed to that the students can collect and analysis their data with some time to spare. The lab section is scheduled for a three hour block. Therefore it will not cause a time rush on the students if the instructor takes a few minutes at the start of lab to do an example problem that deals with the concepts using in lab. The issue with the computer is more problematic. I do not really see that anything can be done about other than inform IT staff about the issues as soon as they appear, and remind the students to be respectful of the lab equipment. Once again the computer problems are a fact of life and it is important that the students learn how to address them when they occur. The last issue that needs to address is the lab reports. Some students thought the reports took too much of their time. The ability to write is an important skill to develop. This is a major way researchers communicate with each other. Once the student enters the job market the ability to write journal articles and technical reports will be an important skill. Writing lab reports is a way to improve their writing skills. The major goals of lab were to master the content and data analysis. Technical writing is an important secondary goal. However, using worksheets as one student suggested would eliminate the experience gained from writing. One of the students who dislike the lab reports admitted to fact this is college and writing reports is a part of college. Based on all the students' responses it does not seem that writing the reports were unreasonable since only three students mentioned it. However, it will be important to monitor this every semester to make sure students are not overwhelmed by the writing process. Regardless, lab reports play an important part of the research process and should not be overlooked.
Reflection on Developing Connections
There are different types of connections learners can develop, student-student, student-instructor, student-content, student-community etc. These different connections establish a support system for the learners. One way I tried to establish these various connections were by using concept tests. The idea of the concept is to focus on course concepts (not equations) and with a goal of allowing the students to explain the course concepts to each other (student-student connection). Below is my reflection on using concepts tests for dynamics course which I was the teaching assistant for. This reflection is based on the idea of teaching as research. I first discover an issue in teaching I wanted to address (equations vs. concepts), developed a hypothesis to address the issue (concept tests), collected and analyzed student data (grades and confidence), and developed conclusions based on the results.
Description: Dynamics (EMA 202) is a course in the College of Engineering at the University of Wisconsin-Madison. Many different departments (EP, BME, CEE, and ISE) in the College of Engineering require their students to take this course before getting accepted into their respective department. Dynamics is taught through a combination of lectures and discussion. There are three lectures taught by a professor and the discussions are run by teaching assistants. All the students in Dynamics attend the same lectures. However, the students choose one discussion section to attend once a week. The average size of discussion is about 20 students, and there are six sections. The students in the class are primarily sophomores, who have taken Statics (EMA 201) the previous semester. My goal for the students in my discussion sections was to gain content mastery of the subject. The majority of the students' grade was determined through exams and homework assignments.
Dynamics contains many key concepts that are described in terms of mathematical equations. It has been shown that many students are able to solve these mathematical equations; however, these students do not understand what these equations mean 1 . For my Delta Internship, I attempted to address this issue. Course material was used to focus the students' attention on the core concepts of dynamics. To achieve this goal, concept tests were employed. The concept tests were the same as the ones used in some introductory Physics 2 courses. This was deemed appropriate since many of the concepts taught in dynamics are taught in physics. The concept tests will involve little or no calculations in order to focus on concepts.
1 Steif, P.S., 'Comparison Between Performance on a Concept Inventory and Solving Multifaceted Problems', ASEE/IEEE Frontiers in Education Conference, November 5-8, 2003, Boulder, CO, USA
2 Mazur, E., Peer Instruction: A User's Manual, Prentice Hall, 1997.
Analysis: The particular approach of the concept test attempted to isolate dynamic concepts from the mathematical equations, and reinforced these concepts through repetition. This reinforcement came from taking the concept test individually, then justifying their answer to a partner, and finally sharing their answer with the class. The concept tests will focus on different learning styles. The concept test will have both a reflective and active components. The reflective component consists of the students working individually on the concept tests at the beginning of class. At the end of class, the students re-take the same concept again with a partner. The active component consists of the students sharing and justifying their responses with their partner. After the students finish working on the concept together, the final active component is the large group discussion when the student responses get surveyed and a student volunteer explains why they choose their response. Once the student finishes explaining their choice, I provide the class with the correct answer and justification. In between taking the concept tests, I worked on examples problems on the board that used the concepts addressed in the concept test.
The weekly concept test had mixed results over the semester. The two items monitored were the student's correct answer and the student's confidence in their answer. From figure 1 one can see the best and worse case results from the concept tests. The results from week 7 show the best case results. In this particular example the number of students answering the question correctly increased after discussion. Also, after discussion the students' confidence in their answer increased too. However, the results from week 15 show the one of the worse case scenarios. After discussion, the vast majority of students still choose the incorrect response. Coupled with the number of incorrect response after discussion, the students reported an increased in confidence in their answers.
The concept test had mixed results on final grades of the students. On the positive side, no student who took the concept tests failed the course. In addition, more students received BC and C grades compared to the students who did not take the concept test. On the negative side, the same number of students received grades of "A", "AB", and "B" regardless of taking the concept test.
At the end to the semester, students completed an online survey titled "Student Assessment of Learning Gains" (SALG). The survey was emailed to the students. The students were asked which class activities were most helpful to their learning on a scale from 1 (no help) to 5 (great help). Taking the concept test at the beginning of discussion had a mean value of 2.6(n=44, std dev=1.09). Justifying their concept answers to partner at the end of discussion had a mean value of 2.8(n=44, std dev=1.16). Going over the concept test with the teaching assistant at the end of class had a mean value of 3.3(n=44, std dev=1.28). The students thought the most effective activity in class was having the teaching assistant work out problems on the board, while asking for student input on the problem. This activity had a mean value of 4.2 (n=43, std dev=1.07). Overall, the concept tests had mixed reactions from the students.
One major challenge with concept tests was student involvement. Students need to share and justify their results to their peers and whole class. Some students were eager to pair up and have lively discussions about the concept tests. Other students needed encouragement to pair up. These students would quickly finish their discussion with their partner. Students were hesitant to share their answers and reasons with the whole class. Another problem was time management. Finding the right amount of time for taking and discussing the concept test was difficult. Some student groups quickly finished the concept test and other groups spent more time doing these activities.
Conclusions: Overall, the dynamics concept test had mixed results. The goal of the concept tests was to focus the student's attention on the concepts on dynamics and not the equations. The way to accomplish this is through a reflective component (student taking the test by themselves)
and an active component (students discussing their choices with a partner). Another goal of the concept test was to get the students working together and generate discussion on dynamics concepts. Student feedback on concept test was also mixed. Some students had a positive attitude towards the concept tests and one wanted more concept tests. However, there were still some who had a negative attitude towards the concept test. A way to improve these concept tests is to make them on-line assignments. This would free up class time. The last way to improve the concept tests is to have the concept test questions on the exams. This has the possibility of showing the students the importance of the concepts and this would help buy into the concept test questions.
Reflection on Practice
Teaching and learning are items that must be practice in order to thrive. I do not believe anyone is born a good teacher or learner, but this comes from practicing and reflection. From practicing you can start to figure out your areas of strength and weakness. For students this practice can come in the form of reading, homework, projects, etc. For instructors, this practice comes from teaching in the classroom or attending workshops. However, one must obtain data on their teaching to reflect on. Two possible ways of obtaining data is through student evaluations {artifacts 3 and 5} or by peer evaluations {artifact 6}. These evaluations help foster learning communities. The informal student evaluation demonstrates to the students that the instructor is concern about the students learning, since the university does not require it. Also, it is important that the instructor communicates the results of these informal evaluations to show they were not done as feel good exercise for the instructor. It shows the instructor is making effort to grow and change to meet the needs of the student or provide justification for how the class is run. Peer reviews provide a support community. It is a chance for more experienced instructors to assist new instructors by providing constructive criticism in order to improve. Below is an example of how I reflected on my peer review evaluation in order to improve my future teaching.
Description: The University of Wisconsin-Rock County is a public two year university. Since it is only a two year university the student population is composed of freshmen and sophomores. The university also has a high number of returning adults. As a first semester associate instructor for Physics 201 (general physics), a professor from another UW-college is required to observe a class period. The observation visited occurs mid-semester during the first semester as an academic instructor. The professor gives the instructor notice of their upcoming visit in order to ensure that the observation does not occur during an exam or review session. After the visit the professor wrote their observations into a report. This report then was given to the dean of the University of Wisconsin-Rock County, the Department Chair of the Computer Science, Physics and Engineering, and me. As an academic instructor for UW-Rock County my responsibility was lab sections for general physics. The professor observed the Young's Modulus experiment.
Analysis: Professor Obi Otu is a professor of physics at University of Wisconsin- Waukesha. He has performed multiple observation visits during his tenure. He does not have any involvement with the physics program at UW-Rock County. Before the observation Professor Obi Out never had any contact with me other than emails to set-up the observation date. Therefore his observation report should be unbiased. As a physics professor he has knowledge of the material being taught and can comment on how I am presenting the material. From his observation report {artifact 6}, he thought I had a good rapport with the students in the class. He
pointed out that all the students in the class seemed very comfortable asking me questions when they were struggling with an aspect of the lab. In addition, as physics professor he reported that he was pleased with the quality of my responses to their questions. Another positive aspect of my observation report was my movement. He reported that he like the fact that I walking around to every group and checked on their progress. This movement made the students more comfortable asking me questions. Overall, the observation report portrayed my teaching in a positive light. However, this observation report was based on only one laboratory period. Another important aspect was not addressed in the report was the quality of the students results. He could not conclude if the students obtained reasonable results for the Young's Modulus. Another important observation is even though he does not know the quality of their results he believes the students were comfortable in analyzing the data after the whole class discussion on the lab.
Conclusions: Having impartial observer come to a lab was a very beneficial experience. The observer allows me to see the classroom experience with a different set of eyes. This observation report gave me the opportunity to compare what I observed going on in the classroom to what some else saw. What makes the observation report so useful was the fact the observer had teaching experience and this experience was in physics. So his comments can really shed light on helping me improve the classroom experience.
One of the goals of mine is to have an open classroom. I want the students to feel comfortable asking me questions. Based on the observation report and my personal experience in the lab, it seems that I have accomplished this goal. The students were comfortable working with each other and me. It seems that a way to create this open classroom is to move around to the different students. I think this is an effective method because it gives the individual attention to the students. As a student I preferred to ask my instructors questions after class because I did not want to ask my question during class. Going around to the different groups allows them the chance to ask questions which they might think are "dumb" questions which they do not want their peers to hear.
Artifact {1} Lab: Energy in Gasoline
Goal: To analyze some easily obtained data to determine the efficiency of your car. For the experiment, the efficiency is defined as:
ε = (energy going into moving your car) ÷ (energy available in a gallon of gas)
General procedure:
1) You will need to determine the force acting on your automobile when operating at highway speeds. By knowing the mass of the car and measuring the acceleration due to the net external force, we can use Newton's second law to determine the force. Some additional calculations will be required to determine energies and work.
Procedure to determine the acceleration is as follows.
At all times, the driver should realize that SAFETY is absolutely critical. All measurements should be made by the passenger while the driver watches the road and/or other traffic. Be aware of all legal restrictions and any other traffic headed in all directions.
If you don't feel comfortable driving, then partner with someone so you can be the passenger and data recorder.
A) Find a section of flat level and straight section of highway.
B) Obtain a constant and legally allowed speed.
C) Take your foot completely off the accelerator while your lab partner times how long it takes to slow down approximately 10 mph. Do not put the car in neutral. If you have questions, please ask before heading out to take data.
D) Repeat this 5 or 6 times taking data in both directions to account for any slight hill and/or wind that may be present. You should average over your data when performing your final calculations.
2) You will also need to determine or research the following information.
A) The amount of energy in a gallon of gas
B) The number of miles per gallon your car achieves.
C) The mass of you car.
3) Internal combustion engines are incredibly inefficient in converting the chemical energy in the gasoline into kinetic energy required to move your car. You should find that your car's efficiency is about 10% - 20%. About 10% of the energy from the gas is required to operate the car and goes into the various pumps, fans, radio, power steering, etc. The
large majority (~70%) of the energy is lost due to friction and heat from the radiator and/or through your tailpipe in the form of hot gases.
Questions:
1) Imagine if an auto repair shop could increase the efficiency of your engine so that it became three percent more energy was converted into moving the car. (ε =18% instead of ε=15% for example). With this added efficiency, how many miles per gallon would your car achieve? Determine the percentage increase in your mpg that comes from a 3% increase in engine efficiency.
2) If the current price of gas is $3.50 per gallon, determine the cost of one Joule of energy. How much energy could you get for a penny?
3) A mid-sized car (A Grand-Am @ 3500 lbs and 32 mpg), a full sized car (like a Buick La Saber @ 4500 lbs and 30 mpg), and a pickup truck (like a F-150 @ 5000 lbs and 18 mpg) are all about 18% efficient in converting the energy in gas into motion of the car. Why do they have such different mpgs?
Write-up:
As always, you need to prove to me that you understand how to use your measurements to complete the analysis throughout the experiment. It should be obvious how and why you included the equations that you used. Simply writing the equations and plugging in the numbers is unacceptable. You need to include statements/sentences so your audience can follow your analysis.
You should also include a Free Body Diagram (FBD) and a very short procedure section to explain what you have done.
You are being given more than enough time to complete this task and finish your report today. If you choose to leave early, that's your decision but the time to ask questions is now. Don't expect me to be receptive of questions if you skip out of lab early today and expect me to answer any questions next week.
Artifact {2} Lab Report Grade sheet
Name ____________________
Experiment ___________________
Procedure:
____/3
Data:
____/3
Analysis:
Analysis: Is it easy to follow or are you jumping around on a page? Can it be understood by a reader who didn't do the lab? Did you include comments about what you're calculating? Did you remember units?
____/4
Comments:
____/2
Questions:
____/3
TOTAL
____/15
Is you data neatly organized in a table, sketch and/or graph? Did you include units with your measurements? Is the data labeled so it's apparent what it represents?
Did you include figures, a brief description, and/or detailed description when required?
Did the results match what you expected?
Did you calculate percent differences as requested? What improvements would you make to this experiment?
Are your answers in complete sentences? Does your answer make it apparent what the question was?
Artifact {3} Student Lab Comments
Things I like about lab:
1) I like that we are given more than enough time to complete the labs and that we are given until the next lab to hand in our reports.
2) The material is well taught and easy to understand
3) I like the labs, they keep me interested and are never similar to one another
4) The labs are fun and interesting
5) Putting equations w/actual gathered data
6) I like how we've been able to leave early so far and I like the clear statements of the lab procedure
7) I like the projects we've done so far. They're interesting and applicable
8) I enjoy the varying differences each lab is. We go from recording video to driving cars, and I enjoy that
9) I enjoy the work that caries from week to week
10) Lab procedures are clear and understandable
11) I like working in groups of 3
12) Instructions are clear and lab makes sense
13) I like the fact that Physics lab involved experiments involving real life situations, that you can relate to out of class
14) I like the flexible timing – I can have when I need to but still get stuff done
15) I like that the labs go quickly, can get done what needed and still get out is a reasonable amount of time, which is nice if one has to work afterwards
16) We perform interesting activities, such as today's lab. Finding how inefficient our cars are.
17) Using the different computer programs
18) I like working on problems and not listening to a lecture
19) One thing I like about this lab sections is we do some real life experiments that allow us to stay interested and involved.
Things I don't like about lab
1) Nothing
2) Change to use a different computer lab
3) I dislike the procedure part of the lab write ups
4) Everything seems fine
5) Better instructions that I understand and aren't at grad school terminology
6) I really wish we could leave earlier but I also understand that we can't learn/experience very mush without dedicated time to lab
7) I don't see anything that requires changing at this time.
8) I would say that a brief intro on the computer programs would ease the lab process
9) I do not like my stupid computer its DERP !
10) Larsef groups (sorry, Tom, I can't read the first word )
11) I don't like answering the same question over and over. Working in groups of 3 would be nice.
12) Groups of 3
13) I dislike that well…. Really nothing, its all interesting
14) I would like to see more example work with the equations we are supposed to use
15) I would like to see more/better examples of some calculations that are needed for the lab so a person is sure they're doing what is expected
16) Sometimes the lab reports take many hours to complete. I dislike this but I'm aware its college so it won't change
17) Printing is a problem, not all computers are hooked up to the printers.
18) I like it as it is
19) One think I would change is have labs done during lab with lab notebooks and worksheets
Other thoughts:
1) I like Physics labs much better than chemistry
2) I enjoy this lab course
3) Overall, it's a very effective lab and gets what needs to be done, done
4) Less time between class and lab
5) Good !
6) Why do some mountains look like presidents?
7) Good lab lessons
8) A&W is awesome
9) Overall, I think the labs help learning material
10) A little more direction in labs could help make understanding less complicated
11) I like the fact that the labs tell you what must be done, usually step by step.
12) I enjoy taking this class. So far, it's been one of my favorites
13) I like the lab instructions, they are easy to follow.
Artifact {4} Example Concept Test Question 3
1.
Start of Class Answer:
Rank Your Confidence in Your Answer (1=lowest…5=highest)
1
2
3
4
End of Class Answer:
Rank Your Confidence in Your Answer (1=lowest…5=highest)
1
2
3
4
3 Mazur, E., Peer Instruction: A User's Manual, Prentice Hall, 1997.
5
5
Artifact {5} SALG Questions and Results
partner
The information you were given
Integration of your learning
Artifact {6} Class Visit Observation
Class Visitation Report: Thomas Carstens - Physics 201 Lab. Nov. 16, 2009.
The class started a little bit earlier than 2:30 pm. I got there by 2:20 pm and Tom had already given the students the lab hand outs, discussed how to do the lab, and put the students in groups of four. They were five groups in all. The experiment was to determine Young's Modulus.
Tom showed the students how to read a micrometer screw gauge they were to use to make some measurements. They used the micrometer screw gauge to measure the radius of the wire used for the Young's experiment. He moved around to make sure every group did the right thing. The experiment was quite involved especially when the students had to adjust the mirror to align the laser beam so that the reflected beam was horizontal. Tom kept moving around to make sure that every group was doing the right thing. Some students asked questions that he answered very well. The groups were done taking data within the first one hour. Tom expected them to derive the equation to use to plot the graph and determine the slope from which Young's modulus can be calculated. After about thirty minutes, Tom went to the board to explain how to obtain the equation using simple geometry and the laws of reflection. The students were more comfortable at this point to use their data to plot the graph and use it to obtain the value of Young's modulus. I do not know if the students got reasonable relative errors given that the experiment is quite difficult to perform.
Tom had a great rapport with the student. They did not hesitate to ask for help when they needed it. I liked the fact that Tom was frequently moving around and thereby readily making himself available and approachable. He is doing a great job.
Joseph Obi Otu, Ph.D. Professor of Physics Department of CSEP UW-Waukesha.
Copy to:
Bill Bultman, Chair, CSEPA, UW-Fox Valley Diane Pillard, Campus Dean, UW-Rock Tom Carstens, UW-Rock | <urn:uuid:084075b6-e9a7-40a3-89b9-8b2b6a951b0e> | CC-MAIN-2018-34 | https://delta.wisc.edu/Certificate/Carstens_portfolio_final.pdf | 2018-08-16T04:22:24Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00256.warc.gz | 658,759,171 | 8,847 | eng_Latn | eng_Latn | 0.924379 | eng_Latn | 0.998576 | [
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GOSPEL STORY CURRICULUM (NT)
*
PRESCHOOL
lesson snapshot
TOTAL 60–75 MIN
the lesson
OPENING ACTIVITY AND INTRODUCTION.. . . . . . . . . . . . . . . . . 5 MIN
In today's lesson the children will learn how Jesus humbled himself by leaving heaven to come down to earth and die on the cross to save us from our sins. The Bible tells us that all who believe in Jesus should follow his example and live to serve others, not just serve themselves.
Ask the children the following questions:
■ ■ Did your mom ever tell you not to be selfish? To share with others? (Draw out the children here and give them a couple examples of how a mom might ask them to share.)
■ ■ Does anybody know why we share with others? Why do we think that is important? (They may have some good reasons which you can affirm, like obeying their parents or to be kind. Ultimately, we want them to realize the reason why we share is because of what Jesus did in giving up his life for us.)
Have the children do this exercise by performing the following motions as you share what Jesus did for us:
Jesus in his glory (Have them raise their hands above their heads, wiggle their fingers, and stand on their tiptoes. Tell them this represents Jesus in all his glory [the fingers wiggling] above all the creation [standing tall on their tiptoes])
But made himself nothing (Stop wiggling fingers, let your hands drop to your sides.) Taking the form of a servant (Drop to their hands and knees and scrub the floor.) Obedient to death (Stand up and hold out arms in cross.) Even death on a cross (Lower their heads and die, then crumple to the ground.) God has highly exalted him (Stand up and raise hands.) The name above every name (Wiggle fingers again.)
At this point say "Now we are going to respond."
Every knee shall bow (Have all the children respond by kneeling and bowing.) And every tongue confess that Jesus Christ is Lord. (Have the children lift their hands.)
Talk to the children about what Jesus did in dying on the cross for us and how when we trust Jesus, we want to follow him. That is why we should humble ourselves and serve others.
Take time to pray and thank God for Jesus becoming a man in humility. Pray for the remainder of the class time before moving forward with the lesson.
BIBLE STORY
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10 MIN
Read story 146, "The Humility of Christ," from The Gospel Story Bible.
BIBLE STORY DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 MIN
After reading the story, use the following questions to involve the children in a discussion:
■ ■ What does it mean to humble yourself? (If you humble yourself you treat others better than you treat yourself.)
■ ■ How did Jesus humble himself? (He gave up the glory of heaven that belongs to him as God to come to earth as a man.)
Where Is the Gospel?
How does today's Bible story fit into God's greater plan of redemption?
The core of the gospel is found in Philippians 2:8–9. In verse 8 Jesus dies an unjust death upon the cross and then in verse 9 he is alive again because death could not hold him in the grave.
Jesus gave up the glory of heaven to come down to earth and become a servant. Philippians 2:8 tells us that he became "obedient to…death, even death on a cross." God, the creator of the universe, humbled himself and took our punishment upon himself. Jesus was fully God and fully man. Because of his deity—not being born in sin—he could remain utterly sinless and perfectly obedient. Because of his humanity, he could take our place upon the cross as a man and absorb the wrath our sin deserved.
■ ■ What were some of the ways Jesus served? (He multiplied the fish and fed the people, he healed the sick, he forgave sins, he died on the cross to take our punishment.)
SNACK QUESTIONS
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10 MIN
While the children are eating the snack, engage them by asking the following questions:
■ ■ What did God the Father do to Jesus after he died? (He raised him from the dead and exalted him in heaven [Philippians 2:9–10].)
■ ■ What does the Bible say Jesus will receive from everyone? (One day, every person will bow his knee to Jesus, praising him as King over all.)
■ ■ How can we follow Jesus' example of servanthood? (We can serve others [Philippians 2:4].)
SWORD BIBLE MEMORY
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5–10 MIN
Take time during the class to review the SWORD Bible Memory verses with the class. Provide the opportunity for each child to recite the verses to an adult.
ACTIVITIES AND OBJECT LESSONS. . . . . . . . . . . . . . . . . . . . . 20–30 MIN
Coloring Activity
SUPPLIES:
[x] ✓ coloring page for NT Lesson 68—one for each child
[x] ✓ markers or crayons
While the children are coloring, engage them by asking the following questions:
■ ■ Who is the baby in the picture? (The picture is of the baby Jesus.)
■ ■ What did King Jesus give up to become a little baby? (Jesus had to give up the glory of his throne to become a helpless human child.)
■ ■ Why did the great King Jesus come to earth to be a little baby? (Jesus came to earth as a human child so that he could grow up living a perfect life and then die on the cross to take the punishment we deserved for our sins.)
■ ■ Where is Jesus today? (Jesus is back on his throne in all his glory again.)
The Servant King
SUPPLIES:
[x] ✓ a crutch
[x] ✓ a loaf of bread
[x] ✓ a sandal
[x] ✓ a wine or grape juice bottle
[x] ✓ a towel
[x] ✓ a short, thick branch or piece of lumber
Tell the children that Jesus is a servant King. Though he is God, he didn't come to be served but to serve many (Matthew 20:28). See if the children can guess how Jesus served when you show them the following objects. End with the branch and use it to talk about Philippians 2:8.
```
Crutch—Jesus healed the sick. Bread—Jesus fed the multitude. Sandal—Jesus brought the good news to the people. Wine—Jesus turned the water to wine at the wedding feast. Towel—Jesus washed the disciples' feet. Branch—Jesus gave his life as a ransom for many by dying on the cross.
```
Made Himself Nothing
SUPPLIES:
[x] ✓ a child-size king's costume, including a scepter, royal sash, crown, throne (decorated chair), sword, and jewels and necklaces (not too feminine)
[x] ✓ a servant's costume, including a robe, sandals, towel, and large nails
[x] ✓ Dress one of the children up as a king with the costume elements above. Read Philippians 2:5–7. Tell the children that in order for Jesus to become a man he had to set aside his God-like qualities and make himself nothing. One by one, take away the elements of the costume in the following order:
PRESCHOOL LESSON 68
* Throne and scepter—Jesus gave up his heavenly throne for a humble life on earth.
* Crown and sash and jewels—Jesus gave up his glory as King.
* Sword—Jesus gave up his position as the all-powerful King of heaven to become a servant.
Then have Jesus take on the costume of a servant:
* Robe—Jesus took on the nature of a man, a servant.
* Sandals—Jesus came to walk the earth as a servant, not be carried as a king.
* Towel—Jesus came to serve and be an example.
* Large nails—Jesus came to give his life for us by dying in our place on the cross to take the penalty for our sin.
CLOSING PRAYER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 MIN
Take time at the end of class to thank God for what you learned today. Include parts of your Bible lesson in your prayer as a way for the children to remember today's lesson.
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Tool 2.2 – Future Classroom Maturity Model reference guide
3 - Enhance
The learner is able to learn more independently and be creative, supported by technology providing new ways to learn through collaboration.
2 - Enrich
The learner becomes the user of digital technology, which improves learning and teaching practices.
1 - Exchange
Isolation of teaching and learning, with technology used as a substitute for traditional methods.
- Teachers encouraged to experiment with ICT, particularly approaches that support personalisation.
- School strategy includes provision of ICT training and support (including technical and pedagogical)
- Learners involved in defining more personalised learning objectives, incorporated higher order thinking skills (21 Century Skills), and independent learning.
- Teachers are comfortable with new technologies and approaches, which enhance learning with new and alternative approaches to learning and teaching.
- Learners use technology to support creativity, collaboration and communication.
- Quality feedback from a range of assessment approaches improves learner performance.
- Technology often implemented to enrich both teaching and learning, with the teacher deciding what technology the learners use, but may lack full consideration of its benefits.
- Training and support unplanned and mainly technical rather than pedagogical. Learning objectives, activities and assessment encourages different types of active learning.
- Learner uses technology directed by the teacher, and sometimes collaborates in learning, learning is personalised to some extent.
- Teaching are is enriched (improved) by interaction with a variety of technologies but teachers are generally not comfortable with introducing new tools into the classroom.
- Digital assessment evidence used by learners to improve their performance.
- Digital learning is not a management priority resulting in little support or training for teachers.
- Innovation involving digital pedagogy is confined to individual teachers or departments. (Isolation of teaching and learning)
- Learning objectives are set by the teacher relating to specific pieces of subject content or skills.
- Teacher chooses the format and digital resources for learners, who usually work on their own.
- A narrow range of technology, used infrequently, to support traditional approaches. (Substitution)
- Technology may be used occasionally for infrequent teacher led assessment.
Maturity model levels by dimensions
Level 5 - Empower
Learners' role
Learners are autonomous and empowered, often deciding what, where, how and when they learn, obtaining a deep understanding of the subject matter, using critical thinking and problem solving, and decision making at high level.
Learners are connected to others in most lessons and able use a range of digital tools to communicate, collaborate and create effectively.
The teacher is connected to others and spends most time designing and supporting activities that engage students in collaborative problem-solving or research and independent learning, directly instructing students only when necessary.
The learner negotiates individual learning objectives, making use of content and data, available from any location. Learning objectives are continually reviewed and revised, are wide-ranging, ambitious and balance the needs of assessment with the importance of developing skills which are less easily, or not formally, assessed. Learners receive quality feedback quickly (even when engaged in collaborative activities) and from any location, usually instantaneously.
The school has as a clear vision and strategy in place that addresses key barriers to innovation, and encourages a whole school approach to supporting innovation in learning and teaching where advanced approaches to learning and teaching are consistent across school.
Technology procurement, deployment and replacement is planned and budgeted with cost-effectiveness and sustainability in mind, encouraging teachers to make use of, and share, open content and tools.
The school and its teachers are always able to respond and adapt to new challenges and opportunities that will impact on learning and teaching by staying up to date with trends in policy, society and technology, proactively adopting tools and resources that support beneficial change.
Technology is in use effectively in more than 75% of lessons.
Teachers use a wide range of technologies to support change in the learning process.
Teacher's role
Learning objectives and assessment
School capacity to support innovation in the classroom
Tools and resources
Level 3 - Enhance
Learners' role
Learners collaborate, supported by technology, to gain information and knowledge, and choose and use appropriate digital technology, based on self-understanding of their learning and progress.
Learners can demonstrate that they are digitally confident and competent as creators of products, knowledge and new ideas.
Learners are involved in more independent learning supported by technology and engaged in online collaborative problem-solving or research, activities, with the learning rebalanced (e.g. between whole class and group activities).
The teacher is comfortable with re-organising classroom layout, introducing new tools and resources into the classroom including those suggested by students and colleagues.
The teacher helps students incorporate multimedia production, web production and publishing technologies into their projects in ways that support their ongoing knowledge production and communication with other audiences.
The learner is involved in defining clear learning objectives which are more personalised and progress through a task is tracked to assess process skills alongside knowledge and understanding. This provides quality feedback from a range of assessment approaches (including self- and peer-assessment, formal and informal), to improve their performance and redefine learning objectives.
Objectives include higher order thinking and key subject specific process skills such as enquiry skills in science or presentational skills in languages.
The school encourages teachers to experiment and take risks with new approaches to learning and teaching, particularly approaches that support greater personalisation, learner responsibility for their own learning, and engagement with parents, leading to improved learning outcomes.
School strategy includes digital learning, with teachers receiving appropriate training to achieve this, and technical and pedagogical support is provided.
Technology is in use effectively in 25-50% of lessons.
Learning is personalised and supported by intelligent content and widely available networked technology providing timely progress/performance data, guiding decision making.
Technologies are used for collaboration, communication, to solve real-world problems and creativity (authoring tools, creating games, modelling and making).
Teacher's role
Learning objectives and assessment
School capacity to support innovation in the classroom
Tools and resources
This document is part of The Future Classroom Toolkit, developed within the iTEC project (2010-2014) with the support from the European Commissions' FP7 programme. The toolkit is available at http://fcl.eun.org/toolkit | <urn:uuid:8025ea6e-962a-4991-9fdf-64bdee13d209> | CC-MAIN-2018-34 | http://fcl.eun.org/documents/10180/14691/2.2+FCMM+reference+guide.pdf/5fe0addb-3934-436c-aba3-8693bf90a95a?version=1.0 | 2018-08-16T04:49:14Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00258.warc.gz | 139,900,486 | 1,267 | eng_Latn | eng_Latn | 0.992757 | eng_Latn | 0.996112 | [
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ART IN ART BY OM PRAKASH
CHAPTERS
CHAPTER 1
ART, BUT WHY?
The famous Impressionist painter, Vincent Van Gogh's 'Sunflowers' was sold for about 45 million US dollars. 'The Pack', a rusty old van with a number of sledges which appear to drag behind it; by the German avant-garde artist Joseph Beuys, who died in 1986, has recently been acquired for 16.5 million marks by the Neve Galerie in Kassel, Germany. Even in a developing country like India, veteran painter, M.F. Husain is reported to have sold a painting in 1990 for one million rupees. Later, twenty portraits painted by the neo-realist painter, Bikash Bhattacharjee were auctioned as publicised for more than 20 million rupees. – Since the mid-'80s, such prices have become common-place all over the world. Prices of art works have increased dramatically in the past few years. Therefore, more people around the world are amazed and have become curious about the phenomenon, called Fine Arts. — BUT WHY it is so?
The Fine Arts had received so much public attention, only occasionally before. Unlike the Performing and Literary Arts, they have been under the exclusive domain of artists, patrons and writers on Art; while its business being conducted by the museums, art galleries and private collectors. Nevertheless, they have always been integrated with the wholistic ethos which belongs to every culture. They have tended to reflect the social, political and religious ideologies of any given time. One of the convincing ways to judge the quality of life in any culture is to look at its Arts, especially its Visual Arts, because many of them have fortunately survived the onslaught of time as well as the disasters, both natural and man-made. Over a period of time, the Visual Arts acquired an elevated status and were called 'Fine Arts'. It included Drawing, Graphics, Painting and Sculpture.
During the 20th century, other asso- ciated genres such as : pottery, ceramics, tapestries, posters, design and photo-graphy; which had been considered earlier as 'Crafts', also graduated, and very rightly so, to the status of 'Fine Arts' ;because their range of expression has expanded considerably in recent times, mainly due to the innovations in materials and technology. Previous formal distinctions do not apply now. In addition, new terms such as : Installation, Mixed media and Collage have been introduced, for which the artists use more than one medium in a particular work.
The ever expanding position of Visual Arts in the contemporary society is most intriguing. With the advent of photography, (later, film and television, and now computers), they were thought to be in mortal danger. Drawing, Painting and Graphics were particularly vulnerable. About 150 years ago, the French portrait painter Paul Delarocroix (1798-1863), on seeing a photograph for the first time, cried out, "From today,
Painting is dead." Fortunately this did not happen. — BUT WHY?
In the first half of this century, the two world wars brought so much pain, horror and disaster for the mankind; that the citadels of established norms and styles of creativity were widely questioned. Visual Arts too had its share of detractors. Dictators like, Hitler and Mussolini recognised their power and tried to subvert them in every possible way. Hitler was a painter himself, but he hated the modern styles and described them as 'degenerate art'. At the same time one of his generals, Von Waldheim tried unsuccessfully and at the cost of his
own life, ordered a train which was loaded with the crates of precious modern art works taken away from the world-famous Louvre Museum in Paris, to go to Berlin.
Communists, who fought bloody revolutions to uproot the monarchies, capitalism and bourgeoisie, became so enamoured by the art collections they stumbled upon in the palaces, castles, museums and private collections; that they took them into their possession, both publicly and secretly, instead of destroying or ignoring them. Quite a lot has already been discovered in unexpected quarters and much more is expected to show up after the collapse of Soviet Union.
Sir Herbert Read, the well-known British art critic, who lived through both the world wars and was monitoring the ensuing changes, declared in strong words; that there would be no place for formal art education in the new world order. He exclaimed "The whole system of academic education of art is geared up to obsolete standards. The Royal Academy Schools, the Royal College of Art, the Slade School and many local art schools are not only perpetuating a defunct tradition; they are luring thousands of young men and women into an obsolete vocation, where they can only experience poverty, disillusion and despair. From this kind of point of view they are criminal institutions and ought to be abolished forthwith."
This did not happen. As for example, the Royal College of Art in London, grew both in quality and size over the years to become one of the leading art schools in the whole world. — BUT WHY?
In 1976, I attended a conference of American art educators in Chicago, USA. America has the largest number of art schools with enviable facilities. In one official session, I inquired about the percentage of its graduates who perceive to become creative artists. I was told that it was not more than two per cent. My next question was about the selection of students in the colleges of Fine Arts. I was told that on average, only one applicant out of ten could be admitted. Similar is the case, regarding admission in other developed countries and under the Communist regimes, as well as in the 'underdeveloped' countries like, India and Pakistan.
In 1984, I was told in Moscow that about 2500 students graduated in Fine Arts every year, most of whom worked as artists with the support and under dictation of the state. In 1985, I saw in China that in addition to the regular art schools, the rural communities sported art clubs which provided work places and materials for the local artists. They were producing art works in hundreds, mostly traditional, which were sold through cooperative societies to national and international clients.
In Seoul, the capital of South Korea – an affluent country, there is a large area called Culture Street. It has numerous art galleries which exhibit and sell both traditional and modern art works. They are obviously doing good business. Besides, their presence in the heart of capital city, expresses with pride the aesthetic cultivation of their country.
In Finland, in the summer of 1990, I had dinner with a local painter who lived in a remote cottage, situated on the edge of dense forests in the Arctic Circle. He told me that painting natural scenes in water colors was a passion for him, and he loved what he was doing.
During the intense ferocity of the second World War, Sir Winston Churchill, as the Prime Minister of England, at one of the most demanding times in history; relaxed by dropping everything to go outdoors, and paint landscapes. They were actually exhibited publicly and admired.
Even the most ferocious warriors, monarchs, dictators and tribal chiefs, as we have known through the world history, admired creative artists; and according to their need and resources, patronised them. Such patronage has also continued with increasing vigour in the present-day democracies. Foundations and state academies have
been set up to recognise, promote and help the creative artists in every field. In private sector, business houses and corporations are giving large funds for the promotion of arts. National and international exhibitions, cultural fairs and other such programmes are held regularly. Any number of awards have been instituted and given to the artists. Almost all the agreements signed between countries have clauses for cultural exchange, which provide travel grants and hospitality to the artists. Many scholarships are given to the talented artists in every field of creative arts. Facilities like medical care, allotment of houses, land and studios are also provided at subsidised rates from the state exche-quer. The politicians, administrators and capitalists who generally do not have time or understanding for the arts, are seen at their smiling best in the company of artists. It is another matter, that they may find it convenient to ignore the humane impact of aesthetics and culture; when they deal with the hard core business of politics, administration and finance.
Intrinsically, the Creative Arts are neither capable of providing the bread, butter, shelter and security, nor they can solve any of the numerous problems, faced by each and every country in the present-day world. It is so, irrespective of whether the countries are developed, under-developed, third world, north and south – the classifications which are based on their geographical position, economic and military power; and not on their culture and cultivated aesthetics. After decades of dedicated efforts and progress achieved internationally in the fields of science, medicine, agriculture, education, communication and technology – many of the governments and societies have not been able to provide yet, even basic amenities like water, food, housing, education and medical care to millions of people around the world who are in desperate need. Despite that, money has been found to support both the arts and artists in some way or the other. The Communists in Russia, for instance, provided fancy Dachas (country houses)
for their favoured artists. But the question remains, — WHY?
Well, well, I am sure with such tit-bits, it must be accepted that the Fine Arts continue to be a part of our life and culture.
There is a definite need for them in the contemporary society; despite the shocks and challenges which they have faced, specially in this century. Their intrinsic value is not diminished; but augmented by slogans of practical use, social relevance and nationalism etc. It has enhanced by all means possible, so that
the Arts can continue to fantasise and project their magic to enlighten, surprise, entertain and even shock. The Creative Arts continue to be debated, which in itself is valuable because the social ethos and standards of their cultivation are thus appraised for the present and also for the future. A meaningful life essentially depends on the experience and nourishment of values. Arts alone can express the values in all their vividness.
But do we know what art is in the created works of art?
CHAPTER 2
EVALUATION OF ART
Over the centuries, much has been written about the magical phenomenon of Creative Arts by eminent scholars, philosophers, art historians, critics and artists. Every culture in different periods of history, evaluated the Arts of their times in its own distinct way. Even certain rules and regulations were prescribed for that. For example, Greek Art, around 4th century BC; laid the foundations and provided broad guidelines for aesthetic expression in terms of perfect balance between the representation and idealisation of form. Representation of form dealt with visual reality and Idealisation was achieved by exalting it to perfection.
Aristotle, the Greek Philosopher, student of Plato and tutor of Alexander the Great, professed that man is a rational animal. It enabled him to extend the Greek aesthetic ideal, embodying it with a rational ethic and ordered reality. As a physiologist and psychologist, he knew that the health of a function resides in energy. Plato however, dealt with the ethical effect of art, its importance to culture and its place in the formation of a character. He stirred in the soul of man a desire to know the connection between Truth and Beauty; and the place of Beauty in the moral and intellectual order. However, the formulations in Western Visual Arts were, by and large, confined to the Theory of drawing, painting and rendering of visual perspective.
In India, scholar Bharata prescribed the principles for evaluation of Art in Natya Shastra, dating back to 2nd century AD. Later, according to legend, the instructions given by sage Markandeya to King Vajra, around 6th century AD, were compiled in the Vishnudharmottaram Purana as a culmination of the developments since the Vedas. In one chapter called Chitra Sutra, precise details about painting, proportion, anatomy and expression were given. In the Natya Shastra, knowledge of dance was stated to be essential to depict the movements. For dance, one had to know poetry; and for poetry, it was essential to learn music. The cycle of creativity was thus beautifully imbued with such feedbacks and mutual interactions to achieve the classical standards.
There are nearly five hundred other Shilpa Shastras (texts on art) including the well known Birhat Samhita (6th century AD); which prescribe not only the formulations for Visual Arts, but also for Architecture, Design, Astrology and Astronomy. For example, in the Kama Sutra of Vatsyayan, principles for Painting, famously called the Sadanga 'Six Limbs', were prescribed. They are explained as under :–
1. Rupa Bheda — Rupa means FORM and Bheda means DIFFERENCE. It enables the identification of different forms through variation. For example, the geometrical forms; such as the square, circle and rectangle, not only related with each other but also differentiated.
2. Pramana — the EVIDENCE, i.e. correct portrayal of the image; as perceived with relative measurements and proportions which create different emphasis. For example, in the Ajanta frescoes, the figure of Buddha was drawn larger than the other characters.
3. Bhava — the EXPRESSION of Ideas and Emotions i.e. depiction of the gestures, action and expressions through different parts of human body. They were classified in detail, as for example in portraying of the eyes, Kamal Nain (lotus-like eyes), Mrigya Nain (deer-like eyes) and Meenakshi (fish-like eyes) etc.
4. Lavanya — the Sensuous GRACE i.e. presentation of a subject matter with beauty in a sober and subtle way, even if it was considered to be ordinary. For example, in Painting – the 'Dark princess' in Ajanta frescoes; and in Sculpture – the 'Nayika picking thorn from her feet' as sculpted in carved stone on the exterior wall of Khajuraho temples.
5. Sadrishya — the VISUALISATION and SIMILITUDE i.e. depiction of a totality both in terms of the physical reality and conceptual imagination. For example, if a cityscape is to be painted; then its presentation would include what it is, what it should be symbolically and even what it can be according to the interpretation of the artist. This indeed infused a high level of abstraction into Indian Art.
6. Varnika Bhanga — meaning the METHODOLOGY of preparing, mixing and proper application of colors. It incorporated the technical process of making colors and other materials; and the ethod of using them in different stages for the execution of art works.
Such principles have been reinterpreted time and again, depending on the demands which are continuously made by the evolving nature of Creative Arts and the imposition of changing social norms. And yet, the confusion and ignorance have persisted, rather adamantly.
The confusion is not a problem, mostly because the Creative Arts have been recognised with due respect, to be highly individual pursuits which allow the fostering of personal claims and counter claims. I believe this to be conducive for the growth of creativity in every field, notwithstanding the confusion they create. But ignorance is a real problem – and a big one. Because it breeds indifference, impertinent criticism and misplaced judgements which can easily suffocate the creativity.
There has been a line of thinking that the quality of Creative Arts cannot be evaluated by any kind of formulated yardstick, mainly because people by and large, respond to them in a highly personal way. Therefore, all sorts of things are projected, demanded and also accepted. Extravagant claims, usually loud and louder, are even supported at times, by the media. They are fuelled by the individuals, art critics and experts with their own personal preferences and biases. This in return, brings more attention which results into a windfall of fame and money for the artists. Meanwhile, the quality of their work tends to become secondary. Comparatively, such a situation is more evident in the field of Visual Arts – which is my main area for probing. It therefore, calls for a comprehensive review.
I do not subscribe to the point of view that there cannot be and should not be, the gauges to evaluate the art works beyond individual perceptions. Although, prescribed formulae for such an evaluation may not only be insufficient, but also out of context. However, certain fundamentals should be examined which in turn would serve as useful guidelines.
A parallel can be drawn with Indian Classical Music; which has distinct scales, main notes and rhythmic time beats to support the creation of a mode called, Raga. Every musician is free to improvise and develop his / her individual identity and style (gharana) but, within them. Contrary to the general belief that such a rigid structure of a Raga would curb the 'freedom of expression' – it actually helps the musicians to recognise their capacities and progress by distilling out the superficialities; which are present even in the nuances (shrutis) of each musical note, when expanded to its full span. Similar would be the case, when it is applied to
either a color with respect to its range, a dance posture or the use of his/her face and body by an actor.
As a matter of fact, in the field of Visual Arts, I have yet to find an artist who has not formulated his own way of working, both in terms of technique and concept. It develops as the artists progress with their works over a period of time. Generally it comes on its own and at times, it can be achieved by a selective planning. In 1965, I had a long conversation about this with Mark Rothko in his studio in New York City. He was born in 1903 in Russia, and started painting in his twenties after settling down in America. He is highly respected for his abstract works and was known internationally, before he committed suicide in 1970.
He looked at my paintings and said that he digged my kind of freedom of doing what I wanted to, while he was confined to work within his own formulations. He elaborated and told me that he felt like a prisoner surrounded by the high walls which were erected by himself. I said that I greatly admired him because he had found a way to express everything he wanted
to, by formerly reducing his images to a rectangle -– the least symbolically loaded form. I aspired then, to explore the capacities of a medium by taking it to its very extreme.
The Fine Arts or Visual Arts are also termed as the Plastic or Pictorial Arts. They deal with the creation of an image which Communicates, Expresses and Documents. The making of an image may appear to be simple, but is actually very complicated. It is becoming even more so with increasing contributions from artists around the world. Nowadays, they are easily transported; thanks to the fast modes of communication. What an artist creates in New York in the morning, can be seen in any part of the world in the same afternoon. This is helpful but at the same time challenging. Nevertheless,
it has helped in breaking down regional and national barriers which in any case, has been the main objective of Communication through arts. For example, we have witnessed the spread of Pop Music and
Pop Art with regional variations all over the world. Artists can therefore, take the credit for bringing people together as much if not more, than most other efforts being
made to achieve the same.
This has brought forth the need for the artists to be aware of what is happening right now in addition to what has been achieved in the history of Visual Arts. The hours of isolation which an artist needs to carry out his own creative work are necessary, but keeping in touch is also important. They must also find their place
in the present and create for the future.
This should be one of the important factors for consideration when the art
works are evaluated.
Contemporary Art cannot be isolated from the work done by the artists of previous generations.
Nobel prize winning Irish dramatist, critic and novelist, Sir George Bernard Shaw (1856-1950) was once asked who was greater, he or Shakespeare. In his characteristic style he said, "Me, of course." After a pause he added, "Because I am sitting on his shoulders." – Such
continuity is a beautiful core of creativity which nourishes a sense of belonging. It provides a platform for the artists to take stock of the forms, inherited from the past and distil his/her concepts and images as well as to derive the inspiration for going ahead. In this context I refer to what Frank Stella, the well-known American contem-porary artist has said, "I see my work as being determined by the fact that I was born in 1936."
One does not have to hold on the parachute of tradition to look at the classical inheritance, but to interrogate it actively as dynamic self expression rather than a dogma which should be rejected in order to be alive. And tradition also lives. Contemporary American Pop artist, late George Segal said, "if you are too original, you are crazy, you have to be connected to some kind of tradition."
Lately, we hear about a new slogan that artists learn more from other artists' works than nature. Versatile German Expressionist painter, born in Russia, Wassily Kandinsky (1866-1944) stated, "In my mind, the collapse of the atom was the collapse of the whole world. Science seemed to have
been annihilated. It seemed as if I saw art steadily disengaging itself from nature." While Oscar Wilde (18541900) had already concluded that nature follows Art.
On the other hand, Tantric philosophy which is a synthesis of opposites, Bhoga (enjoyment) and Yoga (liberation); confirms that the Tantric artist is not alienated from nature, but is very much in unison with the order that constitutes it. In the dynamism of Tantric imagery, abstraction is not 'gestural', but is generated by and strives for a geo-metrical order which gives transcendental quality to the psychic improvisations. Whereas more than a hundred years ago, Post-Impressionist painter, Paul Cezanne (1839-1906) commented, "The laws of nature are not the laws of art." Susanne Langer, eminent American aesthetician, said, "Art is the objectification of feeling and the subjectification of nature"
Nature or no nature, its importance and continuous role in the creative arts cannot be denied or ignored. The creative artist in every field have been observing nature and learning to depict with romance, the individual responses to it in their works. Whatever position nature finds in art, an extremely helpful and desirable thing would be a healthy interaction between
the Visual, Performing and Literary Arts in order to comparatively find their essence. It would also help in proper evaluation; because their creation emerges from the similar fundamental sources.
In 1989, most eminent sitar maestro and composer, Pt. Ravi Shankar (born 1920) came to the College of Art, New Delhi, to institute an award in his name for the best post-graduate level work with 'musical sensibilities'. Addressing the audience, he confided that his ambition was to become a painter. His elder brother Uday Shankar, who became a famous dancer, had in fact graduated with distinction in Fine Arts from the Royal College of Art in London. Ravi Shankar joined his brother's dance troupe in Paris and later took to sitar. He said that whenever he played it, he always visualised an image in colors to correspond with the mood of a particular Raga – Many examples of this empathy can be found among artists who 'saw music and heard art', which contributed to their creative work. For example, Paul Klee (1879-1940), Swiss painter and thinker, who also taught at Bauhaus in Germany, was a good violinist. He particularly admired Bach and Mozart. Kandinsky painted music and tried to break down the barrier between the two forms.
Then there is the theory of SYNAES-THESIA. Although, related more to human psychology than aesthetics, it deals not only with the specific sensations but also with the additional subjective sensations which are characteristic of another modality. It was extensively discussed in the times of Voltaire (17th Century, AD). Later, the Theory of Synaesthesia became mathematical by recording the frequencies of vibrations which are related to sound and color. The analysis of sensations and their impact confirm that the effect of music is too subtle for words to explain; as is that of a painting.
In India, existed a long tradition of interaction between different Arts, which provided mutual nourishment. There are sculptures which are found in its temples and caves, showing the authentic poses as prescribed for different styles of Indian dance along with the multitudes of deities, specially Shiva and Parvati. In the schools of Indian Miniature Painting which flourished between the 17th and 19th centuries AD, there are many fine examples, in which Ragas of Indian Classical Music were painted along with the hand-written verses to narrate a particular Raga. They are called Ragamala paintings. Even if their painters were following the prescribed iconogra-phies, we can very well acknowledge that it was also mandatory for them to have at least the basic understanding of music and Ragas. Similarly, the sculptors working on dance needed to thoroughly imbibe the many postures, as described with details in the Natya Shastra. I am sure many decades of research, visualisation, discourse and cross-examination were needed to complete the process. Actually, the sources for resultant formulations were available in the Creative Arts themselves.
Ancient Indian scholars and visionaries, known as rishis and munis, progressed to the extent that they named appropriate and sympathetic colors and expressions for all twelve notes of the musical scale which were invented and used even then, in the octave of Indian Music. They are given as under :–
J.W. Goethe (1749-1832), German philosopher and writer, was fascinated and so also several other western intellectuals, by the Indian theory of colors and the interrelation of sound and music. Like Aristotle, he dealt with art primarily in its concrete manifestations.
Abe kan-ichi is a well known contem-porary Japanese poet and theoretician of Haiku poetry, and drives his symbols from Chinese classical poetry. He named colors for different seasons, as, Autumn – White, Winter – Black, Spring – Blue/Green, and Summer – Red.
In the West, research in the use, effect and expression of colors has continued to explain the phenomenon of colors, since the Renaissance period. It crossed the domain of painters, to nderstand its intricacies and use by the masses. According to the ever-broadening spectrum of color therapists, psychologists and education counsellors,
colors color life. Those who believe in their power which has been harnessed for centuries, claim that in the next millennium, even the blinds can benefit from the vibration of colors.
The world of commerce and advertising has used the knowledge of colors and their impact, to a great advantage and success. For example, yellow is most effective in passing on factual information such as 'Yellow pages' in a telephone directory. Green is related to life forces and environment and therefore linked with their rejuvenation. This is why it is used by a lot of cosmetic companies. Darker Blues are good for safety, security and authority; and therefore, they are the usual colors for the uniforms of security forces. Brown expresses a rustic ambience and thus good for those interiors which prefer to express it. Purple complements with reds and blues and contrasts with yellows. Being a neutral color, it generates ideas. Black absorbs everything. White reflects purity and highlights other colors which are placed around it.
Witches are traditionally associated with black color and they use it extensively for their healing arts. Thousands of color therapists worldwide, use colors for healing purposes. Auras are viewed in different colors which are identified and then different healing steps are recommended. For example, too much Red in one's aura can be the cause for irritation. Some tests have shown that Red color raises our pulse rate; while Blue lowers it and relaxes us.
The works of Fine Arts can also have the quality of sound, both outer and inner. "Sound is the source of form, which comes to life through the sound from the inside out." – W. Kandinsky. Sounds are differentiated in relation to the pitch, rhythm, volume, frequency, speed, contrast and harmony. Vibrations which create a musical note are also caused by it. For example, the vibrations of note 'Sa' which travel both ways towards the higher and lower notes, would bounce back to its original position. Similar is the case with colors and forms. Like in a painting, the color green would bounce back after vibrating with red. – Besides, there is also the potential of alliance through symbols which are created for expression by music and art. For example, the sound of thundering clouds produced by a musician shall evoke the romance of rain; and similarly, clouds can be painted in a manner to depict the same. Such interactive attempts help the artists to enrich their works.
In Germany, the Bauhaus school was founded at the beginning of this century to bring together the different fields of Plastic Arts. This allowed for an exchange of ideas and comprehensive thinking through work experience. If one begins with different genes and cross-breed them with synthesis, a primordial unity is achieved. Such interactions were common in Indian culture, and they achieved remarkable creativity. Pressures of the British colonial culture and resultant changes gradually under-mined this tradition.
The situation has sadly not improved, even though India became independent in 1947. In this connection I like to refer to my meeting in 1964 with Ustad Bade Ghulam Ali Khan, one of the most eminent vocalists of North Indian Classical Music, for whom I had a great regard. A paralytic stroke had immobilised him. He and his son Munawar Ali were temporarily staying in New Delhi. I went to see him with an architect friend, late Satish Dawar, to pay him our regards. He was as usual warm and affectionate, and even sang a couple of small compositions for us. I took the opportunity to ask him whether he was aware of the miniature paintings on music, called Ragamala, and what he thought of them. He forthrightly stated that they were bogus and the only real thing was present-day photography.
In modern times, more and more emphasis has been laid on specialisation in every field of endeavour, scholarship and practice. While it has provided the expertise, it has on the other hand adversely affected the extensive orientation. Also a lack of proper and continuous exposure to culture with its variety from all parts of the world, creates misunderstandings. People come to think in terms of stereotypical observations about other
people, societies and nations. Extensive exposure to all cultures and different points of view, help to form the right image.
However, since the second World War the situation is getting better through the projections of different cultures in the media, as well as the interactions between different arts. Cinema has contributed in a big way by bringing different faculties of expression into one fold. Of course, dance and music in India, like everywhere else, have always been together like a beautiful married couple. Theatre, ballet and opera have been traditionally incorporating the different art mediums in their presentations. The younger generation (thanks to cinema), is positively becoming curious and articulate with regard to the meaningful relationships between different creative and professional fields; facilities for which are increasingly available nowadays.
CHAPTER 3
COMMUNICATION
We know that the Visual Arts COMMUNICATE, and communication is the fundamental need of mankind. It started with the beginning of civilisation much before the advent of languages and scripts. The meaning of different sounds were given forms by linear drawings, through which the objects were identified. Thus, it would not be out of place to say that drawing is the precursor of all visual means of communication. Scripts were in fact, developed from the indicative linear drawings which over the centuries took the shape of different calligraphies and type-faces.
– Communication, over the millennia of world civilisation has progressed in many different ways. Letter-writing has developed to perfection over the centuries. Recent inventions such as; photography, radio, telephone, film and television provide more instant and graphic methods of contact. But then, there is a different kind of communication made through the creation of images by the Visual Artists which can be seen in their drawings, paintings, sculptures and graphics. They provide another kind and quality of communication, which we shall probe into.
In this connection, it would be interesting to note what has been said about the written and spoken word. Psychologist Albert Mehrabian, has calculated that only 7% of a message's effect is carried by words while 93% reaches the listener through non-verbal means. And Visual Arts are one of the most effective among them. Hermann Hesse (1877-1962), author and Nobel laureate from Germany, evinced that words are not competent to express the intensity of one's thoughts. Ernest Hemingway (1898-1961), another Nobel Prize winner, recommended to "Look at paintings, if you want to write well."
Progress made in the various fields of science has also established the value of logic and rational thinking by rejecting the myths, cults, mysticism, fantasies and superstitions; which believe it or not, have been nourished in some way or other by the creative artists of all genres. For that, one can look at the support of artists taken by the leaders of different religions to promote all these elements in order to communicate with the masses and spread their faith. Despite the challenges, need for the Visual Arts has persisted through the different facades of our history.
We should respectfully recognise the ever-growing power of communication. Its devices have become amazingly accurate and efficient, thanks to the technological advancements made in this field. From optical reality, the information has become conveyer of reality. The aesthetic of moving image is becoming 'Techeathetic'. In the digital world, direct connection with the outside world is broken. The conventions of realism are often more powerful than the reality itself. Think about sound in the movies, completely unrealistic but it works. – Every nation has been conscious about such developments. They have set up systems to use or misuse it for the purpose of aggressively supporting their ideologies. Every government has a Ministry of Information with the constantly updated technology to monitor all kinds of messages and information. Consequently, communication which is basically meant for the service of mankind has also become a tool in the
hands of the powerful for spoon feeding. "Where is wisdom that we have lost in the knowledge? Where is the knowledge that we have lost in the information", wondered the poet critic, T.S. Eliot (1888-1964).
Although the initial doubts continue, as much if not more, than ever before as to whether such rapid progress is good for the mankind and capable of improving the quality of life; most indications are to the contrary. Doubts and uncertainties have multiplied as fast as the progress itself, to the extent that even the existence of the planet Earth and its inhabitants is being threatened; what to say about the fate of an individual. Although the application of science and its achievements has produced fantastic potentialities in the field of communication; what we are getting because of their criminal misuse, is the heavy dose of dangerous slogans such as, Star Wars. These have already pushed the world to the brink of disaster.
'Ananda' (bliss), which is the primary objective of any progress for the mankind, is the first casualty. In comparison to material progress, Ananda is not even a respectable subject of debate any more, although according to Gautama Buddha, "Ananda is not the half of holy life, it is whole of the holy life, in friendship, association and communication with the beautiful." – This is what creative artists can provide to counter the aura of shame, hate, fear and violence. Society in general needs the artists now, more than ever before, to help in cutting such knots and to provide the necessary balance.
The revered insight, thought and refine-ment concerning the human condition and aspirations are rooted in the pheno-menon of inner vision which comes through wisdom and not just by acquired knowledge. The Creative Arts not only nourish the inner vision but recreate it by providing thousands of variations and possibilities. What is abnormal in life, stands in normal relation to Art. Artists can make the visible grow beyond itself and extend it into the realm of the invisible. Oppositely, scientists convert the covert and unknown to a visible reality. But artists point out and even identify the invisible and unknown.
For example, today's popular fantasy of 'Superman' as created by the artists, who knows, may become a reality tomorrow. Science is constantly advancing. It starts with a search to achieve results in defined territories. For the Creative Arts the boundaries are unknown and hypothetical and call for multifarious interpretations. Nevertheless, they have the potentials to lead the mankind to experience Ananda without creating shattering problems and disasters. Carl Gustav Jung (1875-1961), Swiss psychologist and one of the eminent thinkers of the century, has commented that contemporary man is blind to the fact that with all his rationality and efficiency, he is possessed by powers that are beyond his control.
Both artists and scientists have deep reverence for the mystery. Laws can be judged by miracles, as reliably if not as frequently, as miracles can be judged by laws. If it was not so, then science would not be what it is now. For example, the fantasies which were visualized in the ancient Indian epics, Ramayana and Mahabharata, became real in the Gulf War in Iraq where Patriot and Scud missiles were fired like Agni Bans. The Pushpak Viman which transported Lord Rama and his escorts from Sri Lanka to Ayodhya, also became a reality in the beginning of this century when flying machines were successfully developed. French novelist, Jules Verne (1828-1905) describes a nuclear submarine in his famous novel 'Twenty Thousand Leagues Under The Sea' with astonishing details. The ubmarines as effective war machines appeared in reality, during the First World War, although small underwater boats had been patented in England as long ago as 1727.
It may sound to some like a corny argument but it explains my point i.e. if science extends its logic too far, then it may become guilty of curbing new ideas. The fast progress made in science and technology has provided comforts and pleasures out of context with the human capacity to earn them. – Mystic wanderer, thinker and speaker of the early 20th century, Georges Gurdjieff has aptly analysed this apocryphal race. He said, "Pleasures acquired without earning can-not be kept and would turn into suffering." We are witnessing this all around us in various shades of meaningless man-made disasters and violence. Man's development goes wrong if knowledge gets too far ahead of wisdom; which if not totally corrupted or put to sleep, would not allow any sort of harm done to the mankind and the universe. Therefore, an equilibrium is needed and the Creative Arts provide that.
The only weapon against catastrophe is the call for individual consciousness. Although Carl Jung has pointed out, "Consciousness is a very recent acquisition of nature, and it is still in an experimental state. It is frail, menaced by specific dangers and easily injured." Creating unconsciously is not possible. A musician sings because he chooses to sing. There is no fine art without self-consciousness. Art depends on style. The unity in expression through art is created by the individual self-consciousness and critical spirit which work together.
Science discovers universal elements, while art deals with the private and communicates what is otherwise incommunicable. Each and every scientific and technological advancement has gone a long way to help the mankind. For example, the invention of transistor and the silicon chip has revolutionised the entire field of communication; and thus enriching the lives of people around the world. – On the other hand, the artists deal with communication through life experiences and private feelings. They spread them to express the ethos of entire mankind. The artist is a link between art and life, stretched to a point between life and cosmos.
Communication is one of the fundamental right of every human being and therefore, they would like it to be trust-worthy and truthful. Entertain – yes, even if it means to be told about the kind of detergent one should use; brain-washing – no. But the fact is that most of the modern programmes of entertainment do not really entertain; they merely provide a diversion, packed with all kinds of highly attractive gimmicks. People get captured in their trap. Truth is thus put on sale, and in the process; it disappears.
Some artists are lucky to inherit affluence or born in creative families, which helps substantially in facilitating their journey. However, creativity does not care whether it should belong to an artist born in a rich, poor or an artistic family. So is the case with age and gender. Recently we have been hearing about the grouping of women artists, homosexuals, young talents and veteran artists etc.
They may be good to form categories in order to get attention and communicate specific varieties. But the artists belonging to them can easily get biased in favour of their issues which would adversely affect the sustainability of communication. Moreover, those artists who do not belong to such categories, can also express their concerns by getting the relevant information and experience.
Oscar Wilde, celebrated Irish writer and critic, has gone a few steps further to grade the influence of arts via communication of life's experiences. He has said, "Paradox though it may seem, and paradoxes are always dangerous things – it is nonetheless true that Life imitates Art far more than Art imitates Life." He reiterated, "Life is Art's best, Art's only pupil."
CHAPTER 4
EXPRESSION
We know that the Creative Arts EXPRESS the reality, ideas and feelings, both individually and collectively and that they affect people according to their own individual chemistry and social upbringing. The ability to express is a natural and fundamental necessity of human beings. – In order to avoid misunderstanding and subsequent misinterpretations, Italian aesthetician, Benedetto Croce (1860-1952) who had synthesised the definition of Expression said, "Expression when it is not successful is not expression."
The totality of expression in art works does not usually show up in the first encounter. They will expose themselves in terms of their quality, the meaning and uniqueness in their own time – sometimes instantly, sometimes gradually and some-times in fits and starts; depending upon the perception and quality of cultivation possessed by the onlookers and reviewers. The natural instinct of fast lane hardwired critics is to get an immediate grip, a rapid summarising glance and to slot works into a known frame work prior to slow digestion. That would consciously or unconsciously render the art work to become passive. However, the expert critic would recognise the amplitude of hidden qualities in the successful works of Creative Arts.
Moreover, good art works specially of the twentieth century express a totality which encompasses wider spans. Croce elaborated on it further, "Art is expression of impressions and not impressions of expression." And that provides the onlookers, a kind of hint for proper evaluation of art works. They can also be judged by the quality of execution and through the pointers, which are generally given by the artists nowadays, in their manifestoes and catalogues. Unbiased media coverage, art reviews, and reports from the academies, institutions and galleries can also help as a first step.
In the past, eminent scholars initially described art as imitation which gradually changed to representation and then to expression. Some aestheticians hold the view that expression does not mean self-expression. Susanne Langer observed, "Artists express not their own actual feelings, but what they know about human feelings". However, a work of art should enlighten the person who makes it and so also the one who views it, but it may not necessarily be on the same wave length. Looking at art needs instinct and culture which support every interpretation. Some scholars have said that expression and feeling go together, and in order to express one has to feel. The image created by the artist in cognition of human feelings is actually dominated by the visualisation of his/her own feelings.
"Eye is the window of human body through which it feels its way and enjoys the beauty of the world," said the Italian genius and famous Renaissance painter, Leonardo da Vinci (1452-1519). Artists have to see more through this wonderful window so that they can express in their works what they have 'seen'. Leonardo further said about seeing, "It should not be hard for you to stop sometimes and look at the stains on walls and ashes of fires, or clouds, or mud, or places in which you may find really marvellous ideas." And, "Observe how the movement of the surface of water resembles that of hair. The water has its turbulent curls, a part of which follows the force of the main current and another obeys the movement of incidence and reflection."
Seeing is experience, experience leads to vision and both of them feed each other. People like to look at art from their own perceptions, which may overrule the intentions of artists and sometimes even the expression which is projected in their art works. Artists themselves have been talking and documenting what they have tried to target in their works, more so in this century. Many a time, that does not click with the perceptions of the onlooker. – Some artists keep examining and getting back to their finished works even after months. Others would turn their back immediately after they are finished, because they do not want to disturb the spontaneity of their expression, even if they forego longer dialogue with their own works.
The problem lies in instant appreciation or criticism which is not conducive for proper assessment of art works. We know that a novel, a short story, an article or essay does require a careful reading before one can comment upon it. Onlookers' quick decisions and observer paradigms can be enviable but also insufficient. Because the sensitivities and insights that a good work of art presents, originate from a unique set of experimental factors and involve several psychological levels, which demand intensive looking and experiencing from the viewers.
One of the fundamental factors for Expression in art is Abstraction. Every creative work has been abstract, right from the beginning in the entire history of art. To call abstraction new or modern is wrong. What is modern today would be passed tomorrow and become an antiquity, while abstraction in art is an ongoing process.
"The one and only way to say what art is, is to say what it is not." said Ad Reinhardt, well-known American abstract painter. Abstraction literally means conceptualisation which is mostly drawn from the concrete realities, specific objects or actual instances. It also means the act of taking out, separating or extraction, like perfume is extracted from flowers. Even the best realist artist can not draw, paint or sculpt each and every leaf on a tree or hair on the model's head. Therefore, abstraction in art has been an inevitability rather than a choice, irrespective of styles and periods. Furthermore, it is absurd to call non-figurative works – Abstract Art, because an image can be figurative, such as a human figure, a flower, a mountain; and also non-figurative, like a square and circle etc.
Abstraction has gone through many transformations which have been labelled as, schools, styles and isms depending on the metaphors, as provided for Expression in the particular periods of world history of art, such as – Impressionism, Cubism, and Surrealism. Giorgio de Chirico, the well-known Surrealist painter, made an observation to explain the elements of abstraction in Surrealism, "Every object has two aspects: the common aspect, which is seen by everyone and the ghostly and metaphysical aspect which only rare individuals see at moments of clairvoyance and metaphysical meditation. A work of art must relate to something that does not appear in its visible form." Although, the Surrealists have not yet been able to produce any evidence to confirm the 'movement of clairvoyance'.
If a painter doubts the inherent existence of abstraction in the works, depicting human content or social relevance, then one has to paint in the other kind of instant way which does not require the painters to go through the process of distillation, as much as the makers of creative art works do. These are conflicting paradigms, one whose vision goes in and the other whose vision is on the way out. People apply the characteristics of objective art to subjective art and therefore, objective works of art are also seen rather prematurely on the same level as subjective works of art. The American artist, Frank Stella said "God damn it ! If you are going to make an abstract picture, make an abstract picture." Abstraction is art and art is Abstraction. To create sublime art, one has to live in the abstract.
Symbolism has been used, misused and turned around by the artists to meet their individual needs for expression. Abstraction has led to symbolism and vice versa, like the interplay of nut and bolt,
to express even the most complex thoughts of an artist. Graphically, Symbols were used since the ancient times to denote the form which would be understood only by the initiated, in context of the religions, primitive rituals and folk arts. Such mysterious but highly meaningful creativity which is present in the symbols, acquired a status in the terminology of contemporary art. It was followed by intensive psycho-analytical studies to give new meanings to the myths and forms which support the making of symbols. Carl Jung said, "Man also produces symbols unconsciously and spontaneously in the forms of dreams. As a plant produces its flower, so the psyche creates its symbol."
Most of the Western Art movements in the 20th century have some way or other embraced Symbolism. Color, which was mostly slave to the naturalistic effects since Renaissance, came into its own and was valued for its symbolic strength and expression. However, in India and most of the eastern countries, Color and Symbolism in Expression had already achieved refinement and significance through graphic manifestations which include all forms of Visual Art. They might not have been supported by ancient texts because in actual life, the symbols were created to depict constantly changing social, religious and mysterious ideas for expression and identification, and continue to do so.
Nobody should confuse a sign, a slogan or an idea to be a symbol. Carl Jung said, "The SIGN is always less than the concept it represents, while a SYMBOL always stands for something more than its obvious and immediate meaning. However, the symbols are natural and spontaneous products. No genius has ever sat down with a pen, a brush or a chisel in his hand and said, Now I am going to invent a symbol." Thus symbols have their own principles of construction. To explain further, a SYMBOL typifies or represents an idea or the selective aspects of social life. An INSIGNIA is a badge or sign, that officially represents a particular group. And an EMBLEM is a design or object, which has been chosen to represent an organisation.
Expression in art means to transmute and express the personal experiences and feelings. The exploitation of personality is essential for art. Good art work in itself has the parameters to rule out crudeness, obscenities and cheap sentiments. – Expression is created and achieved in many ways and on many levels. However, they can be grouped into four distinct categories.
1)
Physical,
2)
Intellectual,
3)
Emotional, and 4)
Spiritual
Levels, put in the ascending order.
In the Indian system of Yoga they are prescribed as under :-
Karma Yoga i.e. physical
Gyana Yoga i.e. intellectual
Bhakti Yoga i.e. emotional
Raj Yoga
i.e. spiritual
Every artist's work, right from the beginning of creative cultures, can safely be put under one or more than one of these levels, depending on his/her individual capacity and distinctive involvement. The excellence in creativity can be achieved by compounding all these levels. In particular cases, any one of the Physical, Intellectual, Emotional and Spiritual levels may dominate. Any kind of effort made for the Spiritual Level does not ensure spirituality, because it shows up on its own; if it ever shows up.
CHAPTER 5
PHYSICAL LEVEL
The PHYSICAL level deals with sense perceptions of things which exist and can be seen to exist. Every race, every country, every epoch, every class and profession has its own identity with their particular features, postures and characteristic gestures. They are permanent, but change if they can, only with an enormous effort and over a long period of time. They generally combine the body and soul – any difference between them can end up losing both. They also control the shape of thought and the form of feeling. When the creative artists use them as a base for their expression, then their works can easily achieve the physical quality. Physical level gives us regional and national arts with their unique sensitivities. Such artists find their roots and identity without much problem. Consequently, they are easily recognised and admired.
The public and the media find it easy to promote the projection, complexes and even prejudices of physical level art. It relies on sampling techniques that reveal the trend of collective attitudes, which encourages artists to form groups. They are also able to create dramatic sensations which they relish with visible gusto. However, eminent aesthetician of the Eastern Visual Arts, Ananda Coomaraswamy (1877-1947), stated, "To reduce art and speak of it exclusively in terms of sensations is to do violence to the inner man." And that cannot be the objective of any creative art.
Many artists have done extremely good and meaningful works in the genre of physical level. For example, the large body of famous Spanish artist, Pablo Picasso's (1881-1973) work of tremendous creativity, includes dominating ingredients of physicality; as in a different context, do the works of Indian painter, M.F. Husain. As a matter of fact, every country has at least one such contemporary artist, who is publicly adored like a hero.
This category of artists have also claimed, with some pride, to deliberately 'shock' through their works in order to impress and draw attention. However, to make a point, it is not desirable to convert the physical quality into aggression.
There is already a lot of violence which has unfortunately seeped into all types of societies around the world, and the artists do not have to fuel it. A subtle touch can be much more effective than a big slap. An artist can get much better mileage in his expression by seduction rather than an all-out assault.
I learnt about this much earlier in my career; when as a student in 1958, I went to Orissa on an educational tour conducted by the Delhi Art School. We had chartered a bus. On our way to Puri from Konark, we stopped for snacks at a roadside village, late in the evening. A stranger boarded our bus with the permission of the conductor. This was resented by some of my fellow students. It was reported that one of the students had even manhandled him and yet, he refused to leave. Eventually, better sense prevailed and he was allowed to travel with us, but he would not talk to anyone.
We reached Puri around midnight and checked into a dharamsala (inn) opposite the famous Jagannath Temple. After a whole day's travelling we were, asleep in no time. Early in the morning, we were woken up by
the shouts of about a hundred students who had surrounded our dharamshala. It transpired that the unknown person who boarded our bus was actually a professor of English at the University College of Puri. The seriousness of the situation slowly dawned upon us, as we found ourselves trapped. The police was called and thanks to its efforts, a meeting was held. The agitated students did not want to harass or harm us. They simply wanted our team member who had struck their professor to go to him and offer his sincere and unconditional apology. Fair enough, but was easier said than done. The identity of the student who assaulted the professor was not known since it was dark inside the bus, and the culprit did not volunteer it.
Dhanraj Bhagat, a highly admired sculptor, was accompanying us as teacher-in-charge. After some discussion, one student volunteered to accept the charge and go to the professor to apologise. Some of us including me, finally reached the home of the aggrieved professor in the afternoon. He was sitting on his bed, waiting for hours without eating anything. Our teacher Bhagatji, as we affectionately called him, was a highly emotional person. During our discussion he started crying which brought a similar response in the professor and the students who were present there. The tension dissipated and warm affections were exchanged. Although I did not care much for such public display of emotions, I was nevertheless, happy to see the end of the disturbing affair which had already wasted a day.
Before leaving, I told the professor that we were all extremely sorry for the unfortunate incident and asked if he had suffered any injury. He said that he did not care for physical assaults, even if they would hurt or kill him. He was devastated by the fact that a student, that too from the capital of India, had manhandled an unprotected stranger. He said, "A subtle touch with a sincere and true feeling, as you have offered me now, is always more powerful than any kind of violence."
Art cannot be defined correctly, if its value is judged only by the yardstick of pleasing others. Some people believe that what is justified and fundamental in life must also be so in art. The subject matter in art is generally derived form the experiences of life; which are much richer than the light falling on one's retina. The Physical Level has the capacity to express that profoundly. It can also have a good measure of drama which ideally, should be totally spontaneous. However, dramatic treatment can entice initially, but tends to lose the quality of retention. Cynicism is not just a tenable critical position. It is not surprising to find that many such works of art come in with a bang, but fizzle out at the same speed.
Physical Level sensations and drama generate participation and understanding which ultimately help in filtering out the ordinary. Popular music entertains but it also makes people aware of the power of sound. It helps them to gradually build up an interest and understanding of the aesthetics of creative music. Because, Pop Music has the basic ingredients of Sur (the musical note) and Tal (the rhythmical beat). It is necessary therefore, to have the grammar of Sur and Tal also in the Visual and other arts, so that they can survive with credibility. Good works of art on the Physical Level should bring unity and question separatist ideas and activities. Their presence even in a technically weaker work can find merit, although excellence in technique and mastery of mediums are mandatory to support the physical quality.
The act of creation in itself is physical which varies from artist to artist. As a painter, I have found the physical action to be extremely intriguing. There is an on-going tussle between the technique and image (figurative or non-figurative). At times technique would provide fantastic results but the image is not in accordance with what I really wanted. It leads to an argument with my own painting, which sometimes may go on for days. I am sure it happens with most artists. Some, who are in a hurry, would succumb to the attraction of the instant technical effects. Others would end up overdoing and thus weaken their
work. However, with experience one should be able to strike a balance between the two. Ultimately, it is a matter of deciding when to stop. "To search means nothing. To find is the thing." Pablo Picasso.
Each medium of expression has its own limitations inherent even in the materials and techniques employed by the artists. Their internal relationships are beyond perceptual experiences. Whatever, the Physical Level provides graphically the take-off point and all else follow accordingly.
The Physical level involves participation of the spectators in the arts in a de-particularised way. To explain this I look at the different Creative Arts from a generalised point of view. I specify four elements in each of them to form a square. For example,
THEATRE, has 1-playwright and the director, 2-the actor, 3-the character, and 4-the audience.
In PAINTING, the artist, the painting, object/subject of the painting and the viewer make the square.
Similarly, in MUSIC we have, 1-the composer/conductor and the musician, 2-the music, 3-the theme, and 4the audience.
In ARCHITECTURE there is, 1-the designer/architect, 2-the space and building, 3-type/style of the building and 4-the user and visitor.
In DANCE there would be, 1-the composer/choreographer, 2-the dancer,
3-the theme or item, and 4-the audience.
And LITERATURE has 1-the writer,2-the subject, 3-the style of writing and 4-the reader.
To summarise the 'equation of the square', the question is, which one of the four elements in particular is directly responsible for the kind of effect and quality, any of the created work projects? In Theatre, the director or the playwright is not, because he is not seen in the presentation. Not the actor, because he is playing a character and thus personifying somebody other than himself. The spectator is merely watching without participating in it and gets involved according to the quality of the performance, in spite of knowing that nothing as seen is actually happening to the actor.
Similarly, in the case of Painting after the work is finished, the artist does not come between it and the viewer. The painting itself represents the objects /subjects which are only representations. The viewer does not know for sure, which one of these has really moved him – the painter and his style, the painting or the subject matter.
Therefore, in the Creative Arts, it may be concluded that not one element in particular is able to produce the desired effect. Each one of the elements of the 'square' is important. Thus the participating response to a work of art of any genre is not a particular one, but is de-particularised.
Participation leads to EXPERIENCE which is generally of two kinds.
1 – Ordinary experience in which a painting is different from the painter, a poem from the poet, and music is separated from the musician. 2 – Altered state and immersive kind of experience in which these distinctions are abolished and the painter becomes the painting, the poet becomes the poem and the musician the music.
It is indeed remarkable to find that even the non-physical presence and non-participating invisible elements; generally called negative space, illusion and unseen extension of background in visual arts can become variously important in creating the desired effect. In Indian philosophy, it is called Shunya (void) which is essential to provide the springboard for karma (action). In theatre, several invisible elements, suggestive indications and indirect acts can become hugely meaningful. Such a tactful mastery can be produced in all creative arts.
CHAPTER 6
INTELLECTUAL LEVEL
The INTELLECTUAL Level in Art includes thinking, inherent wisdom and acquired knowledge. Thinking, which requires the ability of the mind, enables one to under-stand and determine what things actually are. Carl Jung made a provocative observation, saying, "I have always been impressed by the fact that a surprising number of individuals never use their mind if they can avoid it, and an equal number of who do use their minds, do so in amazingly stupid ways." It is important that the artists use their minds, not only to think seriously about their works but also to understand their own feelings. They cannot avoid the process of thinking going into their works, which would reflect their intellectual level.
Wisdom is a natural phenomenon and every human being has it. It is an inherent property and barring afflictions, remains with us for life. It may be suppressed but it cannot be killed. It is there even if one does not understand or recognise it. Moreover, it cannot be taught by rote. Artists can always depend upon it, but for that they must respect it and not ignore it, which can happen because it is an unearned asset. Wisdom can activate the intuition and there-by inspiration. Benedetto Croce said, "Knowledge depends on thoughts of other men, while wisdom attends to their own minds." And, "Knowledge has two forms, it is either intuitive knowledge or logical knowledge : knowledge obtained through the imagination or knowledge obtained through the intellect, knowledge of the individual or knowledge of the universal, of individual things or of concepts".
The acquisition of knowledge is an on-going process, especially for artists, for whom it is a life-long routine. Even the prominent artists claim to be forever students eager to learn, absorb and formulate the minutiae within the parameters of their own works. Picasso, even in his sixties, went to studio classes to draw from life models.
So, what should an artist do? Create, or keep acquiring knowledge? There is a catch here, a conundrum that turn art on its head, and that is to learn intensely and consequently unlearn. This should be an on-going process throughout an artist's life. Leading Fauvist painter, Henri Matisse (1869-1954) observed, "Obviously it is not necessary to have all of one's experience behind one, but to preserve the freshness of one's instincts." Unlearning which facilitates that is actually as important as learning, if not more.
Artists must monitor the emerging difference between the learning and unlearning as carefully and as persistently as possible, otherwise it will invariably bring confusion and even frustration. For them, the key lies in their own identity, usually achieved by the process of un-learning which helps to eliminate what is not required – in spite of all kinds of pushes and pulls, brought in by their own selves and forced from the outside. Although, I have yet to find an artist, known or unknown, who has not gone through confusion, depression and frustration. Some have even committed suicide, which I suspect happened because they could not handle courageously the low and down profile periods. Being regarded as geniuses by later generations is no consolation.
The learning process, whatever the source may be, includes not only the techniques, the concept of image and theory of composition, but also the style. All of which cannot apply to the students' own psyche, experiences and individuality, unless they wish to become super imitator disciples. Art schools all over the world impart
knowledge to their students, most of which should be un-learned after graduation. Learning is only a means to an end, for they must then start their own journey in the creative field. Not unreasonably, I have heard artists, mostly self-taught, condemning formal education which is given in art schools because it does not guarantee the production of creative artists. Rabindranath Tagore, for instance, commented, "The reason why no 'artist' comes out of our art schools is that the students slog within strict rules and do not get a chance to enjoy their work. In training to be painters and sculptors, their hands get mechanically adept but their minds starve and rot." Yet, all recognised artists have been identified with some pride, in one way or the other, by the place of learning and persons who taught them.
Expression, intellect, emotion and creativity as well as the ability to communicate come separately, but after physical training. Value judgements in terms of talent, gift, excellence or genius are determined later. The core lies in proper initiation, inspiration and timely guidance which should be provided as soon as possible. With such support, lots of talented students could have done infinitely better. The students of fine arts must also be aware of the history and should interact with other creative fields, like music, dance, theatre, literature, poetry and architecture etc. in order to broaden their horizons. Greek philosopher, Plato believed that aesthetic education, especially in the formative years of life would cultivate the habit of seeing things in their unity and inward coherence.
Regardless of dedicated efforts, artists would suffer gaps, when things just do not happen. Most artists find this 'dwell' period both frustrating and depressing. I would rather consider it to be a wonderful opportunity for reinforcement and to seek inspiration from and interact with other disciplines of art. Successful artists have used such gaps by working in different media. For instance, a sculptor making drawings and paintings and vice versa, as the Swiss artist, Alberto Giacometti (1901-1966) and Picasso did to good effect. Such 'hibernation' periods are extremely crucial and if not handled properly can lead to instability. As observed on occasions, the artists would thereby become reckless, behave strangely and do things which they would not do otherwise.
In India, there has been an on-going tradition of learning by living with the teacher (Guru) and serving, following and observing him/her for years. It is known as the teacher-disciple tradition (Guru-Shishya Parampara) which continues in some form or the other, especially in the Performing Arts. Such arrangements have also been found in other cultures. It has helped in providing the tutorial quality of personal attention which is essential for the learning and teaching of the Creative Arts. – The traditional Indian system has produced great artists in every field with mastery of a particular style. Furthermore, it has also preserved the values of Indian Creative Arts and provided a meaningful continuity to its culture. However, no guru can claim that every one of the student taken for tuition to his/her home or school, would become a genius. For every successful example, there may be several failures.
The problem in learning and teaching of the Creative Arts is that even the carefully planned formulations may not produce the desired results. We have examples of well-known painters copying old masters. I was amazed to learn this in a credit course which I took as a post-graduate student at Columbia University in New York, during 1964-65. (I remember it particularly because it required commuting around midnight)
For example, the French Impressionist painter, Renoir copied Flemish painter, Paul Rubens. Edouard Manet, in the late 1850s copied French painter, Delacroix. He then painted himself and his mistress as Rubens had done. Degas, the French Impressionist copied so much that eventually it became difficult to place the comparisons. Ingres, the French painter carefully copied Renaissance painter, Raphael and Classical French Painter Poussin; while Delacroix was himself a very enthusiastic copyist of his twin idols – Spanish painter Goya and Rubens.
Van Gogh used to copy woodcut prints and illustrations from the news-papers. All through his life he suffered from a complex of not having studied in an art school. He admired and copied Millet, the French painter who opposed the elite romanticism. Millet also inspired the French Pointillist painter, Seurat and later Pablo Picasso.
Picasso was the master copier of all times. His fantastic appetite for visual experiences was fuelled by a galaxy of sources. In his 'blue period' under the influence of Spanish painter El Greco, he painted his 'Mother and Child' canvases alongside those of prostitutes. He claimed in his statements that he belonged to the whole of the 20th century's preoccupation with object d'art. Paul Cezanne recognised the importance of looking at the works of old masters, only when he went to the Louvre museum in 1870 and copied Delacroix's painting 'Jewish Marriage and Morocco'. – The art world is full of such examples. Such copying has helped the artists learn more concretely. But there were not an imitation, impersonation or plagiarism. At the most, they copied as a musician does in interpreting a composer.
Nevertheless, imitation is a natural tendency among people. Aristotle said, "Essentially the form of art is an imitation of reality, it holds the mirror up to nature. There is in man a pleasure of imitation. Yet, the aim of art is to represent not the outward appearance of things but their inward significance." Centuries later, German master painter/engraver, Albrecht Durer (1471-1528), in enigmatic support said that, "Art lies in nature and he who can wrest it from her, possesses art."
Knowledge can guide the artists how to properly use the natural tendency of imitation and to avoid it. Most successful artists have adapted to it without compromising or losing their individuality. – The artists of the great age of Japanese art changed their names many times during their careers. This they did, to safeguard their status as well as to mark the different stages of their professional life.
I have never been able to comprehend the inhibitions which are supposed to curb the sensibilities of artists and impair the quality of their creativity. As a matter of fact, an artist always starts with some kind of constrain, whether it comes from the size of the canvas he has chosen, the piece of stone he has to sculpt, the subject he wants to write about, or the music he has to play. The architects and designers are restricted by all sorts of parameters even before they draw the first line. Film making has all kinds of inhibiting constraints, even in getting a project started which at times get multi-plied by the individual complexes of the team members. Despite that, we have wonderful examples of highly artistic and creative works produced in the fields of film, theatre, music, architecture and commissioned art projects.
The only possible explanation of the genius lies in its ability to reach the subconscious in order to generate new thoughts and creative ideas and then to translate them effectively in any field; whether it is the performing and visual arts, literature, philosophy or science. As explained earlier, the intellect with all its ingredients provides the necessary inputs. Although, Carl Jung stated, "No matter how far man extends his senses, limits to his conscious perception remain." If we accept this, then we must also accept that the constraints imposed on the creative artists should not become inhibitive. They have inherited them anyway, in their own consciousness.
We have all grown up with the saying, "Where there is a will there is a way." We have also believed in it with aplomb. As a teacher of art for forty years, I used it to criticise, provoke and inspire the young students of art. But I have always suspected it as an artist. How can it be possible really? After all, every artist I have known personally or otherwise, has aspired to create the masterpieces. Can they do it merely because they have the will to do so, which I am sure they have? This led me to seek an equitable equation and question several knowledgeable people. Of course, no one cared to contradict the saying and support my suspicion. Except for Carl Jung,
who made an interesting observation, "The motto: where there is a will there is way, is the superstition of modern man. The individual is the only reality."
A most intriguing aspect about artists, perhaps more than others, is the speed and malleability of their thoughts, feelings, moods and perceptions. A big problem indeed. You may start your creative work with one mood, thought, feeling and perception, and then find them changing several times during your work and push you somewhere else. The Cubist painter, Picabia said, "Our heads are round so that thoughts can change direction." This can be frustrating and even leave you tottering. Here the intellect helps you out. It will provide the capacity to accept, control, as well as gain-fully convert the changing moods.
I have already talked about wisdom being different from knowledge and that it is commonly misunderstood. In the same vein knowledge is one thing, understanding another. Knowledge is not a guarantee for understanding and vice versa. For a creative artist, knowledge and understanding are like background music. It is better to leave them at that, otherwise the creative works can become too literal and stand stripped naked. Equally I suppose, someone can argue, 'What is wrong in a striptease show.'
Art, which is understood totally does not leave anything to look at or experience and thus it is bound to be forgotten totally. Georges Braque (1882-1963), who pioneered Cubism with Picasso, said, "There are certain secrets in my work that not even I understand and I have no intention of trying!" Picasso went ahead by saying, "Yet we have no idea of how a painting lives, or how it dies." And Paul Klee observed, "Paintings come into existence without conscious control, sometimes also with conscious control; you do not know exactly what they are going to be like. Perhaps
you want them to turn out like this or like that. In any case the best pictures cannot be willed, they just come into being." He liked to grade his own works.
The tension between what to create and how, should not bother the artists in spite of convincing arguments in each one's favour, because both are inseparable. Actually, successful works of art cannot be disjointed, as far as the subject matter and the technique are concerned. They create an organic unity at all levels in order to express.
"The Last Supper" by Leonardo da Vinci was ordered by the Duke Ludovico for the church of Santa Maria della Grazle. It fully deserves its appellation as one of the greatest paintings/murals of the Renaissance. For three years (1495-98) Leonardo laboured, but dallied at the task. The head of the monastery complained to Ludovico of Leonardo's apparent sloth. His complaint was that the painter would sit before the wall for hours without painting a stroke. Leonardo patiently explained to his patron that the artist's most important work lies in conception rather than execution.
"One paints not with the hand, but with the brain." — observed Renaissance maestro, Michelangelo (14751564). And German novelist and critic, Thomas Mann (1875-1945) said, "Art would like to stop being pretence and play, it would like to become knowledge."
CHAPTER 7
EMOTIONAL LEVEL
The EMOTIONAL level includes all kinds of feelings. They begin with personal expressions, initiating from the private feelings and are referred to as micro level. They are natural and show spontaneously, but they can be suppressed, camouflaged and also enhanced by some effort. The emotions of a person interact with others, starting with the family and then spreading to the social milieu. They graduate to become national and international, depending upon their relevance and communicability. Thus the expression of emotions achieves a wider span (macro level). The creative artists from all fields, specially those who portray the human emotions, have to constantly learn about this in order to authentically express their content with relative variations. All this may sound to be simple but emotions are difficult to comprehend because they have unlimited range of nuances which differ from person to person.
The expression of emotions in human beings starts from their first cry immediately after birth. As the body grows, emotions start showing through the limbs and of course, the face which express most of them. Physical features develop gradually according to the genes and the character shows and matures through the expression of emotions. The intellect joins in to enhance the personality, as one grows older. Children are therefore, considered to be innocent and loved universally for that.
It is curious but true that the expression of emotions easily gets transferred. For example, if one laughs in the company of friends, then he/she would get an automatic response of at least a smile in others. Similarly, if one cries in pain or suffer some tragedy then that can easily bring the expression of sorrow on the faces of other persons who are around. Such emotional responses have been extensively exploited by theatre with good dividends. The creative artists can successfully narrate all types of emotional expressions by keenly observing them. They do not have to personally experience them for depiction.
Acceptability can be achieved in a work of art by giving full vent to the emotional expression. But it can happen only when the artist is sound on both the physical and intellectual levels. Even though he/she may have the dexterous faculty of creating only through a climax of emotions; they must have the capacity of using or more importantly not using instinctively or knowingly, both the physical and intellect. Vincent van Gogh's works are excellent examples of it. In spite of the physical and intellectual qualities which are evidently present in his works, he did not allow them to supersede his emotions.
There are two distractions, which are generally found in the depiction of emotions in art works. One is, when the emotional artists feign the physical and intellectual qualities which are not there. The second is, when they use the sentimentality camouflaged as emotions. While the melodrama in art can be digressing and intellectually inhibiting; the sentimentality is definitely base, because it drains the strength out of art works and takes away their intrinsic value. Worst of all, it breeds hypocrisy which is indeed a poison for the art works and makes the artist weak and mawkishly susceptible.
There are creative people, who instead of countering it by their works, use sentimentality as an easy way to impress and get attention. These artists take great pride in catering to the facile tastes and continue to create sentimental rubbish. Referring to them, Amrita Sher-Gil (1913-1941), the doyen of Modern Indian Painting, did not hesitate to declare, "Bad art based on its cheap effect, appeals immediately to the artistically underdeveloped mind and there-in lies its danger." Most artists are well-equipped to understand the wafer thin line between emotions and sentimentality, and to avoid it, by not using certain elements which can disturb the balance. When such a point is reached in a meritorious work of art, it comes closer to accomplish sublimity.
The search for the truth in emotions is a deep one. It directs one to conscious, subconscious and even unconscious levels. It requires the artists to have conscious perceptions of completely unknown and unknowable phenomena, both in the inner and outer world like the auras, visions and vibrations. Psychologists in general have already proved that different levels of consciousness are not only able to associate and combine but even make judgments. All successful artists have possessed such power/insight in good measure and it shows through their works. Gurdjieff said, "The evolution of man is the evolution of consciousness, will and his power of doing. And 'consciousness' cannot evolve in-voluntarily. And 'doing' cannot be the result of things that happen."
To achieve excellence in expression of emotions, artists require the ability of detachment. Detachment is a highly respected quality according to the Indian philosophy and one of the ten principles of the Vedas. I believe that in order to under-stand and activate it, one has to experience attachment passionately. If there are no attachments in life, then what is it that one needs to be detached from? A work of art should move towards that degree of detachment which separates the mind from the heart and experience.
Artists have to be passionately attached to every element which interests them. Thereafter, or even simultaneously, the process of detachment should start by careful distillation even before they launch their creative work. Popularly this is called 'Abstraction' which subsequently led to the term 'Abstract Art'. Mark Rothko said, "I want to say less than I know." On the other hand, Picasso revelled in stating more and more. Both views are absolutely correct in their pursuit for abstraction because such a crucial decision can only be dictated by the artist's individual psyche.
Moreover, the constant struggle for an artist to say yes to some things and no to others creates a kind of friction which inspires one to obtain the Univision. This also determines the quality of creation. The business of 'yes and no' is explained here by an interesting example: Oscar Wilde was once asked what he had been doing all morning. He replied, "Putting in a comma." To the next question as to what he intended to do that afternoon, he replied, "Taking it out."
"Even logical thought could not arise without the poetic kind of imagination (if not poetry) which gives contemplative form to the working of feeling, intuitive expression to obscure impressions and thus becomes representations and words, whether spoken or sung or painted or otherwise uttered. Further, every man, however much he may seem to be all logical thinker, critic, scientist, or all absorbed in practical interests or devoted to duty, cherishes at the bottom of his heart his own private store of imagination and poetry." – Croce. It justifies the generally observed tendency among people to straight away search for feelings in the creative works and not bother about the physical content, intellect and spirituality.
Intuition is an important part of the emotional level of expression. Although it is considered to be a trifle irrational, it has enabled artists to perceive and conceptualise their ideas. Intuition cannot be separated from expression and it actively relates with perception and breeds intuitive knowledge which gives form to the images present in all levels of consciousness. The haziness of impressions, mysteries and obscure spirits is clarified by
intuition in order to concretise the images and their emotional content and expression. Because the moment a concept is formalised, the expression takes over. The intuition emerging from emotion can also act as a support to the inspiration, which of course, is the source of all creative works. The intuition helps by identifying where the inspiration comes from and where it is going, because it can precede concepts which leads to inspiration.
In Indian aesthetics, an emotion (Rasa) was considered to be more important than the physical (vastu) and embellishment (alankara). Rasa is taste, emotion and aesthetic delight. The expression of emotion (rasa bhava) was Sanskrit poetry's soul (atma). According to Vedanta, the primordial Indian philosophy, expressed through the Upanishads, Brahman (ultimate spiritual level) can be achieved through Ananda i.e. Bliss. Ananda provides an absolute harmony within oneself and the outer world, and can be achieved by the unification of both, at all levels.
The ancient visionaries of India formulated the theory of Nine Rasas (Kama Sutra by Bharata – 2nd century AD); not only to identify the qualities of different emotions but also to provide the creative artists with a wide spectrum through which they could express every possible emotion. However, there was no place in them for sentimentality. They are listed as under:-
It is not easy to translate these into English, however, I have tried to imply the appropriate meaning.
1. Shringara Love, Erotic
2. Karuana Sorrow, Compassion
3. Hasya
Humour, Laughter
4. Raudra Anger, Undaunted
5. Vibhitsa Disgust, Horrifying
6. Vir Heroic, Valour
7. Bhayanak Fearsome, Frightening
8. Adbhuta Wonderful, Miraculous
9. Shanta Peace, Serenity
India has lived through the centuries, in which it was ruled by foreigners who brought in their own customs and aesthetics. This has contributed to the intermingling of different cultures and their values. It has created enormous diversities by enriching its unified vision as well as achieving profound progress in creative fields. Its values and systems of evaluation went through the phases of reassessment. But somewhere down the line they got corroded and degenerated; because the supportive patronage became corrupt. However, blindly following the various interpretations of Indian aesthetics as depicted in the creative works of the past can also become counterproductive. Abanindranath Tagore (1871-1966), an eminent painter of the Bengal School, commented, "Art is not made to justify the Shilpa Shastras, but the Shastras are made to elucidate Art". Rabindranath Tagore warned, "I strongly urge our artists to vehemently deny their obligation to produce carefully something that can be labelled as Indian art by conforming to some old world mannerism." Despite that in contemporary India the tradition is not only misused but abused repeatedly, because it is easy to market tradition.
Emotions are serious business and cannot be fooled around with by falling in the trap of rhetoric, cliches and the bizarre interpretations of their value and expression.
CHAPTER 8
SPIRITUAL LEVEL
The fourth step of expression is the Spiritual Level. This is the most complicated of all. Any claim of it is questioned, suspected and misunderstood. The Rasikas (connoisseurs) find it very confusing. Some would reject any claim of it instantly and some would be seduced to accept it.
Right from the beginning of civilisation, people have been venerating the art works adorning their places of worship. Symbolic icons have been created for the purpose. Paintings, murals, sculptures and art effects have been put up for worshipping and for communicating spirituality by the personification of different gods. The Hindus for instance, both rich and poor, buy decorative and pretty calendars and small painted clay pieces of gods and goddesses. They bring them to their homes on some religious festivals and place them on the altars to worship them. The same facsimiles are also put in the offices, shops or workplaces, cars and trucks – as art effects and also used as calendars. I wonder if somebody has placed one in the cockpit of a jumbo jet. These ritualistic objects, as they rely primarily on the faith of the beholder, do not need an aesthetic base. They depend on social acceptance which accelerates the motion of faith.
So, Spirituality lies in the eye of the beholder and therefore, the artists should not bother or struggle to recreate it in their works. They should do their work as they want to (which probably most of them do anyway) and better leave the business of spirituality for others to find or better still, let the art works show it on their own. However, some specific examples are found in which some elements were painted in order to achieve Spirituality. For example, the unique formats of Mandala paintings in Tibetan Art; painting of the sky with gold leaves in Christian paintings of the early medieval period and the use of gold in Russian icon paintings.
It is curious, but seems to be true that most creative artists, in almost every field, have aspired for Spirituality, privately or publicly. For sure, they have been anxious about it. I also had my share of it. So, I conducted a small study between the years 1965 to 1975. I came in contact with a few internationally known gurus and teachers of Spirituality. Apart from being intelligent, learned and articulate, their charisma was such that thousands of people would get attracted to them. Underneath though, they too were human beings with the usual shortcomings punctuating the excellence. They would prescribe different kinds of morals, rituals, gestures, penance, meditation and give mantras, etc., as sure formulae to achieve Spirituality. I found all this highly suspicious, nevertheless, I respected the gurus on human level. This helped to have easy communication with them.
I am reminded of a number of personal incidents in this connection. Around Shivaratri (a festival for worshipping Shiva) in February of 1969, I was teaching a class with painter Biren De, at the School of Planning and Architecture in New Delhi. By that time both of us were labelled, as Tantric or Neo-Tantric painters. (Ajit Mukherjee's book 'Tantra Art' had already been in the international market for two years). I received a telephone call from Gina Lali, an American friend who was quite an accomplished Indian Classical dancer. She had been to India on several occasions to learn dance. Being an Indophile, she got deeply interested in Spirituality, and became a devotee of Baba Muktananda of Ganesh Puri near Mumbai. Gina said that Baba
wanted to see me right away, and that I must bring the slides of my paintings for him to see. She had obviously talked to him about me. I was not interested and fobbed her off with an excuse. She however, told me that it was a very special offer form Baba and I should not miss it: blah, blah.
I went back to the class and told Biren De about Gina's phone call. He suggested with enthusiasm that we both should go and it would be an interesting experience. Soon we were on our way to Lodhi Estate in New Delhi, to meet the great man. Surprisingly, he was waiting and was pleased to see us. He began viewing the slides of my paintings and started laughing. I was staggered and asked him what was so funny. He said that my paintings were Spiritual and I had already crossed the 'neelam' (blue) stage, a very high degree of realisation which could be achieved only after years of deep meditation.
In order to come down to earth from the spiritual heights, I mumbled to him, "Baba that is all very fine, but generally people do not seem to understand or appreciate my paintings, and that can adversely affect their sale which is necessary to meet at least the expenses incurred on making them." It was anyway a rather difficult period for selling paintings in India. He replied, "When people build their houses, they can do so with bricks which can be bought easily and cheaply. But the same house can be built with stones which are costly, but there are people who buy them. The same stones can become diamonds which are difficult to find. That makes them very very costly and yet, there are buyers for them also."
We became friends and would meet off and on until 1976, in New York. He passed away shortly afterwards. I found him to be extremely intelligent, affectionate and of course, deeply committed to spirituality. On several occasions, we debated the meaning and place of spirituality in context of creativity. He was capable of resolving their complexities in concise terms with convincing and earthy logic, which most of his devotees easily understood.
The point I wish to make is that my encounters with Baba Muktananda and other spiritual gurus convinced me of the presence of something called 'spirituality' with an umbilical connection to 'creativity', even if it cannot be defined rationally. But in spite of all that, could I find a formula to make Spiritual Art? My answer is 'no'. So, if the 'will' cannot produce a masterpiece, then spiritual achievement cannot guarantee the creation of Spiritual Art either.
Much has been discoursed and written about Spirituality. For thousands of years, the visionaries, philosophers and creative people from all cultures of the world have spent their lives trying to understand its meaning. You cannot touch it, feel it, or understand it. But, neither can it be avoided nor rejected. – According to the Indian thought it requires the cultivation of at least one of the three levels : physical, intellectual or emotional, before one can comprehend it. It is, therefore, considered to be the highest level of achievement, or to put it simply – the exalted state. However, it should be realised that religion plays no role in it; although it is one of the respectfully accepted mediums among several others to reach Spirituality. The great religions of the world provide only the outer structures. Paradoxically, the complexities of theological differences between them evaporate when the Spiritual realisation dawns.
Nevertheless, all religions of the world continue to prescribe their own systems and rituals which can enable one to achieve spirituality. Of course, none of them can guarantee that. If nothing else, such efforts in themselves become similar to the journey of an artist. There is a Zen saying, "If you find Buddha on your way, then you ought to kill him." Meaning, keep on the journey – searching for Buddha is important, not finding him. The infinity is approachable but never achievable. However, the Taittiriya Upanishad has suggested that the artist repeats in his own way the process of cosmic creation. He is also a creator, just like God.
Despite such an abstract connection between creativity and spirituality, the astonishing fact is that they continue to exist and feed each other. The rationality of science would not believe in it because it demands evidence which is obviously not there. On the other hand, we also know that there are things for which science has no rational explanation. Unexplained mysteries and irrational doctrines are considered to inspire the journey of spirituality, and so also of creativity. Some thinkers have called them 'super-realism'. However, about the fore-seeable realities, Piet Mondrian, mastreo of geometrical abstraction, said in 1914, "In order to approach the Spiritual in Art one employs reality as little as possible; because reality is the polar opposite of the spiritual".
In this context I specify that spirituality in creative arts does not depend on the religious subjects. Painters, searching for spirituality do not need to paint either the 'Krishnas' or 'Madonnas'. The spiritual visage does not come from the outer skin but is attained from the inside. That actually requires the artists to cross the physicality of the outer limits and enter the inner world. But that makes their works difficult to be understood and accepted because they do not supply what people want, and their works usually do not entertain or shock.
In 1969, an American Buddhist monk came to see me in my studio and asked my help to buy a Spiritual Buddha. He spoke very little and had the habit of going into meditation at the snap of a finger. The monk had already seen several Buddhas but did not respond to any of them. I told him to continue his search and according to my information, the possibility of finding one would be in the shops selling art curios and antiquities. Next day, I was called by a gallery to meet the monk. He was sitting on the floor and looking at a bronze Buddha which he had found; one which he approved only after a long and deep meditation by staring at its face, as he was doing then. When he saw me, he jumped up in excitement, smiling with happiness and bliss. "Oh, I've found it!", he exclaimed. "What?", I asked. He replied, "The Spiritual Buddha!". I could not under-stand all that. I thought about it and then put it aside as one of the inexplicable happenings.
Following are some of the art works out of hundreds, well-known and not very well-known, which I have found to possess the sublime i.e. the Spiritual quality.
PYRAMIDS AT GIZA (Khufu or Cheops) — I saw them in 1966. My first reaction was of amazement, and I was overwhelmed. As I came nearer the Khufu pyramid I felt myself becoming smaller. I entered the tomb and I was lyrically mystified. There seemed to be a fusion of all kinds of forms which changed as I walked in the interiors because of the mysterious play of natural lights. When I climbed the steps, I felt I could walk into the open sky. A spectrum of thoughts were coming to me. Who conceived it thousands of years ago, and why such a form? Who built it and how? (It would be repeated in glass in 1989 as a grand piece of modern architecture at the Louvre in Paris designed by I.M. Pei).
Even as I went back by the tourist bus to Cairo city, I could not take my eyes off it. I looked back to see it standing alone in the desert, as it has for thousands of years. It looked to me like a god, whoever or whatever he may be. I can safely call it a Spiritual creation. Napoleon Bonaparte (1808-1873), was a great admirer of the pyramids; but on the physical level. He calculated that with the stone used to build the three pyramids at Giza, he could make a wall ten feet high and one foot wide, to encircle his empire, the whole of France.
MONA LISA — painted by Leonardo da Vinci, had been travelling with him until King Francise I purchased her from him in 1517. She was housed in the Louvre museum in 1794 in which she moved a few times from the 400 feet long vaulted corridor. She is now displayed in a new gallery under non-reflective glass case, completely airtight with correct temperature and best of security. – I saw Mona Lisa in 1966, on my first visit to Paris. I had already read and heard so much about her that I had become kind of allergic, and was determined not to join the bandwagon of her admirers from all over the world. I shifted for a
while but when I was finally face to face with her, I was shamelessly spellbound within minutes; not only by the famous smile but also by the overall effect, which I found instantly to be a Spiritual one. I saw her again in 1976 and in 1989; and my admiration increased with each viewing. For me, the important element in Mona Lisa is the mysterious transparent background, painted on a poplar board which helped to achieve the exalted quality.
NATARAJA (Dancing Shiva in Bronze) — I have seen quite a few of these South Indian bronzes, both in India and abroad. They are Spiritual right from the conceptual stage which is transmitted forever in time and space with an unending cycle of birth, growth and decay. Shiva is engaged in the dance of the universe, embellished with the icons of demons, fire and protection. The drum in his right hand is there to produce the Nada – the primordial sound of creation. All of this has been described by some eminent scholars in precise details. Shiva becomes Nataraja, the Lord of dance and the dancers, and he dances to portray the existence of the whole cosmos. He raises his left leg with perfect anatomical balance to show the idea of Liberation; while his right foot is crushing the demon which personi-fies Evil. What enchanted me most in the Nataraja was the aura, both sublime and mighty in addition to the perfection of form with inconographic details.
RADHA — is a miniature painting of the Kishengarh School near Ajmer in Rajasthan, which produced one of the most beautiful series of paintings on the Radha Krishna theme. She was painted around 1750 AD by Nihal Chand. He was inspired by the poet king Savant Singh's romantic interpretation of the divine love between Radha and Krishna. Savant Singh fell in deep love with a common girl who eventually became his mistress. He named her 'Bani Thani' which means dressiness and smartness. – Bani Thani portrays Radha in a profile, abstracted to a perfectly balanced linear composition. She was painted in warm colors showing an elongated face with receding forehead, arched eyebrows, lotus-eyes, sharp-pointed nose, sensuous lips, two locks of hair naughtily trickling down her face, pointed chin, and embellished with beautifully designed jewellery which enhances the overall effect. Radha has indeed haunted me, mostly because of the elongated eye which transcend it to attain a highly abstract and Spiritual quality.
BLACK SQUARE — Kazimir Malevich (Russian born in Poland, 1878-1935), one of the most creative artist of this century, painted 'Black Square' in Moscow during the years 1914-15. It is a prime example of 'Supermatist' art which I saw during my first visit to the USSR in 1984. When asked about it, Malevich said, "Black Square cannot fuse with any other artist or any other time. Right? I have not needed my predecessors and I don't resemble them. I am a step. In art one has the duty to realise its essential forms, regardless of whether one likes them or not." He concluded, "In my desperate struggle to liberate art from the ballast of the world of objects, I took refuge in the form of square." I therefore, thought that there would be little to discover in this work. But I was wrong because after seeing it closely, I found that geometrically it was not a perfect square, and its dense blackness seemed to possess supernatural powers and cosmic energies.
Throughout the 20th century, despite the industrial and technological revolutions and progressive faith in rationalism, there have been several artists in the West who gave much importance to Spirituality in art. One of the main reasons for that was the enlightening influence of Eastern thought and philosophy which was filtering into the West, by the dedicated efforts of several eminent scholars. Greater material comforts and increasing use of technology, generally under-scores the spiritual content in the thought process and life styles of people in the affluent Western countries. In the East, living with spiritual metaphors continues as an inheritance in some way or the other.
Amongst those artists who imbibed the spiritual flavour of Eastern philosophy, were Kandinsky and Paul Klee in Germany. – Dutch painter Mondrian and Turkish painter Arshile Gorky (both of whom founded the
New York school in 1940s) – Kazimir Malevich in Russia -– Rumanian sculptor Constantin Brancusi in Paris (who also spent about a year in India) – Mark Rothko in America – and Nicholas Roerich, Russian painter and highly respected scholar who came to India and lived in Kulu valley and painted Himalayas. They opened new horizons and demolished the established norm that only religious subjects could make the Spiritual Art.
Morality, has been somehow accepted as a solid step for the attainment of Spirituality in almost all cultures of the world It is greatly influenced by religion and has also intruded into different schools of aes-thetics. Truly speaking, it has no relevance to the Creative Arts. To elaborate more, I quote American philosopher George Santayana (1863-1952), who made a significant observation about morality by saying, "The truth is that morality is not mainly concerned with the attainment of pleasure; it is rather concerned, in all its deeper and more authoritative maxims with the prevention of suffering." To figure that out, D.H. Lawrence (1885-1930) commented, "Puritanism takes many forms, it changes its appearance. Work of art does something special to the artist who makes it – and something for who views it".
In spite of all kinds of efforts made through the centuries, morality has not been or could not be defined with any kind of definite parameters which can be accepted universally. Moreover, morality which is imposed by either punishment or awards is neither good nor moral. Something which is declared to be immoral in one social structure can be perfectly all right in another. The definitions of evil and good have also gone through various interpretations which have been constantly changing, historically and geographically. For example, the fantastic and sublime but erotic sexual action poses which are found in many Indian paintings and temple sculptures of the medieval centuries, easily shocked most of the western aestheticians and missionaries who came to enlighten the 'barbaric' Indians.
If Spirituality in the Creative Arts cannot come through the established moral values, it does not come either by the asceticism or by being aloof from the realities of life. In fact, abstinence from all kinds of worldly pleasures even when they bring welfare for all has been considered to be a virtue by most religions. The artists can demolish such dogmas through their works. The Creative Arts are ideally competent to expose the reality of social and moral values.
"All true arts are an expression of the soul, the outward forms have value only in so far as they are the expression of the inner spirit of men" – Mahatma Gandhi (1869-1948).
CHAPTER 9
DOCUMENTATION
The Visual Arts have been depicting the incidents, stories, ideas and messages from time immemorial. It has been labelled as the Narrative, Documentary and Illustrative Arts. The artists carrying out such documentation worked on commission, and also on their own. There are innumerable examples of fascinating art works in this category which have fortunately survived all around the world, from the beginning of civilisation to modern times.
When Photography was invented more than a hundred years ago, it was thought to be the end of academic, realistic representation and documentary art. But after the initial shocks, the Visual Arts have survived and fortunately found their distinct identity, despite the threat of getting wiped out in the competition. This happened because Photography could only capture a frozen stance, a solitary moment; whereas the artists had the time and opportunity to comprehend the whole story and recreate it in their own individual styles by selectively focusing, abstracting, adding and eliminating. In other words, they continue to give a totally new image to its documentation, besides recording all the relevant details, as they were able to do in the past. For example, 'Coronation of Napoleon' by French Classical painter, Jacques Louis David (1748-1825), which hangs in the Louvre Museum, Paris. And the story of Buddha's life, as painted in the frescoes of Ajanta Caves.
Documentation by the artists is also done to record the important events. But there is no way that they can have the instant quality and speed of photography and video filming, which have been further revolutionised by the computers. Some artists have competitively acquired speed formulae to create Documentary Art. Some even claim to possess an extraordinary talent and comparative superiority when they do so. They may be loved and respected by the present-day society which is constantly gearing up to fast and faster speed. But such works are intrinsically of an instant nature and therefore, may not have lasting values.
Some artists use the dramatic events including natural and man-made disasters, in order to promptly depict them in their works. They call themselves artistically spontaneous and socially relevant; which is debatable. Such works generally lack substance and become superfluous; because they do not go through the essential chemistry of distillation on the physical, intellectual or emotional levels. To call them spontaneous would be misguided, because spontaneity comes from the mastery of control and not from reckless speed. Matisse, Picasso, Van Gogh, Claude Monet, Lithuanian painter Chaim Soutine, and many of their contemporaries proved that amply in their works.
With reference to spontaneity, I would like to tell a story. – In old time Japan, there was a ruthless warrior king. He had heard about the genius of an artist, an excellent painter of nature. He expressed a desire to visit the artist and acquire one of his paintings. His minister took him to the painter, who was told about the purpose of their visit. He respectfully requested them to come after a year. The king being restless and intolerant, as they usually were, did not like the idea of waiting that long. However, his minister consoled him diplomatically by saying that if he wanted to acquire a good painting from a great artist, he had no choice but to wait, which in any case was not that demanding enough to warrant such impatience. So they left after declaring that they would come back after a year.
Twelve months elapsed and they duly returned. The painter was very courteous again and respectfully asked them to sit down and have tea which in Japanese style is known to be a lengthy affair. The king was not amused but settled down. The painter went to his studio in the next room, sat down on his desk and started painting. The king was watching all that while drinking tea. After a while, the artist finished the picture and reverently presented it to his royal visitors.
It was too much for the king. He pulled out his sword and roared with anger, "How dare you kept me waiting for a year for something you just painted between our declared arrivals and finishing our tea. You should be slaughtered on the spot for such obdurate behaviour." The artist replied, "Your Highness, do not be angry with me. It is true that I have painted this picture just now but bestow me with your grace in kindly understanding that it took me one year to think about it".
Another incident which comes to my mind is what I was told about Pierre Bonnard, the well-known PostImpressionist French painter. Some of his works done before the 1930s were acquired and put in a Chateau as a private collection. Sometime, during the Second World War, he was caught by the guards of the deserted but protected Chateau. He was secretly working on his own paintings to improve upon them. The guards thought he was a vandal.
The advanced technology of X-rays and lasers used on art works has revealed, how some of the well-known painters worked. It has shown that they corrected, changed and re-changed several times between the start and finish of their paintings. We also know that the eminent writers, poets and composers have been doing the same thing over and over again. It seems therefore, that the whole idea of spontaneity is misplaced; if it links technique and spontaneity with speed.
To further elaborate on this point, we can look at the American Abstract Expressionist paintings between the years 1945 and 1970. It was also labelled as 'Action Painting' for its fast and spontaneous appearance. Retrospectively, Willem de Kooning had been considered to be a key figure in the 'action area' of Abstract Expressionism. His contemporaries were the likes of Jackson Pollock, Franz Kline, Philip Guston and Robert Motherwell. Interestingly, anyone who watched or studied the progress of de Kooning's paintings, cannot fail to see the long hours of work in preparing, considering and reconsidering, painting and repainting the so called spontaneous improvisations. Nevertheless, Action Painting did rely on the expressive application of paint, heavily loaded to reproduce rough and textural finish. They charmed not only physically but also emotionally and intellectually. However, Abstract Expressionism, the basic component of which were spontaneity and action, also included painters such as; Ellsworth Kelly, Barnett Newman, Mark Rothko and Ad Reinhardt, whose works had a smooth finish with resonant colors with thinner application and devoid of textures. Thus the idea of spontaneity was further expanded.
The function of the Creative Arts is not to solve the problems and avoid disasters – simply because they cannot do it. Moreover, there are enough categories of people in present-day societies who are engaged to deal with such eventualities and are paid rather handsomely to do their job. For example, on international level we have the United Nations Organisation. Of course, the documenting art and artists have an instant appeal for the leaders of society, because through such commercial art works which are easily understood, they can publicly show their compassion for the tragedies. Never mind, if they are caused mostly by their own actions or nonactions.
The job of the creative artists is to develop awareness, especially for those values which can go to the core of the matter and help to nourish the sanity, truth, enlightenment, beauty and happiness for
all. In India, it is called Satyam, Shivam and Sundaram i.e. the truth, godliness and beauty. These hallowed and well-known words were put together by the eminent poet, Rabindranath Tagore, based on the interpretation of our ancient philosophical thoughts, as well as their application to the ethics of social life and religion. If artists can do so, then they should react spontaneously or otherwise to those events which hurt and harm the mankind in any manner and provide sensibilities which can help to destroy them at their roots. However, if one can draw a social message from any artistic creation then it would be a bonus, but nobody likes to be punched in the face with it.
"Art is so dominated by the single problem of actively converting chaotic into clear intuition, that we recognise the propriety of ceasing to call it the work of fancy, and of calling it an act of poetic or creative imagination." – Croce.
Picasso, Braque and Matisse amongst other contemporary artists had direct experience of the horrors and tragedies of World War I & II. But none of them painted to illustrate them. They were at the same time not indifferent and could not afford to be so. Several of them actually held strong opinions. It is much more sensible to question the foundations of those systems, which are responsible for such horrors against humanity. Up to this day in all societies and communities around the world, such laudable efforts fortunately continue to flower.
In this connection, one of the greatest examples which comes to my mind is 'Guernica' by Pablo Picasso. It depicts the emotional anger aroused by an event, but distilled by the process of art to make it eloquent for the whole world. This mural (11'5˚" x 25'5∫") was painted in 1937 for the Spanish pavilion in the Paris Exhibition. It was inspired by a personal anguish at a disturbing happening in his native country, specifically the destruction of the small Basque town by German bombers, flying for General Franco, ruler of Spain.
'Guernica' was painted with great speed, though no signs of haste are seen in the finished composition. Picasso made a series of preliminary drawings and studies before painting the final work in black, white and grey colors to express the horrifying reality. It was painted on normal canvas and the work proceeded with some radical alterations. The icons he used, like the dying horse, image of the bull, Minotaur and a young girl holding the light, were taken from his earlier works. Such images and their visual impact had already originated in his own Cubism.
Creative artists through their works should force the people to stop, relax and think about who they are and what they are doing and for what? Artists are not the messengers or agents to convey messages of others, but creators of them. They distil the social realities and produce creative works, like trees do with the supply of their nourishment to produce fruits and flowers.
Artists do not follow or copy the images, they create them. This of course, does not imply that the preceding art works and styles are rendered out of date. On the contrary, they become eternal according to the degree of their own integral qualities. The Creative Arts go through the changes not just for the heck of it or for the sake of changing fashion, but because of the changing conditions and developments which would affect society. And also, because of the growth of artist's individually in terms of his/her vocabulary and style.
"Every true artist, so far as his art went, has always got out of himself – has forgotten his personal interest and became Man, thinking for the whole race." – H.G. Wells (1866-1946), well-known British novelist and historian.
The Folk Arts all over the world are beautiful examples of narration and documentation of events. They become part of folk people's collective life, as well as meaningful rituals for the cultural, religious and social activities which have continued for generations. The created signs, symbols and icons for narration and
documentation were then copied so much by the sub-sequent generations, that they became crafts, depending repeatedly upon the standard formulations. From the time India became independent in 1947, all kinds of Folk Arts, both visual and performing, have been revived with gusto. The cultural impresarios from the urban elite have worked devotedly to find and promote them by opening channels in cities for their commercial marketing. They are easily bought with pleasure by the fashionable who look for ethnic glamour. But can we call these Creative Arts?
There are committed people who debate for the traditional folk arts and their recognition as Creative Arts. They argue that the often repeated forms which characterise all kinds of Folk Arts must have had a beginning, the originality of which could satisfy all the requirements needed for making creative works. Furthermore, the repetition of forms and images does not rule out the possibility for innovations both in terms of technique and content. The efforts made in promoting the poor and neglected natives with attractive copy-writing provides good mileage. Some contemporary artists belonging to different creative fields specially the visual arts, music and theatre have also imbibed with good results, the folk and tribal ideas, symbols and narrative qualities in their work.
Then there are others who oppose such a trend vehemently. F.N. Souza, the well-known Indian Expressionist painter, has said, "The difference between fine art and kitsch of folk art is that fine art has a great number of nuances which the popular arts do not have. The relative order of magnitude measuring from infinity to infinity is structured in nuances, the ultimate nuance of nature is beauty. Beauty is not in the eye of the beholder, but in the cultivated eye."
The development of Visual Arts has been institutionalised to produce definite movements and 'isms' from time to time. Dadaism is one of them. Its leader, Marcel Duchamp and his like-minded friends during the First World War years used ready-made urinals and hat-racks and other similar objects which until then were not noticed, admired or used in art works. They were referred to as 'documentation of expression through objects'. Such a fascinating exposition got the attention of not only the spectators, critics and artists but also the philosophers of art. What the artists made through those objects may not be valuable; because they were neither invented nor created as they were already there. However, they found their role in the theory of art mainly because they were able to document.
The trend of using objects for creative expression has continued vigorously and produced the powerful movements of Pop Art, Conceptual Art, Assemblage, Installation and Environmental Art. Even if they were purely experimental, opinionated and instructional, they could be valued according to their usefulness. Since the 1970s, inter-national exhibitions which prominently showed the objects used in documentation are held in Germany. They are actually called 'Documenta'.
CHAPTER 10
CONCEPT OF BEAUTY
Beauty is one of the most illusive things to define. Philosophers and aestheticians from the ancient times have been making elaborate observations to explain the phenomenon, called Beauty. Different cultures and races have their own parameters to define its endless variations. However, something that is beautiful in one place and for one person may not be so in another place and for another person. The definitions and prescribed yardsticks do help in identifying the characteristics of Beauty, but they have not been able to pinpoint those definitions which can be conclusive.
It is ultimately the creators and the appreciators (Rasikas) who discover it in their own individual ways by the generation of interest and attraction. The beauty in art works may remain hidden and unexplored until someone's interest is aroused. Such a process therefore, becomes highly subjective. In spite of the intensive scholarship which is available to identify beauty and what makes something beautiful, there are as many opinions as there are heads, and each one of them may very well claim to be an authority. That is indeed the beauty of Beauty.
Some people go crazy about the beauty of opera and there are others who cannot stand it. Some people love to listen to Dhrupad of Indian classical music while others do not have any interest in it, and would rather listen to popular music. Some people love the beauty of the color blue, and there would be others who hate it. Some people prefer the dramatic expression and some abhor it. Some people like the ornamentation and romance– Shringar Rasa, and others admire a peaceful renderings – Shanta Rasa. For genderwise response to Beauty, Oscar Wilde made a provocative observation, "Most women are so artificial that they have no sense of Art. Most man are so natural that they have no sense of Beauty." The variations in response to the beautiful are endless. For some people, Beauty is simple and for others, Beauty is what beauty does.
In the Creative Arts, the concepts of Beauty have been dealt with mainly from two different philosophies. One is the Greek theory of Beauty, expanded to the Greco-Roman theory which professed Idealised Realism. For example, the idealised beauty which can be see in the Greek sculptures of Apollo, Venus de Milo, Diskobolus (discus thrower) and in many other similar examples. In Painting, the visual perspective was based on the mathematical formula. It matured to achieve the high standard in the Renaissance period.
The other is Symbolic Iconography which emerged for the practical use of explaining the invisible realities. It was achieved by enhancing the sensuality of forms, both figurative and non-figurative. It was generally practised in cultures of the East. For example, we have the iconographic Beauty which is found in the Indian sculptures of Shiva, Vishnu, Durga and others, which became symbols in them-selves. In Painting, the perspective was not depicted on the basis of visual reality or the mathematical formula; but on the demand of composition and style, which emerged from the use of space distribution and generally painted in flat colors.
Plato's (427-347 BC) theory approved the representational Art which did not have room for Symbolism. Aristotle (384-322 BC) talked of the moral purposes of art but omitted Symbolism. Although, he went beyond
Plato in contextualising that and gave the hint. "Art is a vision which accepts imitation; although straight imitation and copy of objects to represent only the outward appearance is not agreeable."
Selective observations made by some of the most eminent Western philosophers and aestheticians are given below. They indeed vindicate the idea that Beauty can be viewed from various angles.
Romanian philosopher, Plotinus (205-270) said, "Man believes the world itself to be over-charged with Beauty, he forgets that he is the cause of it."
French philosopher, Rene Descartes (1596-1660) claimed that Beauty is related to pleasure. Experience of Beauty is intellectual joy accompanied by a passion or emotion.
Dutch philosopher, Baruch Spinoza (1632-1677) opined that the qualities of good and bad, beautiful and ugly, are subjective and personal terms which if flung at the Universe, will be returned to the sender unacknowledged. He elaborated, "I would warn you that I do not attribute to nature, either beauty or deformity, order or confusion. Only in relation to our imagination can things be called beautiful or ugly, well-ordered or confused."
German philosopher, Immanuel Kant (1724-1804) said categorically that, "There was no objective rule of tastes and concepts by which Beauty can be defined. Beautiful is that which pleases beyond a concept."
Another German philosopher, G.W. Friedrich Hegel (1770-1831) refused to consider nature as strictly beautiful. According to him all Beauty, whether natural or man-made is the product of the human mind. Art is the presentation of truth and spiritual reality in sensuous forms.
But Jean Paul Sarte (1905-1980) the French thinker, retorted, "Reality is never beautiful".
Benedetto Croce (1860-1952) preferred art in comparison to metaphysics and science. He believed that science gives us utility but the arts give us Beauty. He said, "The Beauty belongs to the inward image than to the outward form in which it is embodied. The Beauty is the mental formation of an image (or images) that catches the essence of the thing perceived. It is always our own intuition we express when we are enjoying a beautiful work of art. Both in the artist creating and in the spectator contemplating Beauty, the aesthetic secret is the expressive image. Beauty is adequate expression, Beauty is expression."
For the on-going query, why artists should be so concerned with the creation of Beauty, the German composer and conductor Richard Strauss (1864-1949) replied, "I thought artists were for providing Beauty."
"Beauty is truth, truth Beauty That is all ye know on earth and all ye need to know." John Keats (17951821), British poet.
We thus find that most of the Western aestheticians, some of whom are quoted above, have not only acknowledged the relationship between the creativity and Beauty, but also gave their own assessment about what Beauty is and should be.
The Indian thinkers and aestheticians from the ancient times, have also talked about Beauty in a similar vein, but their aim was to symbolise and not idealise. They spoke about Symbolism in a mysterious way, which does not conform to its connotations with the western thought. The concept of Beauty in Indian aesthetics is based on a metaphysical approach to Ananda, which is pure delight (blissful joy). According to the Upanishads, cosmic creation, its being, its life and sustenance is derived from Ananda.
"Who indeed could live, who breathe; should not this 'Ananda' be in Akasa (sky, nature, universe)". – Taittiriya Upanishad.
"Ananda is the beginning and the end of the world, cause as well as the effect, the root as well as the shell of the Universe." – Aitareya Aranyaka.
The Upanishads proclaim that the aesthetic sense pervades in the minds of both the creators and connoisseurs as the divine light of the universal soul, Brahman, through which one can experience Beauty. Such doctrines were dominating the concept of Beauty in Indian aesthetics, and have continued to do so as a backdrop.
However, around the 2nd century AD, a major development was achieved in Indian aesthetics through the introduction of Rasa theory, propounded by Muni Bharata in his Natya Shastra after profound analysis of all the related factors. It covered different moods and feelings which were classified under nine heads famously known as Nava-Rasas. They are already mentioned in the chapter 'Emotional Level'. The specific aesthetic quality as expressed in the works of art, which could be distinctly identified, was designated to a particular Rasa.
The Rasa theory encompassed practically every nuance of the entire range of human expressions. The success of the creator was acclaimed as Beauty and judged by the response of the audience which included experts who were respect-fully called, Rasikas or Rasvantas. They were equally knowledgeable, if not more. Such meaningful interactions based on the supportive and versatile foundation of the Rasa theory were not only confined to any particular art, but were applicable to all of the creative arts such as : painting, sculpture, music, dance, poetry, theatre and literature. It provided sumptuous possibilities for the artists to expand their span in order to create different shades of Beauty. It enabled them to reach sublime heights and achieve the most glorious period of Indian aesthetics, enriched by excellent creations in every field.
The Rasa theory also inspired the depiction of nature and its relation with human emotions. Bara Masa (twelve months of the year) paintings, made during the 17th and 18th century AD in the schools of Indian miniature paintings are one of the best examples. However, nature was not accepted by all of the thinkers as the epi-tome of Beauty. According to the Samkhya aesthetics, Nature is not all that beautiful but also has ugliness. On the other hand, in the Vedantic thought Nature is beautiful and there is nothing in the Universe which can hurt the internal harmonious core that is the Atma.
Unlike Western philosophy, the ultimate goal in Indian philosophy was to go beyond life and its general knowledge – that is to achieve ultimate freedom (moksha). In India, philosophy was a way of life, besides being a thought process which dealt with the practical problems of life. Nature has a mysterious basis and Beauty can be found in the realisation of Nature's diversity and its secrets. The Beauty of the supernatural powers which created nature would be something more, something superior to it, although obscured.
Kalidasa, the famous poet (around 5th century AD) said, "The beautiful is a manifestation of the secret laws of nature without which their presence would have remained concealed for ever." He also included the human experience and said in his play 'Shakuntala', "Empirical beauty is such, where nobody can compel the tendency of perceiving senses to experience what is called new, nor can we replace our senses into something else to find out newness in Beauty. It is like replacing an object with another, as for example, after too much of sweet we would be inclined to eat tamarind. That would be called the new aesthetic taste of empirical category."
Thus Kalidasa went a step forward within the Rasa theory by pointing out 'newness'. The hall mark of the 20th century is also 'newness' with a label of uniqueness couched in the singular individuality of the artist. However, the difference is that the newness of Indian aesthetics evolved from the expression of different moods (Rasas) while the contemporary aesthetics in the creation of Beauty, does not depend upon them. In it, the individual uniqueness is supreme and the elements hitherto accepted as concepts of Beauty from
the East or West are superseded. In the contemporary scene the variety and change in the works of artists are deter-mined mostly by the market forces; and not because of their creative yearnings or by the demand of their consciousness. Some artists even get stuck at one point and repeat themselves.
The core of Indian aesthetics which was synthesized in the early centuries of Hindu, Buddhist and Jain cultures, was followed by a new concept of Beauty which emerged during the Muslim period, between the 10th and 17th century AD. It was dominated by a decorative ornamentation with mathematical precision and stylisation of all types of human, flora and fauna forms; besides the panoramic views of nature. Such artistry was patronised by the powerful establishment of Muslim rulers.
However, the sensuousness of the Rasa theory continued as a backdrop which was deeply etched into the Indian psyche, which at times, not only mingled beautifully with the Muslim concepts but even dominated them. Numerous unique examples in almost every field of the Creative Arts extending to architecture, design and crafts can be quoted in this regard. For example, the freedom in the khayal style of north Indian classical music, which was wonderfully developed mostly by the Muslim musicians and composers through many decades of intellectual and creative interactions with the Hindu musicians. They derived from the Raga based and rigidly structured Dhrupad style which had already achieved the peak of refinement.
Different schools of Indian miniature painting, like the Mughal, Rajput and Pahari which originated from the medieval Persian, Jain and Buddhist manuscripts, are other fascinating examples. Hindu and Muslim design elements, when combined, produced gems of architecture all over the country -– the crowning glory being the Taj Mahal in Agra. Design and manufacture of objects for daily use, such as, pottery, utensils, furniture, handfans, dresses and jewellery, achieved an excellence which has been duly admired all over the world.
The Muslim period in Indian Art history was followed by the British Colonial rule of nearly 200 years, ending in 1947. The Britishers brought in a western concept of Beauty and promoted it in whatever way they could. By their time, the Indian psyche was already adapted to the ancient Hindu and Buddhist aesthetics, Muslim aesthetics and combination of both. The western concepts coming mostly through England, which of course, was not the best of sources; also managed to find room in the Indian subcontinent and somehow mingled with Indian concepts to create a hybrid culture (in painting, called Company School). The British contact also helped India to correspond increasingly with the inter-national scene.
On the one hand, the Indian identity firmly continues to be a part of its cultural scene, while on the other hand, there is a drive for the newness of Western aesthetics, including their systems which stress upon thorough investigation. Such double direction pulls have created incoherence which generated all kinds of conflicting chaos in every field, as witnessed around in contemporary India specially after independence. It shall continue to be so until the values which have emerged in the past two to three hundred years are rationally investigated, and the proclamation of 'newness' after mandatory distillation settles down to become part of the Indian psyche as a whole.
Artists, have also talked about the concept and creation of Beauty from time to time. I have known some who do not like the word 'beautiful' with respect to their own works and deliberately create something which should not look 'beautiful'. However, by the time they finish their work, it invariably falls into any one of the categories of Beauty whether they like it, want it and accept it or not. On the other hand, the concept of 'Beauty' after decades of disrepute is now coming back in every sphere with a new orientation and rejuvenated gusto.
Objects have form and content and so the ideas, therefore, Beauty in them would have boundaries. The visual artists bring sublimity to them which transcend their creations to go beyond the form, content and all kinds of formal boundaries and make them subjective and universal. For them, art is not only a mode of self-expression but also self-transcendence. Content, meaning and form have to be homogenised otherwise their Beauty will disappear. Abstraction of known forms does not need to hide the objects but reveal them in totality with the elimination, addition and stylisation, almost in the same way as representational art does. Such fundamental principles of creation are similar in all arts.
German philosopher, Friedrich Nietzsche (1844-1900) was down to earth while saying that, "in reality man mirrors himself in things, he counts everything to be beautiful when they reflect his likeness. Just because man thinks something to be beautiful, then it is so."
About this I remember an incidence. In 1986, I went to Bhutan and on my way back stopped at Darjeeling. After freshening up, I went for a walk on the market road. There were quite a few curio shops in the market on both sides of the congested road. In one of them, I saw a small gilded Buddha in a showcase which caught my eye. I walked up and down the road in front of the shop and saw it from different angles. The more I looked, the more I liked it. I then went in and asked for the price. It was more compared to even some of the bigger pieces. I asked the shopkeeper, why it was so? He said that the price differed from piece to piece, not because of their size and weight alone, but also for the special creativity of the person who could make them spiritually beautiful. I was not convinced, so I left it at that and went back to my hotel. But the image of that small Buddha started haunting me in between my sleep, which is never sound when I travel to new places. The following morning, I went back to that shop and waited for it to open. I was happy to find my Buddha there and bought it.
"Love of Beauty is taste: the creation of Beauty is Art." – Ralph Emerson (1803-1882), American essayist and poet.
German philosopher, Arthur Schopenhauer (1788-1860) analysed that, "The ultimate good is Beauty, and ultimate joy lies in the creation or cherishing of the beautiful."
Finally, we realise that Beauty can neither be known objectively nor described in words; it can only be felt, in most cases individually. Paradoxically, despite the enormous over-all development in the present scenario, the individual is thoroughly dictated by advertising, print and visual media. They constantly rub in Beauty, beauty and more Beauty in this and that. People tend to believe in them without exercising their own perceptions. Material success, media attention and higher status can also earn the title of being beautiful, while the reality may be far from that.
CHAPTER 11
NEW TRENDS
Development of the Arts in this century was comparatively in good health until the beginning of Second World War in 1939. The creative artists were by and large liberated from the stifling bonds of tradition and pre-set norms of dictation. An unprecedented freedom was witnessed in all fields of the creative arts. The cinema was developing faster than expected to quickly become the most important mode of expression and entertainment in the 20th century for the people all over the world. It progressed under the direct influence of Classical and Contemporary painting. The development of wireless technology revolutionised the entire communication system. It led to the use of telephone, radio and television on a mass scale which brought in the facility of information, communication, entertainment and also education to almost each and every home in the world.
The two world wars had shaken the established norms, styles, and values. The mass destruction changed the thinking process of people who were disillusioned as their dreams were shattered. The complacent life style under the monarchies was replaced by the individual participation and new kind of responsibilities, which became necessary under the developing democracies. Royal patronage for the creative arts was dying and the new systems under the support of public were not quite geared up to meet the financial needs of the artists.
Unprecedented fast track development in the fields of science, technology and the production of new materials and equipment became challenging for the creative artists in terms of what to accept, how and when. However, they produced several innovative ideas and forms in every field, specially in painting, music and cinema. And of course, architecture. After the massive destruction caused by both the wars, new construction started and fast. Barring the few exceptions, most of it was of the new kind called, modern architecture. The embellishments in architecture and design gave way to straight and functional forms which were influenced by the geometry of Cubism and the Supermatism.
The creative artists noticed the demanding challenges. In order to assimilate the ensuing aspirations of people, mostly in the European countries, which were directly hit by the wars; they were forced to think differently. What could be the role of creative arts, when the whole world was forced to face its end? Possibly the complete end, which would leave nothing behind. The atom bombs were made and also used, which could finish the whole world. It was indeed a scary situation. Thankfully, the war ended in 1945. The wars robbed people of their hidden terror. It was no more mysterious because Terror became Tragedy. In Art, the subject matter became more important than the niceties of color and forms; even the pure forms became performers despite their sublimity. The entire mankind which was affected, directly or indirectly by the wars, looked forward to a new beginning with a great sense of liberation on all fronts.
But after the second world war, what the world got in the field of creative arts, was not liberation but confusion and even torture for the eyes and human sensitivities. They were greatly influenced by the happenings in the world which lived through a cold war, power blocks behind the iron curtain and outside it, military
dictatorships, selfish democracies and lately fundamentalism. They all claimed attention through exhibitionism, self-promoting upmanship, shock, sensation and even violence.
Art changed into non-art and anti-art. Theatre saw 'anti-theatre' questioning itself. It became 'Waves' to be replaced by 'New Waves' and then by still newer and newest ones. The American composer of avant-garde music, John cage 'composed' the famous 4' 33" in which he sat immobile before a silent piano for four minutes and thirty-three seconds. However, the Creative Arts, despite the contradictory pulls and propaganda continued to narrate the myriad experiences of life, inundated by belief and doubt, acceptance and rejections. Nowadays, newness and originality of sorts get instant attention.
Such developments are not even 50 years old. The present is too near. Hence it is not possible to make a rational and objective assessment. Nevertheless, I present a summary of the important trends of this period in the field of Visual Arts, which can be helpful to understand the overall situation.
We may start with MINIMAL ART — which was inspired philosophically by the famous phrase 'Less is York, who sang praises of the Abstract Expressionism and was widely respected
More', coined by the eminent architect, Meis van Rohe. Clement Greenberg, the well-known art critic of New for that, changed his stance and called for the use of essential and inessential elements in Modern Art, after the 'turgidities of Abstract Expressionism'. He said, "The irreducibility of pictorial art consists in two constitutive conventions or norms: flatness and the delimitation of flatness." However, Minimal Art finally ended up with the minimum of its own self, almost to a vanishing point which virtually rendered it to become incident-less, inert and boring. Less was no more More – it became Bore. Form without a content becomes meaning-less, and content without a form, blind.
POP ART — meaning Popular Art, flourished mainly in America, in the beginning of 1960s. It quickly spread across the world, both in spirit and content. It was stimulated by the mass production in urban culture, widely spread advertising, science fiction, photo images, etc. Common objects like a lipstick, typewriter, ice cream cone were executed as outdoor sculptures. Such works were a landmark achievement in pro-pounding the Pop philosophy; but also showed a bankruptcy in refinement and internalisation of ideas. However, on social level Pop became a powerful medium to express the aspirations of the youth, many of whom became hippies. It inspired them for promoting the individual freedom and cracking the taboos of sex, family traditions, caste and class status. By the 1980's, the Pop movement fizzled out and most of the erstwhile hippies became 'yuppies'.
OP ART (Optical Art) — a small period movement of 1960s, was exclusively based on optical or retinal illusion, which has been intriguing painters since the Renaissance period. A major exhibition was held in 1964 at the Museum of Modern Art, New York, called 'The Responsive Eye'. It extensively covered the development of Optical Art works and kinetics which were made since 1920s. Its exhibits were not easy on the eyes and gave headache to the viewers. To help them, they were actually provided with aspirin tablets attached to the exhibition catalogue. Its patterns, conceived mostly in contrast, like black and white, also inspired the trends in design of that period. It led to EXPERIMENTS IN ART AND TECHNO-LOGY (EAT) which was set up in New York to execute several highly expensive art projects which used all kinds of complicated constructions with electrical lights, sound, movement, computers, TV and video, to produce quite an amazing dramatic effects.
CONCEPTUAL ART — of the 1970s, followed the ideology of Marcel Duchamp who declared in 1913, "Can one make works which are not works of art?" Conceptual artists challenged the definition of art, much more than Pop and Op Art. All kinds of presentations (happenings) were made which were considered crazy by
most people except for the hard core believers. For example, the British artist, John Latham made a sculpture of books in 1958 which was ceremoniously burnt in public. American artist, Joseph Kosuth, exhibited in 1965, 'One and Three Chairs' which included one real chair, a photograph of a chair, and a dictionary definition of the word chair.
In 1976, I saw an exhibition of locked shipping trunks in a gallery in New York, which were for sale, but to be opened only after 30 years. In 1965 Steve Saraf, a sculptor friend of mine in New York City, made large sculptures in ice to melt and disappear. He questioned the traditional idea, that a sculpture should be made for long life. He also made a few similar ones with candies and put one of them each day for about a week on the 5th Avenue and allowed people to pick from it. He got a big kick out of watching his sculpture's rapidly changing form, as the candies were taken away before its finis coronatopus. It was a good show for television.
ENVIRONMENTAL ART — started with the dumping of granular matter, bringing a portable fish farm or a dilapidated wooden bridge, on the floors of the art galleries and other public places. It became an earthy extension of Minimal and Conceptual Art. The artist went outdoors to fields, water areas and mountains to create huge forms and images by excavations and cutting the plantations with the help of bulldozers and dynamites. Michael Heizer removed 240,000 tonnes of rock and sand to make his famous sculpture 'Double Negative' in Nevada, USA. The Environmental artists reshape nature, and claim that they are thus focusing on the environmental and ecological issues. Never mind, if their huge shiftings would disturb the ecology and natural beauty.
Conceptual Art took the form of PERFORMANCE ART — which started in the 1970's with New York being its centre. It is difficult to define and is considered to be one of the most avant-garde movements of the contemporary art scene. The Pop musicians, dancers and actors cross-bred it. They put up solo and group performances, and make statements on all kinds of relevant subjects including politics. The performance may last from a few minutes to several hours, and it may be performed only once or repeated several times with or without a script. Its ancestry can be traced to the tribal rituals, religious ceremonies and carnivals from all parts of the world, and also to Greek theatre.
As a matter of fact, every country and culture of the world have such ceremonial, traditional and religious festivities which get exuberant response from the public. For example, the South American carnivals, and ritualistic performances of the South Pacific region, Kathakali dance, the epics Ramayana and Mahabharata in India, which have been presenting fascinating spectacles of such performances for hundreds of years in a ceremonial way.
Performance Art went into several variations. One of the important take-offs is BODY ART — i.e. painting on human bodies which include intricate tattoo works. It also presents the brutal and obscene ceremonies, including a smearing of human blood etc. Schwarz Kogler, from Vienna publicly killed himself in 1969 at the age of 29 for the serious aesthetics of 'Destruction in Art', a movement which witnessed successive acts of selfmutilation. For art's sake, some artists offered their bodies for torture treatments, including the burning of hair, cuts made on the skin, dropping a concrete block on the toe and hitting their bodies against stone walls. Acconci masturbated in a New York gallery ramp in 1972 as part of the show, 'Seedbed'.
In India and many other cultures of the world, similar activities have been performed for ages as part of their rituals. Selected peoples would go into trance and torture their bodies by hitting against the hard walls and floors. Some would perform the ritual dances on burning embers and on many sharp pieces of glass, some would cut and pierce their bodies with sharp knives, some would slither on their stomachs for miles, and so on and so
forth. Erotic sexuality has not been excluded either. Some performances are known to have it in inexhaustible variety. I would say that PERFORMANCE and BODY ART, despite criticism and abuses flung on them, can find solace in the company of good old, ancient ritualistic traditions.
However, tradition or no tradition, it is apparent that the Performance Art has intruded with gung ho, the high status of Fine Arts. The media loves it because it makes good copies, people love it, because they are entertained. High profile organisations sponsor it generously for publicising their business. Paradoxically, the Performing Artists on one hand, have achieved the label of being 'avant-garde' artists; and on the other, they get the credit for preserving, bridging the gap between past and present, sharing and display of old treasures.
Similar to Performance Art is INSTALLATION ART — which started in USA and spread like fire crackers in Europe and the whole world. The speed in itself indicates that its artists were waiting for such a thing to happen. Some observers believe that the Installation artists have failed to compose and deal with the 'form'. They are running away from the pictorial space without creating it. They have not realised that whenever an object occupies a space, it also creates it, sometimes in multiples. In the field of music, the famous composers have already played with notes to install frag-mentation. All architecture has been historically an Installation. Indirectionality in a composition is an accepted fact; For example, Michelangelo in his Pieta organised space through a vacuum.
What the Installation Artists cash upon is an idea – any idea, and collection of objects – any objects (Duchampianism). Then they put together the found and man- made objects whose size and numbers are negotiable i.e. they can be increased or reduced, not because of the aesthetic reasons, but for the space as provided for their display. In addition to the outdoors, used by the Environmental Artists, they have entered the galleries and museums, and force them to change their dimensions, architecture and interiors. They use the floors, walls, roofs and all else, without bothering whether the human eye can comprehend them or not; the cameras can, and they are used extensively to project them in the print and visual media.
They, as well as the Performing Artists have been able to do so with the power of words – strong and fancy, such as; the creativity, newness, artistic feast of pure expression, and even tradition and spirituality, high-low cultural exchange, and elite to vernacular direction etc. They also highlight current social and political issues in order to conveniently verbalise more, and thus seduce the confused audience. They have forced the vulnerable art critics to fall in line. Their spectacular presentations provide equally spectacular stories to write about.
It is obvious, that the Installation Artists are trying hard to achieve in their works – the subtle nuances of intellect and emotions which have belonged to all creative arts. But they have opted for a hugely spread out canvas with unlimited supply of objects and materials, which on one hand, is drowning their individuality; and on the other, suppressing their yearnings because of the demanding physical dimensions (by the blast of objects – Malevich). In the bargain, the workmanship and longevity of their creation suffer which should torture any sensitive soul. They are already in no-man's land because of their dependence on the support of others.
The world is full of objects; too many of them, more or less interesting, but not all of them are utilitarian in the real sense. Consumerism has taken over the ethos, dreams and values of the mankind. With the result, people now want more and more objects in whatever way they can. The artists have the responsibility to shout aloud to contradict the trap of consumerism and stop its fast moving evils. Instead, the creative artists through their projections like, Installation Art, are glorifying it.
Extremely valuable and supportive role of interaction between the different arts, which has been open heartedly sought by the creative artists for centuries, has now in itself become a challenge for them; not by participation but by high profile domination of Performance and Installation artists.
Such is the price which is to be paid, when growth becomes reckless. Nevertheless, the vast and unlimited territory of the creative arts should be able to deal with it.
PHOTO-REALISM — is an offshoot of Pop Art, and is named so because of its fascination with photographs. They are copied, and also projected through slides on large canvases and then painted. Photographs were also used by earlier artists starting from Degas, Delacroix and others. Photo-Realism has provided a new dimension to the Visual Arts, because the modern hi-tech cameras can record even those details, which cannot be seen by the naked eye and best of the artists. Their creativity depends on the selection from the enormous amount of visual data which is made available by photography. Computers are extensively used to register and transfer the images which are programmed to be printed in different color combinations. This is actually called, COMPUTER ART, which provides inexhaustible variations, although it cannot have the intimate, personal, conscious and sub-conscious self of the artist, which is transferred through his fingers.
GRAFFITISTS — went around smearing the public places, such as New York subway trains, with a heroic defiance of the criminal law against vandalism. In India and most of other countries, even if their works are not elevated to the status of art, as Graffitist Art, they can be seen around in important public buildings, historical monuments, and even religious places. They bear the brunt of the permanent scars with personal, social and political messages carved, drawn and painted by some enthusiastic vandals. The Graffitist Artists extensively used the freehand calligraphy in black and wherever possible, in other colors. Some people have generously called such graffiti works, a release of suppressed anguish and feelings of the young people through their personal and public messages.
PSYCHEDELIC ART — was developed mostly in the underground, specially by the hippies of the mid1960s to express the aspirations of youth under manifestations of drug culture. It is full of decorative patterns executed on the walls of their exclusive meeting joints with the abstract and figurative motifs, loud and luminous colors and vague spatial handling. They were further dramatized by the strong lights, music amplified to eardeafening levels, colored smoke, slide projections, and live performances of dancers in trance. Such high key presentations could provide a synthetic trip. The disco culture that spread all over the world, owes a lot to it. Their creations ranged from the hallucinatory paintings to the light shows, posters, graphics, illustrations, cartoons, comic books and also handicrafts and art-effects. Pornography was extensively used.
THEORETICAL ART — emerged towards the beginning of the 1970's. It was promoted by John Steaker, a British painter. It emphasised upon the Theory as being superior to Practice, and Means being the source to create ends. History of art has always respected and recognised the 'results' and not the 'cause'. He wanted to reverse it by developing a 'theory for art' in place of 'theory of art' what art ought to be, not what it is; and thus go beyond the concept of 'art for art's sake'.
SOTS ART — The development of Communism and Socialism in the world saw the emergence of Sots Art. It claimed to reach the grass-root levels. It portrayed the ethos of farmers and factory workers, and followed the dictum of painters, like the French painter, Jean Millet (1814-1875) in its content and manner of expression. It was entirely narrative to depict in a hybrid and stylised realism, the day-to-day struggles of the common people. Almost all the promoters of Sots Art abhorred, the contemporary art expressions of the capitalist countries which were labelled as, Bourgeoisie Art of the elite. The Communist and Socialist governments
promoted the Sots Art with great enthusiasm. Several monumental murals and sculptures were commissioned to highlight their ideologies. However, Sots Art being highly stylised and illustrative, it side lined the core of creative inputs. It became repetitive and people were not stimulated by it and therefore, it gradually died after the Second World War.
It is not easy to talk in a linear way about the post Second World War happenings in the field of Visual Arts, which emerged in the developed countries; because the various art movements were happening simultaneously and at times, overlapping each other. The 20th century is ending with enormous amount of artistic activity in all kinds of kaleidoscopic directions, which were unthinkable even three decades ago. At the beginning of this century, it was expected that the Visual Arts would be dominated by the two distinctive routes i.e. Expressionism and Geometrical Abstraction. That forecast was challenged time and again and gradually put aside. W. Kandinsky, commented on it thus, "Art of today embodies the spiritual, matured to the point of revelation. The forms of this embodiment may be arranged between two poles 1 – great abstraction 2 – great realism. These two poles open two paths, which both lead to one goal in the end. These two elements have always been present in art; the first was expressed in the second. Today it looks as if they were about to carry a separate existence. Art seems to have put an end to the pleasant competition of the abstract by the concrete and vice versa".
We are now flooded with abundant activities in every possible way. Old and known ones are rejuvenated and inter-mixed. Besides, quite a few unexpected and innovative ideas are created, mostly because of the improved quality of mediums, new materials and technology; whose tactile qualities have greatly supported the final products.
Painters of the 20th century have been able to show not only what they have found in nature, but how it is made; and inspire the viewer to find it for themselves. Such participation of the spectators was not called for before. The dimension of paintings became larger – small one's were to be under command and the large ones allowed one to get in. Nevertheless, despite the high profile propaganda to promote the avant-garde movements, they have brought changes only on the surface. Paul Klee has euphemistically said that, "The work of art is a creation and not a product; and art is something and not about something." Late Clement Greenberg, the eminent American Art Critic told me in 1969 in New Delhi, that he found Rauchenberg's Pop Art collage painting which was in the exhibition of American Art, compositionally following the concept of space distribution of Leonardo's Mona Lisa.
CHAPTER 12
CONCLUSION
Regardless of whether it has been fully comprehended or not, the fact is that Fine Arts have acquired a unique status and identity of their own, which is more than simply illustrating the naked eye reality, demonstrative emotion and intellect. Matisse has demanded, "A work of art must carry in itself its complete significance and impose it upon its beholder even before he can identify the subject matter." And for the role of its creator, Kandinsky said reverently "Who really are artists i.e. who consciously or unconsciously in an entirely original form embody the expression of their inner life, who work for this end and cannot work otherwise."
All that has been stated in the preceding chapters, by and large focus upon the elements which determine the quality of art works, artists' psyche and their place in society, country and the whole world; creativity and interaction between different arts; and the contribution of philosophy, inputs of social reality, science and nature; communication and documentation through arts.
In a free society with abundance of personal freedom, nobody can stop people making bad art and calling themselves artists. The honest criticism and investigative evaluation should take care of that. The importance of an artist should not depend upon the amount of exposure he/she gets from the media and other channels. There are two categories of art works. One, which is easy to verbalise and stimulates writing for it extensively. The other is difficult to interpret and write about.
One of the ways to judge the value of art works is by finding out whether the artists are able to make the spectator see the world in their way or not. To explain it, I take the liberty of giving an example from my personal experience. In the years 1991-92, I painted a series called 'On Top of the Clouds', based on my observations of the celestial scenes, from the window seats of the aeroplanes at the height of more than 30,000 feet above the earth. What pleased me more than the sale and admiration of my paintings, was when a couple of my buyers told me subsequently, that after living with my 'On Top Of The Clouds' they have started looking out at the natural scenes differently on their flights.
Some people would ask 'why art' and all its accompanying jugglery because one can find beauty and all else by simply observing and experiencing the nature. I would tell them, "Please go ahead. You will return when you are ready, because nature will send you back after polishing and tinkling your sensibilities and urges to find the higher beauty which is beyond nature." Moreover, nature is not all that beautiful. Besides, its fury has already ruined several advanced cultures in the past. We should therefore, understand that nature is not a sentimental body, because it does not only please you but can also hit back; if you fool around by tampering with its ecology and using its bounties beyond a limit. The beauty of Creative Arts goes beyond nature. For example, when a flower is painted, or described in a poem, or portrayed through a dance, it acquires those parameters which cross the flavour of natural beauty. Moreover, the works of Art reveal their beauty differently and uniquely for person to person, place to place and time to time, because of the psychological inputs and cultural nuances. A painting
for instance, will vary in its appeal to different viewers; even its effect would change depending upon the wall it is put on, and the kind of natural or artificial light illuminating it.
It has been realised, time and again, that the power of Creative Arts and thoughts is invincible, because their essence is retained forever, as it trickles down the annals of history. This is why it is said, that a pen and a brush is mightier than the sword. The history and its events have repeatedly proved it. There is no reason why people should waste their energies to undermine and subvert them.
"The work of art is a value because it is an appeal." – Jean Paul Sartre, French philosopher, novelist and dramatist who declined the Nobel Prize in 1964.
Philosophy provides the orientation to look at the world rationally, lucidly and intensely. The Visual Arts can travel through all of that and even supersede them in their own way. For example, works of modern art, specially, in terms of depicting the Reality, have forced people to see differently and find meanings and expressions which were not thought of previously. Like the scientific inventions, they express the energy of our time.
It is a curious thing that excellence in the creative fields has always been linked with social prosperity and political tranquillity. I wonder which one comes first.
Political situations, economic and social fluctuations can adversely affect the arts, by changing, suppressing, and even degenerating and demolishing them. It is so, despite the fact that people from all walks of life love to announce at the top of their voices; THAT arts are the source of life. THAT artists are creators like supernatural beings; THAT they do not distinguish between the national, physical and mental boundaries; THAT they evaluate to assimilate the past and record the present to measure the standards achieved by the mankind; THAT they create with due concern, the vision for the future, THAT they are the torch bearers to project and guide the human ethos, whose value and contribution cannot be measured on production-line principles; THAT without arts the human beings are like robots, deprived of the soul and feelings.
Politicians and leaders around the world, have adopted different systems and tried everything possible to serve the mankind. The 20th century is ending with a fantastic and unprecedented progress in every field. The systems of government around the world have also changed, say in every decade, in some country or the other. But the human misery, deprivation and violence do not seem to end. Why not therefore, give a chance to the creative arts and listen to the message of their creators. Do not just purchase or amuse them. Rather pay due attention to the works of artists, writers, philosophers, visionaries and the scientists, as well as to what they say. Who knows some solutions may thus emerge. Some-thing has to be true after all.
Unfortunately, many of the post second World War developments in the field of creative arts seem to be utterly confusing and for many people even disgusting. They have been summarised in the chapter 'New Trends'. It is now inconsequential, whether the Creative Arts bring refinement and improve the quality of life for people, society and the world. What matters is the globalisation and glamorisation and of course, how much money and publicity the artists can get out of their works. They are 'famous for being famous', which enables them to monopolise.
Capitalism, through the power of industry and business, created a mass culture which brought in new kinds of demands for conformity. Centuries-old faith in God has lost its efficacy; traditional morals have become jokes, wisdom a meaningless word and reason an over-rated attribute of the mind. Loss of faith rapped the world. Lack of proper intellect and aesthetics as well as, honest confrontation to project the devastating realities which
feed the Creative Arts; aggravated the overwhelming confusion which is witnessed all around. Instead of taking the stand to confront such a drifting situation, many artists seem to get swayed by it.
Nevertheless, the 20th century is ending on a promising note. And the Fine Arts have survived. Art books are now published in great numbers. Reproductions of art works are printed in thousands as posters and the humble post-cards. Print and visual media are increasingly covering every field of the visual, performing and literary arts to carry their substance and messages to all parts of the world, faster than ever. It is only a small beginning and not really enough; because the whole scene is so active that before one can make a judgment about one thing, there are ten new ones knocking for attention. The small number of art experts, social scientists and programme implementers, have not yet found a way to deal with all of it.
The inner core and fundamental values of creativity continue to be prominently active because the mankind has not lost the urge to create. In spite of all the fantastic progress made through modern idioms; there are strong indications for the revival of academic traditions. It has been positively realised that the spirit lies in progressing and not in claiming to be progressive. I also hope that the open-mindedness and total freedom which can open the doors uninhibitedly, do not lead into no-man's land. Open-ness depends upon closure, as light needs the darkness in order to show itself.
The canvas is wide open for the 21st century. The sense of continuity is flagging a bit. Paintings come out of paintings. What they really mean is a matter of cultured signage. The meditative sublimity has to honour the complexities of life. Inevitable incompleteness and backwardness have to be accepted as inevitable reality, in order to move forward. The modern social life is produced through the successive dislocations, cultural constructions and archetypes. The concept of reality in its totality has changed for the children of electronic age. The creative expression have to account for the continuum between the extremes of social anguish and private life. Inspite of the abundance of exposure, there are lesser things now to react to, and yet, reactions continue even if they get phoney. Ideas have become more important than the act of creation. People also prefer to read about art works than looking at them and feel their way.
Modernism has a post-modernism hidden in it which is dominated by theorising and social compulsions with multiplicity gauged into them. In the contemporary situation, only the spiritual in art can produce the best Social Art. The achievements made in the 20th century have already begun to feel like historical than the moment, although the 'progress' continues unabated. In the 21st century, it is open to conjectures, how the world is going to meet the eye, the mind, the human emotions and the progress in terms of true spiritual values.
In spite of all kinds of assaults, people around the world by and large have not lost their sanity, their sense of belonging and dignity. The fundamental sensitivities which help creativity are not discarded. As a matter of fact, there is a growing understanding that they are needed now more than ever, in order to vigorously distil and throw out the chaos, confusion and resultant junk. In the context of different topics as referred to in the earlier chapters, it has been stated that the artists from different fields create the vision to lead the society and highlight the issues which create problems, both before and after they engulf the society. On the other hand, there is the escapist argument, that the arts only portray and follow the demands of society. | <urn:uuid:53188279-c8c7-490b-b39f-81930c88b668> | CC-MAIN-2018-34 | http://opalart.org/wp-content/uploads/2018/05/Art-in-Art-book.pdf | 2018-08-16T04:28:34Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00257.warc.gz | 292,105,661 | 35,774 | eng_Latn | eng_Latn | 0.998877 | eng_Latn | 0.999004 | [
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SAMPLE
ROBERT BROWNING'S 'MY LAST DUCHESS'
Based on the video: https://youtu.be/T9h_csKEwxg
THE POET:
When analysing any poem, it is important to only study those biographical details of the poet's life which seem key to understanding the poem itself. With 'My Last Duchess' this poses quite a challenge: Browning's dramatic monologue was not written from his own point of view but that of a fictional character. 'My Last Duchess' is set in the Italian Renaissance and focuses on a controlling and possibly insane Duke - how can that possibly link to the poet's own life?
Nevertheless, there are some biographical details worth looking at which might help us understand the poem a little better:
1. Browning was born in 1812 in London. He died in 1889 in Venice.
2. Browning didn't enjoy school much, and ended up being home-schooled by tutors who educated him using his father's collection of 6,000 books. This brave move paid off: by the age of fourteen, he was fluent in Latin, Greek, French and Italian. Aged twelve, Robert wrote his first book of poetry.
3. In 1845, Browning married Elizabeth Barret. Barret is a famous poet herself. However, the marriage was kept secret to begin with, as Elizabeth's father was domineering and controlling.
4. In 1838 Browning visited Italy for the first time. He would live there for much of his adult life. In his poem 'De Gustibus', he wrote 'open my heart and you will see graved inside of it, Italy'.
5. 'My Last Duchess' was published in 1842.
What can we conclude from these details? Well, firstly we can see that the poet lived during the Victorian era. I will look at the importance of this in the next section of this eBook.
Secondly, the details of Barret's controlling attitude towards his daughter pose a striking resemblance to the Duke in 'My Last Duchess'. However, this is a red herring: Browning did not meet Barret until 1846, four years after the publication of the poem. As much as it might seem a nice comparison, the character of the Duke is clearly not based on Browning's father in law!
The fact that Browning visited Italy shortly before the publication of the poem would suggest that it might be based on a story he heard whilst travelling (more on that later).
THE CONTEXT
By the term 'context' we essentially mean 'what was going on at the time the poem was written?' Although 'My Last Duchess' is set in the Italian Renaissance (14th-16th century), it was written and published during the Victorian era in 1842. We should therefore examine the Victorian era to see if there is anything which seems important to our understanding of the poem.
Some exams do not award any marks for analysing context, and some exams do. For example, the 2015 AQA GCSE in English Literature does not assess context, but the 2017+ AQA GCSE English Literature does. If you are studying this poem for an exam or essay, check whether context is awarded by your exam board. If it is not, you should not write anything about Victorian England in your exam. However, just because an exam doesn't reward it, that doesn't mean we shouldn't look at context in our own studies.
One of the major issues with studying context is that it can take hundreds of hours of study, much of which might revolve around topics which are irrelevant to the poem being studied. My advice is to look at the general contextual topics and think carefully about which you should study further. Let's try that with the poem 'My Last Duchess':
1842 was the early part of the Victorian Era. During this period of time there was an array of changes in society, including:
1. Industrialisation saw mass migration from the country to the city. In 1837, 80% of the population lived in the countryside. Most people worked on farms or spun wool etc. With the Industrial Revolution came machines which could complete this work in a fraction of the time. As a result, people began moving to the cities to get work. and within a dozen or so years, 50% of the population lived in the city. As interesting as this is, industrialisation doesn't seem to be a relevant factor in 'My Last Duchess'.
2. Attitudes to religion were being challenged due to the theory of evolution and Scientific developments which seemingly disproved some Biblical passages. There are some minor ways in which religion can be linked to the poem, but mostly in terms of the treatment of women which is a topic in its own right.
3. Attitudes to women were changing. A woman's role as the 'angel of the house' who existed to serve and entertain her husband was beginning to be challenged. Women were not given the same education as men, but the suffrage movement was growing and the battle for equality was growing fast.
Firstly, let me give you a few brief notes on the treatment of women in 1800s England:
- When a woman married, she became the legal property of her husband
- Women could not testify in court
- Women could not vote
- It was believed that women were incapable of rational thought
- Many female writers published their works anonymously or under male pseudonyms in order to boost book sales (Jane Austen published all of her novels anonymously). Although women could publish, women's literature was not taken as seriously as that written by men. In order to be taken seriously, many women published anonymously.
This topic of attitudes to women seems to be the relevant contextual factor in the poem - the whole poem explores attitudes to women. Could it be that Browning uses the poem to explore his opinion on this topic? I think so!
It is possible to see the poem as a criticism of Victorian attitudes to women and their effort to suppress female sexuality. It can be argued that the Duke's obsession with fixing the behaviour of his wife links to Victorian society's obsession with the reputation of women remaining perfect.
A feminist interpretation of the poem would suggest that Victorian men are weakened by their dependency on the power they have over women. The way in which Victorian men are obsessed with their power over women certainly links with the poem. Men in Victorian England saw their wives as a reflection of themselves.
CONTEXT 2: THE ITALIAN LINK
The historical basis of the poem has been speculated about since the poem was first published. There are many ideas about the poem but nothing which is actually known for sure other than the following details:
Many of Browning's poems, including 'My Last Duchess', were set in Ferrara, a town in Italy. Browning seemed obsessed with the place, researching the medieval history of the area. It seems likely that 'My Last Duchess' was based on the true story of Alfonso II, fifth Duke of Ferrara. Alfonso's first wife died in suspicious circumstances, so there is a strong case for the poem being based on this Duke. However, this kind of detail should never be mentioned in an exam - it's not at all relevant to the poem's use of language, structure or form, which is all you should ever write about. Whether it's a true story or not is irrelevant to our understanding of the poem.
Browning is not the first poet to focus his work on the lives of despotic Italian. Dante's inferno recounts a number of stories of various cruel Italians. John Keats was another poet who focused on a similar topic in his poem 'Isabella'.
THE LITERAL MEANING
Once we understand the important details about the poet and the context we should look at the poem itself. All poems that are studied for exams have a simple literal meaning and at least one hidden deeper meaning. Our starting point should be to make sure we understand the basic meaning of the poem. It's a useful exercise to translate the poem into simple, understandable English. Where a line is ambiguous or has different meanings, you should aim to give the simplest at this point. Here is my translation of the poem, with the original version in italics.
LINES 1-4
That's my last Duchess painted on the wall,
Looking as if she were alive. I call
That piece a wonder, now: Frà Pandolf's hands
Worked busily a day, and there she stands.
That's a painting of my last wife on the wall there,
It looks lifelike / like she is still alive. I would say That painting is a very realistic portrait. A famous artist Worked hard all day painting it, and there she is.
Will 't please you sit and look at her? I said
'Frà Pandolf' by design, for never read
Strangers like you that pictured countenance,
The depth and passion of its earnest glance,
But to myself they turned (since none puts by
The curtain I have drawn for you, but I)
And seemed as they would ask me, if they durst,
How such a glance came there;
Will you please sit down and look at the painting? I name dropped The famous artist on purpose, because people never look at it without wanting to ask me how the passionate look on her face was arrived at. They always ask this question to me, because I am the only one who pulls back the curtain which covers the painting.
You are not the first person to ask (how the look was arrived at).
```
so, not the first Are you to turn and ask thus. Sir, 't was not Her husband's presence only, called that spot Of joy into the Duchess' cheek: perhaps Frà Pandolf chanced to say, 'Her mantle laps
```
Over my lady's wrist too much,' or 'Paint
Must never hope to reproduce the faint
Half-flush that dies along her throat:' such stuff
Was courtesy, she thought, and cause enough
For calling up that spot of joy.
No, it was not only me (her husband) who could make her look so happy.
It might be that the artist flattered her in some way, perhaps saying that her shawl was too long (and should be pulled up a bit),
Or maybe he told her it would be impossible for paint to reproduce such a beautiful woman. She was delighted to hear this and blushed.
She had
A heart -- how shall I say? -- too soon made glad,
Too easily impressed; she liked whate'er
She looked on, and her looks went everywhere.
Sir, 't was all one! My favour at her breast,
The dropping of the daylight in the West,
The bough of cherries some officious fool
Broke in the orchard for her, the white mule
She rode with round the terrace -- all and each
Would draw from her alike the approving speech,
Or blush, at least.
She was a woman who was too easily impressed by things.
She liked everything she looked at, and she looked at everything.
It was all the same – the effect I had on her was the same effect as the sunset, or some cherries an admire brought to her, or her horse – everything impressed her and made her happy, blushing with delight.
She thanked men, -- good! but thanked
Somehow -- I know not how -- as if she ranked
My gift of a nine-hundred-years-old name
With anybody's gift. Who'd stoop to blame
This sort of trifling? Even had you skill
In speech -- (which I have not) -- to make your will
Quite clear to such an one, and say, 'Just this
Or that in you disgusts me; here you miss,
Or there exceed the mark' -- and if she let
Herself be lessoned so, nor plainly set
Her wits to yours, forsooth, and made excuse,
-- E'en then would be some stooping; and I choose
Never to stoop.
She thanked people, which was good, but she thanked people in such a way that it made me feel like she wasn't sufficiently grateful for the ancient and honoured surname which became hers when we married.
Who would lower themselves to argue with her? Even if I was a good enough communicator to do it (and I am not) I would not do it. It would mean that I had to lower myself, and I never lower myself if I were to tell her that this or that in you disgusts me, or here you are going too far etc.
Oh, sir, she smiled, no doubt,
Whene'er I passed her; but who passed without
Much the same smile? This grew; I gave commands;
Then all smiles stopped together. There she stands
As if alive.
Oh, sir, she smiled whenever I passed her, but she gave the same smile to everyone! This continued, and I gave commands.
Then there were no more smiles. But in this painting she looks alive.
Will 't please you rise? We'll meet
The company below then. I repeat,
The Count your master's known munificence
Is ample warrant that no just pretence
Of mine for dowry will be disallowed;
Though his fair daughter's self, as I avowed
At starting, is my object. Nay, we'll go
Together down, sir. Notice Neptune, though,
Taming a sea-horse, thought a rarity,
Which Claus of Innsbruck cast in bronze for me!
Will you please stand up? We'll meet the other downstairs.
I repeat, the Count, your boss, is so rich that I'm sure he will give me a nice financial incentive for his daughter,
But what I want is the daughter, not the money.
See this statue? It's of Neptune, taming a sea-horse. It's a rare statue by another famous artist.
THEME:
Now we understand the basics of the poem, it's important to consider the major themes – what is this poem trying to say? We need to move beyond what happens in the poem (the subject) to what the poem is trying to say (it's theme).
'My Last Duchess' has a number of themes, but all of them revolve around one major theme: power.
There are many types of power demonstrated in the poem:
Political power – the Duke's political power is demonstrated through the ambiguous line 'I gave commands'. The reader is left wondering who these commands were given to – no doubt a social inferior / servant of some kind.
Domestic power – the Duke asserts his power over his former wife, linking to themes of gender roles and sexism.
Now we have the major theme defined, we shall look at how the poem explores that theme through the three poetic study areas of language, structure and form:
'Language' refers to the words which are used by the poet. This is the simplest type of analysis, and the one which most students write about first. Whether you are picking out language devices such as similes and metaphors, or just picking out words/phrases which seem important, it's all language analysis.
'Structure' refers to the organisation of a poem. Analysis of structure should consider where the verses break (if at all) and why, variations in verse length, use of enjambment, repetition, rhythm, changes in stress patterns, use of rhyme scheme, free verse and punctuation. However, it's not just a case of identifying these features – they need to be linked to the theme of the poem. So, we only want to analyse that exclamation mark at the end of the poem if we can somehow link it to the theme of power (or the exam question you are answering).
'Form' refers to the times when poets follow particular rules about the organisation of a text. For example, is the poem a sonnet, a dramatic monologue, a ballad etc.? Again, this needs to be linked to the theme of the poem (or exam answer). With 'My Last Duchess', the question would be 'how does the use of the dramatic monologue form help explore the theme of power?
LANGUAGE:
Let's begin by establishing whether or not the Duke had any cause for concern with his last wife. When the Duke explains that "her looks went everywhere", the reader is left wondering if he is implying that his wife was promiscuous. However, the doubts he has about the artist (more on that in a moment) should help the reader decide that this was not the case.
It is clear that the Duke was disgusted with his previous wife, the Duchess. However, it is ironic to note that the Duchess' faults were actually to exhibit qualities such as humility, gratitude and humility. It seems the Duchess was pleased by the simple things in life such as 'the dropping of the daylight'. In fact, the Duchess seems to have a childlike innocence to her, but this is not as positive as it may seem. The 19th Century feminist writer Mary Wollstonecraft once wrote that while 'children…should be innocent…when the epithet is applied to men, or women, it is but a civil term for weakness'. In other words, the wife is presented by the Duke as weak and undeserving of such an amazing husband!
No, it seems that the Duke had no valid reason to dislike his last wife, and so we must examine his character further to discover just what kind of maniac he is. Let's take a closer look at the characterisation of the Duke:
I shall now go through the poem, annotating language points which tell the reader something important about the Duke.
My Last Duchess
That's my last Duchess painted on the wall,
The pronoun 'my' is repeated throughout the poem, showing how possessive the Duke is. It also highlights how he objectifies women.
Looking as if she were alive. I call
That piece a wonder, now: Frà Pandolf's hands Worked busily a day, and there she stands. Will 't please you sit and look at her? I said 'Frà Pandolf' by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I) And seemed as they would ask me, if they durst,
How such a glance came there; so, not the first Are you to turn and ask thus. Sir, 't was not Her husband's presence only, called that spot Of joy into the Duchess' cheek: perhaps Frà Pandolf chanced to say, 'Her mantle laps Over my lady's wrist too much,' or 'Paint Must never hope to reproduce the faint Half-flush that dies along her throat:' such stuff
Was courtesy, she thought, and cause enough For calling up that spot of joy. She had
The Duke 'name drops' two famous artists: Fra Pandolf and Claus of Innsbruck, demonstrating that he is a vain person.
The title 'Fra' means 'brother' (as in a religious figure). The suggestion here is that the poem was painted by a monk or similar religious figure. Why is this important? Well, it seems that Browning wanted to make it clear that the artist was not at all sexually involved in the Duchess - there is no possibility that they were flirting or even having an affair, which makes it more clear that the Duke had no reason to be so jealous of his wife.
Browning uses language to highlight issues of power in the poem. The manner in which the Duke speaks to the envoy is through the terms 'sir' and 'you'. These are formal terms of address which clarify the Duke's superiority over the envoy. The more personal terms of 'thou' and 'thee' are not used. The Duke is keen to point out that the envoy is socially inferior to him. This behaviour is condescending.
A heart -- how shall I say? -- too soon made glad,
Too easily impressed; she liked whate'er
She looked on, and her looks went everywhere.
Sir, 't was all one! My favour at her breast,
The dropping of the daylight in the West,
The bough of cherries some officious fool
Broke in the orchard for her, the white mule
She rode with round the terrace -- all and each
Would draw from her alike the approving speech,
Or blush, at least. She thanked men, -- good! but thanked
Somehow -- I know not how -- as if she ranked
My gift of a nine-hundred-years-old name
With anybody's gift. Who'd stoop to blame
The Duke is proud,
feeling that his wife should be grateful to join in his family
heritage and take his surname which is so ancient and esteemed.
This sort of trifling? Even had you skill In speech -- (which I have not) -- to make your will Quite clear to such an one, and say, 'Just this Or that in you disgusts me; here you miss, Or there exceed the mark' -- and if she let Herself be lessoned so, nor plainly set Her wits to yours, forsooth, and made excuse, -- E'en then would be some stooping; and I choose Never to stoop. Oh, sir, she smiled, no doubt, Whene'er I passed her; but who passed without Much the same smile? This grew; I gave commands; Then all smiles stopped together. There she stands As if alive. Will 't please you rise? We'll meet The company below then. I repeat, The Count your master's known munificence Is ample warrant that no just pretence Of mine for dowry will be disallowed; Though his fair daughter's self, as I avowed At starting, is my object. Nay, we'll go Together down, sir. Notice Neptune, though, Taming a sea-horse, thought a rarity,
The Duke is disingenuous in this moment. He tells the envoy that he does not possess skill in speaking, whilst at the time using perfect iambic pentameter.
The Duke is self obsessed, seen through the repetition of the pronoun 'I' – it's all about him!
What the Duke wants from the envoy is presented as a question: 'Will't please you sit?' and 'Will't please you rise', but these are not questions at all - they are demands. The Duke frames his demands as questions but make no mistake - this is a social superior demanding something from an inferior. He is a controlling character.
Which Claus of Innsbruck cast in bronze for me!
CONTINUED IN THE EBOOK AT MRBRUFF.COM | <urn:uuid:c411e163-ef05-42e2-8472-544c82f25679> | CC-MAIN-2018-34 | https://mrbruff.com/wp-content/uploads/2016/10/Mr-Bruffs-Guide-to-My-Last-Duchess-Sample.pdf | 2018-08-16T04:53:21Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00253.warc.gz | 717,748,569 | 4,695 | eng_Latn | eng_Latn | 0.992679 | eng_Latn | 0.999402 | [
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ALL SAINTS PARISH SCHOOL'S STUDENT BEHAVIOUR SUPPORT PLAN
1. MISSION STATEMENT
In Catholic schools, it is acknowledged that a diverse range of personal, social, cultural, family and religious influences can impact on the relational and behavioural responses of students at any given point in time. In light of these influences, Catholic schools seek to develop throughout the school community right behaviours and respectful relationships that are infused with gospel values. The following common features are integrated into existing curriculum programs and classroom practices with a proactive learning and teaching focus for all students.
- Quality relationships and partnerships – the fostering of respectful interpersonal relationships among and between all community members
- A commitment to justice and service - identifying and eliminating barriers that hinder students' participation and achievement
- Inclusive learning and teaching - welcoming and including students from culturally diverse backgrounds; responding to the diverse needs of students who experience learning and social- emotional difficulties
- Formation in self-discipline and responsibility - the development in students qualities of self-discipline and reciprocal responsibility and a social conscience
- Effective networks of care across the community - partnerships with the wider community, church groups, support services, respite care and health services
- Organisational structures - the establishment of specific whole-school structures, processes and arrangements to support student formation and redirection, grievances and appeals, reconciliation and restoration
This Student Behaviour Support Plan is designed to facilitate high standards of behaviour so that the learning and teaching in our school and during related off campus activities can be effective and students can participate positively within our school community. Through our school plan shared expectations for student behaviour are clear for everyone, assisting All Saints Catholic School to create and maintain a safe and orderly learning and teaching environment.
2. PROFILE OF THE SCHOOL
All Saints Catholic School, Albany Creek is located in the northern suburbs of Brisbane. There are 702 students currently enrolled with 307 males and 395 females, 92% of students are Catholic. There are 462 families with 92% identifying as Catholic. From Prep to Year 4 there are 517 students and Years 57 have 185 students. There are a significant number of male students who go to other religious institute schools in Year 5, hence the lower numbers in our upper school. The local community mainly consists of people with Australian heritage, with a small number of students from England and New Zealand. We have 99% full fee paying families but recently we have seen an increase in requests for concessions with some of parents recently losing their jobs in cuts.
There are 34 classroom teachers, 4 specialist teachers, 2 librarians/CST, 2 Learning Support teachers, 1 Guidance Counsellor, principal, APA, APRE and 23 school officers.
3. CONSULTATION AND DATA REVIEW
All Saints Catholic School developed this plan in consultation with our school community. Consultation occurred through staff meetings, meetings with our school board and distribution of the draft plan for comment and review. A review of school data relating to school disciplinary absences, behaviour incidents and attendance also informed the plan. The Plan was endorsed by the Principal, the school board and the Area Supervisor and will be reviewed at least every 5 years.
4. BELIEFS ABOUT LEARNING AND BEHAVIOUR
Behaviour Management is at the core of business for all teachers. Effective Teaching and Learning is supported by a safe, positive and productive learning environment based on principles of consistency, fairness and engagement is evident. This starts in the classroom, with each and every individual student. At All Saints Catholic School we believe there are five conditions for quality learning outcomes:
1. There must be a warm, disciplined, safe and supportive classroom environment where students and teachers develop positive relationships.
2. Students should actively engage in the work provided for them by their teachers. Students should seek to understand how learning material will be of benefit to them. That is not to say it must always be of immediate practical use, but at times of some future aesthetic, intellectual, artistic or social use.
3. Students are always asked to do the best they can. The teacher's role is to facilitate this behaviour.
4. Students are asked to evaluate their own work and improve it. It is our belief that all students can he taught to be self-regulated, self-directed learners.
5. Quality work should feel good. Recognition and encouragement should be given to those students who have done their best.
Student Code Of Conduct
As a school community, we show...
SAFETY
Appropriate use of equipment
Following of school rules and routines
Moving safely through the school environment
Resolution of conflict without violence
EFFORT
Attempting set work to best of ability
Effective management of time and materials
Contribution to life and activities of the school
Cooperation in support plans
RESPECT
Respecting belongings of self and others
Demonstration of an awareness of the rights, responsibilities and feelings of others
Appropriate communication (including active listening)
Following of school expectations
Maintaining positive relationships with other education stakeholders
SELF-RESPONSIBILITY
Following instructions of supervisors
Making appropriate choices without supervision
Accepting responsibility for own behaviour
Having appropriate equipment for tasks
5. ROLES, RIGHTS AND RESPONSIBILITIES OF SCHOOL COMMUNITY MEMBERS
At All Saints Catholic School we expect that students will:
- Participate actively in the school's education program
- Demonstrate respect for themselves, other members of the school community and the school environment
- Take responsibility for their own behaviour and learning
- Behave in a manner that respects the rights of others, including the right to learn
- Co-operate with staff and others in authority
At All Saints Catholic School we expect that parents/ caregivers will:
- Show an active interest in their child's schooling and progress
- Cooperate with the school to achieve the best outcomes for their child
- Support school staff in maintaining a safe and respectful learning environment for all students
- Initiate and maintain constructive communication and relationships with school staff regarding their child's learning, wellbeing and behaviour
- Contribute positively to behaviour support plans that concern their child.
At All Saints Catholic School we expect that staff will:
- Provide safe and supportive learning environments
- Initiate and maintain constructive communication and relationships with students and parents/carers
- Provide inclusive and engaging curriculum and teaching
- Promote the skills of responsible self-management
- Maintain student attendance records
- Regular opportunities will be provided for staff in-service in the area of behaviour support. In our current Play is the Way program, all staff have attended training as well as regular refresher sessions. New staff are also trained in the program when they start at All Saints.
6. UNIVERSAL BEHAVIOUR SUPPORT (PROACTIVE/ PREVENTATIVE STRATEGIES)
At All Saints Catholic School, we believe that preventing inappropriate behaviour through the promotion of appropriate behaviour is a more positive and successful method of managing student behaviour than intervening after behaviour incidents occur.
a. Establishing Behaviour Expectations
At All Saints Catholic School there are many ways that staff establish the behaviour expectations of our students, including:
- Explicit teaching and consistent follow-up of school rules
- Reinforcing positive behaviours
- Modelling and role play methods used to teach and learn behaviours
- Display the school and classroom rules clearly
- Using explanations of the school and classroom rules i.e. what do they look like, sound like, feel like.
- Using appropriate consequences for not meeting behaviour expectations.
- Explaining why a behaviour is expected or a consequence is necessary
- Empowering students to take responsibility for their actions
- Effective communication and sharing a common language about behaviour in our school community
- Being flexible to allow for unforeseen circumstances or children with needs
- Transitioning students to new year levels and new teachers at the end of the school year for the following year
b. Positive School Culture.
Every week, our school community gathers together for Whole School Assemblies During these times, we create and enrich our positive school culture through celebration and prayer, awards, rule and anti-bullying reminders, Play is the Way life rafts and by raising awareness of current school events. The Play is the Way Program supports the creation of a positive whole school culture.
Staff utilise a wide range of acknowledgement strategies with students, reviewed on an annual basis, to support our positive school culture, including:
)
- Praise/encouragement (verbal/n -verbal/written – feedback
- Token/point/star systems (individual/group goal-setting)
- Individual class or year level rewards (sticker books, stamps, free time, student-choice activities, computer time)
- Public display of work (classroom, library, foyer)
- Whole class rewards (parties, fun days, game time, sport, DVDs)
- Phone calls, emails or communication to parents
- Class responsibilities (messenger, teacher's helper, library monitor, tuckshop)
- Sharing work with others (Principal, A.P.A., A.P.R.E., other year level classes, buddy classes, parents)
- Teacher evaluations (marks/comments on work/behaviour reporting)
- Articles in All Saints Catholic School Newsletter
- Celebrations (birthdays, "outside" achievements)
c. Rewards
We acknowledge student efforts and results in academic, sporting, musical, behavioural and cultural contexts through a variety of awards at our school. The following All Saints Catholic School Table of Awards outlines the variety of awards available for teachers and other staff to use when acknowledging the achievements of students in our school.
The efforts of staff members are acknowledged at whole school assemblies, staff meetings and/or written in the All Saints Home Communicator weekly newsletter, and in electronic Leadership Team Announcements on the staff portal.
-
Achievement Awards
At All Saints Catholic School, we believe that every child is worthy of receiving an Achievement Award to celebrate and acknowledge significant academic, personal or social achievements. Each week on whole school assembly, teachers and specialist teachers have the opportunity to give a student from their class an All Saints Catholic School Student Achievement Award.
- Acknowledges achievements made by students in a public forum.
- Awards should be for academic achievement, arts achievement or personal or social development areas similar to those on our school written reports.
- One child from every class each week is to be awarded an All Saints Student Achievement Award on assembly.
- Award recipients are acknowledged in School newsletter prior to the assemblies.
7. TARGETED BEHAVIOUR SUPPORT
Targeted strategies are implemented for students who are at risk and may include intervention programs involving support and specialist staff. Communication between parents/ caregivers and staff will take place before, during, and after additional supports are implemented. Some of these interventions may include:
- Reflection Worksheet
- Reflection, Repair and Restitution "Making things better, paying back and moving on."
- Social Skills programs eg Friends
8. INDIVIDUALISED BEHAVIOUR SUPPORT
Strategies to support individual students (approximately 2-5% of students) may require specialised services and alternate pathways of care. Individual supports may include:
- Individual Education Plans (IEP)
- Education Adjustment Plans (EAP)
- Support from our specialist staff (i.e. Support Teacher Inclusive Education, Guidance Counsellor)
- Functional Behaviour Assessment
- Wrap Around with outside agencies e.g. EVOLVE.
- We welcome the involvement of other professional personnel who have a vested interest in the student's welfare.
N.B. Teachers and Administration staff are not psychologists/psychiatrists and therefore we may at times request that professional personnel be engaged to assist the school.
9. CONSEQUENCES FOR INAPPROPRIATE STUDENT BEHAVIOUR
staff
- At no stage is corporal punishment an appropriate consequence. Corporal punishment is expressly prohibited in all Brisbane Catholic schools
10. PROCESS FOR APPEALS
Parents, or students living independently, who consider that correct procedures have not been followed, or that an unreasonable decision has been made, may appeal a
suspension that is less than three days to the Principal. Parents, or students living independently, may appeal a suspension longer than three days to the Area Supervisor. Parents or students living independently may appeal exclusion to the Executive Director. The fact that an appeal has been lodged does not put on hold the Principal's decision to suspend attendance. Appeals must be in writing, stating the grounds on which the appeal is being made. A parent or independent student who requires assistance to participate in the inclusive community will have access to help with the appeals process. Please see the Guidance Counsellor for referral to an appropriate person to assist with an appeal. Alternative options to respond will be considered if a written appeal is not possible.
Appeals should be made to:
- The Principal of the school about a decision to suspend a student for less than three days
- The Area Supervisor about a decision to suspend a student for more than three days from a particular school,
- The Executive Director about a recommendation to exclude a student from a Brisbane Catholic Education school (Executive Director, Brisbane Catholic Education, GPO Box 1201, Brisbane, QLD 4001).
11. BULLYING AND CYBERBULLYING
a. Definition
Bullying is the "repeated oppression, psychological or physical of a less powerful person by a more powerful person or group of persons" (Rigby, 1996)
Bullying is when someone gains power over another person by hurting or harming that person, more than just once. Bullying is intentional and there is an imbalance of power. Bullying is continuing to 'pick on' someone, torment them or exclude them, so that the person feels helpless. Cyberbullying is another form of bullying using technology, such as a computer or mobile phone via text messaging, MSM, social networking, photographs and web pages.
A Bystander is a person who witnesses a bullying incident as an onlooker. At All Saints Catholic School, we agree that if you are a bystander who encourages bullying behaviours or you witness bullying and do not report the incident, your behaviour is considered to be bullying. Bullying may include:
- Physical: hitting, kicking, any form of violence, threat or intimidation that could cause physical harm
- Verbal: name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying about someone
- Emotional: excluding, tormenting, ridicule, humiliation, intimidation
- Racist: taunts, graffiti, gestures, intimidation
- Sexual: unwanted physical contact, abusive comments, intimidation
- Cyber: unwanted text messages, emails, information technology, intimidation
b. Response
Investigating Potential Bullying
When an investigation about bullying is required, the following procedures will be followed:
1. All Saints Catholic School adopt a 'no blame' approach and process in the first instance. Those involved will be interviewed and made aware of the suspected bullying and the school's anti-bullying position. At this stage, there may not be any consequences and parents may not be notified. The incident, if deemed not to be bullying, will be referred back to the classroom teacher so the incident can be tracked according to the behaviour support plan.
2. If bullying is identified, leadership team members may choose to use the following methods with the children involved:
- Method of shared concern
- Individual counselling
- Mediation
Parents of both the perpetrator (the child exhibiting the bullying behaviour), and the target, will be notified of the level and severity of the incident and its consequences. A record of the incident is kept on file.
3. Continued bullying would result in a further action plan being devised, appropriate consequences for the child and further dialogue with the parents. The Guidance Counsellor and /or Learning Support may be involved in formulating this action plan.
Support for the target and perpetrator
We support the target in the following ways:
- Offering them an immediate opportunity to talk about the experience with their class teacher, or another teacher or member of leadership team.
- Informing the child's parents.
- Suggesting and role playing appropriate, positive anti-bullying behaviours with the child
- Offering continuing support when they feel they need it and encouraging immediate reporting of incidents.
- Taking necessary actions to prevent more bullying.
We support the perpetrator in the following ways:
- Talking immediately with their class teacher, another teacher or member of leadership team about what has happened and the behaviours the child has been displaying.
- Informing the child's parents.
- Continuing to monitor the child's behaviour and offering appropriate support.
- Enforcing appropriate consequences that are directly linked to the child's bullying behaviour.
c. Positive, Proactive Anti-bullying Approaches at All Saints Catholic School
At All Saints Catholic School we take a positive, proactive approach to bullying by teaching the five anti-bullying strategies displayed on the Break Through Bullying "be AWARE" to all students in the school. The strategies are as follows and are displayed on a poster in all junior classrooms:
- A is for Ask them to stop
- W is for Walk away
- A is for Ask a teacher to help
- E is for Even try to make friends
- R is for Remember to ignore
The "Safe Start" Queensland Primary Schools Children's Safety Kit is used in the junior phase to teach Protective Behaviours. The Play is the Way Program, teaching resilience, values and positive behaviours is taught in all year levels. Supportive bystander behaviours are taught in all year levels of the school, with a focus on safety and responsibility when reporting incidents of bullying.
12. DATA COLLETION
Student Behaviour records will be stored on the BI tool, these may include: behaviour agreements, correspondence with parents/carers, responses and consequences to incidents. This information will allow the leadership team to see trends, frequency, rule compliance and intervention success rates. Referrals made to the principal are documented on the incident sheet and recorded on the BI tool.
13. LINKS TO RELATED BCE POLICIES
- Student Behaviour Support Policy
- Student Behaviour Support Regulations and Guidelines
14. RELATED RESOURCES
- School Wide Positive Behaviour Support (www.pbis.org)
- Relationships Policy – School board
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What Ever Happened to Scientific Inquiry? A Look at Evolving Notions of Inquiry Within the Science Education Community and National Standards
August 2016
Wendy Surr, Emily Loney, Cora Goldston, and Jeremy Rasmussen, Midwest Comprehensive Center
Kevin Anderson, Wisconsin Department of Public Instruction
Special thanks to:
Joseph Krajcik, Michigan State University; Melissa Braaten, University of Wisconsin– Madison; Helen Quinn, SLAC National Accelerator Laboratory, Stanford University; and Matthew Krehbiel, Achieve
10 South Riverside Plaza, Suite 600 Chicago, IL 60606-5500 312-288-7600
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Contents
Introduction
Once prominently featured as its own content area within the National Science Standards (National Research Council [NRC], 1996), the term "scientific inquiry" is rarely mentioned within the newly released A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (subsequently referred to as NRC framework) (NRC, 2012) and Next Generation Science Standards (referred to subsequently as NGSS; NGSS Lead State Partners, 2013). Instead of a focus on scientific inquiry as a separate content area, in the new standards documents notions of inquiry 1 have been refined, redefined, and interwoven within a new threedimensional learning framework for science. The three dimensions of science learning, as described in these new standards documents, include core ideas, crosscutting concepts, and scientific and engineering practices. These dimensions are understood as interrelated and, together, foster the learning and application of inquiry characterized as the systematic and iterative process "that scientists employ as they investigate and build models and theories about the world" (NRC, 2012, p. 30). Although the authors refer to the scientific and engineering practices as the primary means by which students draw on core ideas and crosscutting concepts to engage in inquiry, the authors are quick to emphasize that inquiry entails the fluid, integrated, and iterative interplay among these three dimensions of learning.
This report explores the evolving notions of scientific inquiry over time, including how scientific inquiry is currently reflected within the new NRC framework and NGSS. This report also explores the extent to which current trends related to notions of inquiry are reflected in the state science standards adopted by Wisconsin and neighboring states. This report centers on the following guiding question:
How is the term "scientific inquiry" currently understood and being used by members of the science education community, particularly in light of the NRC's A Framework for K– 12 Science Education and the release of the Next Generation Science Standards?
The report is divided into two parts. Part I explores key trends in the use and understanding of the term "scientific inquiry" over time as reflected in prior and current national standards and other related sources. Part II examines the extent to which current notions of inquiry outlined in the NRC framework and NGSS are reflected in the science standards adopted by Wisconsin and neighboring states within the Great Lakes and Midwest regions.
1 The terms "inquiry" and "scientific inquiry" are used interchangeably within this report and are assumed to have the same meaning.
Part I
Part I explores the history of, and current trends in the use and understanding of the term "scientific inquiry," and how these notions have changed over time. Part I is organized by two guiding subquestions.
Key Guiding Subquestions
[x] How was the term "scientific inquiry" understood and defined prior to the Next Generation Science Standards?
[x] How does the current NRC framework and the NGSS define and/or refer to notions of scientific inquiry?
Methods
To answer this first subquestion, several key sources were reviewed, including two documents from the NRC: the National Science Education Standards (NRC, 1996) and Inquiry and the National Science Education Standards (NRC, 2000). In addition, a limited number of additional sources, such as research reviews and selected primary sources, were reviewed to help describe the history and evolution of the term "inquiry" across time. The team also conducted interviews with five science education experts identified as having a role in the development or translation of the NRC framework and NGSS to the field (see Appendix E for a list of key informants and interview protocols). Responses to interviews were used to augment findings from these other written sources. Findings based on this evidence are summarized in the following section.
Findings
Inquiry as a Set of Steps and Procedures
Evidence has suggested that after the turn of the century and before the release of the National Science Education Standards (NRC, 1996), scientific inquiry was viewed within the science community primarily as a set of steps or procedures. Prior to the late 19th century, U.S. science educators treated science as a body of objective knowledge and facts to be learned (NRC, 2000; Rudolph, 2005). In 1909, John Dewey, in a speech given to the American Association for the Advancement of Science, introduced to American educators the notion of science as a method of thinking that is equally important to science content (NRC, 2000). In How We Think (Dewey, 1910a), Dewey outlined the methods used in the work of scientists, which included a set of five discrete steps he referred to as "a complete act of thought" (Dewey, 1910a, pp. 68–78). According to one scholar (Rudolph, 2005), although Dewey's intent had been to promote the reflective process associated with how scientists' work, instead what became popularized was Dewey's set of five discrete steps (Rudolph, 2005).
By the early 20th century, a greater emphasis on "thinking like a scientist" and science as a laboratory process that follows a set of prescribed steps and procedures (i.e., the scientific method) grew in popularity and became associated with science education in American schools (Barrow, 2006; NRC, 2000; Rudolph, 2005; Wissehr, Concannon, & Barrow, 2011). While there are many
variations in labels and interpretation of the steps associated with the scientific method, the sequential steps and procedures associated with this method often include observation, posing a question, stating a hypothesis, conducting an experiment, and evaluating the results of that experiment (McLelland, 2006).
Inquiry as a Hands-On and Minds-On Approach
In 1989, the American Association for the Advancement of Science (AAAS) introduced a more refined and expanded notion of scientific inquiry, positing that it involved more than simply following a set of sequential, rigid steps and procedures. This emerging understanding of inquiry reflected new thinking about scientific literacy and inquiry as a strategy for teaching science that was beginning to emerge around this time (AAAS, 1989; Barrow, 2006, NRC, 2000; Young, 2013). For example, Barrows (2006), in his examination of evolving perspectives on inquiry notes that the American Association for the Advancement of Science created a document entitled "Benchmarks for Scientific Literacy" (AAAS, 1993). In this document, the AAAS included a chapter dedicated to inquiry that referred to inquiry as a "habit of the mind" (Barrow, 2006, p. 267). The AAAS document reflected the emerging shift in the science community away from inquiry as a set of rigid, prescribed steps and toward inquiry as encompassing both thought and process.
This shift in understanding was reaffirmed and further promoted in the mid-1990s when the National Academy of Sciences released the National Science Education Standards (NRC, 1996). In the introduction to the new Science Standards (NRC, 1996) the authors explained:
The Standards call for more than "science as process," in which students learn such skills as observing, inferring, and experimenting. Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills. (p. 2)
More specifically, the NRC standards defined scientific inquiry as follows:
Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. (p. 23)
The publication of these standards solidified emerging notions of scientific inquiry, like those put forth by AAAS, and represented a critical turning point in contemporary views of scientific inquiry. Rather than inquiry being defined as an exclusively hands-on process, or set of rigid and prescribed steps to be followed, the NRC had redefined inquiry as an approach that encompasses both knowledge and skills ("hands-on" and "minds-on" [NRC, 2012, p. 2]). Scientific inquiry was now recognized as central to how scientific understanding and progress are built and was prominently represented in the standards as its own content area.
The National Science Education Standards (NRC, 1996) authors further explained how new perspectives on inquiry necessitate shifts in emphasis. The authors noted that the standards put less emphasis on "activities that demonstrate and verify science content" and more emphasis on "activities that investigate and analyze science questions." Likewise, the standards place less emphasis on "getting an answer" and more emphasis on "using evidence and strategies for developing or revising an explanation" (NRC, 1996, p. 113).
The prior National Science Education Standards (NRC, 1996) included eight core science content areas. The standards prominently featured "science as inquiry" as one of these eight core content areas. Inquiry was defined as having two complementary elements or pillars: fundamental abilities and fundamental understandings. A set of fundamental abilities and understandings was defined for each of three grade bands: K–4, 5–8, and 9–12. For example, the fundamental abilities and understanding for Grades 5–8 are included in Table 1.
Table 1. Science Inquiry: Grades 5–8 Fundamental Abilities and Understandings
Source: NRC, 1996, pp. 145–148.
Inquiry: The Five Essentials
Four years after the publication of the standards, NRC released a companion document titled Inquiry and the National Science Education Standards (NRC, 2000). This document provided further explanation and guidance for educators to better understand new views of inquiry and its role in science education. Specifically, this document introduced and explained five essentials of inquiry. These five essentials were intended to better convey that inquiry entails the integration of knowledge and skills and that the varying science abilities and understandings outlined in the standards could be conceived as a unified set of essentials. 2
2 The five essentials are distinctly different from Dewey's five steps.
These five essentials are as follows:
1. Learners are engaged by scientifically oriented questions.
2. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
3. Learners formulate explanations from evidence to address scientifically oriented questions.
4. Learners evaluate their explanations in light of alternate explanations, particularly those reflecting scientific understanding.
5. Learners communicate and justify their proposed explanations.
This document provided an in-depth explanation of how new definitions of inquiry were distinct from prior uses of the term. For example, the authors explained:
Students do not come to understand inquiry simply by learning words such as "hypothesis" and "inference" or by memorizing procedures such as "the steps of the scientific method." They must experience inquiry directly to gain a deep understanding of its characteristics. Yet experience in itself is not sufficient. Experience and understanding must go together. Teachers need to introduce students to the fundamental elements of inquiry. They must also assist students to reflect on the characteristics of the processes in which they are engaged. (NRC, 2000, p. 23)
Inquiry-based teaching focuses on developing students' abilities to ask and evaluate questions to be investigated, consider the difference between facts and opinions, and formulate explanations from evidence (NRC, 2000). An inquiry-based approach to teaching science was strongly emphasized in the Inquiry and the National Science Education Standards report. The authors of two sources that explore notions of inquiry as reflected in the 1996 National Science Standards suggest that the term "inquiry" encompasses inquiry-based teaching (Asay & Orgill, 2010; Barrow, 2006).
Translation of New Notions of Inquiry to the Field
Following the release of the National Science Standards (NRC, 1996) and its companion document Inquiry and the National Science Education Standards (NRC, 2000), the term "scientific inquiry" was fraught with confusion for many educators. Multiple sources suggest that the term "inquiry" was referred to by varying labels and was interpreted differently by educators (Asay & Orgill, 2010; Barrow, 2006; Capps & Crawford, 2012; NRC, 1996, 2012; Settlage, 2003; Young, 2013). For example, in his analysis of how notions of inquiry have changed during the 20th century, Barrows (2006) concluded:
Over the past century, science educators have provided multiple interpretations of inquiry. Consequently, K–12 teachers of science, students, and parents are confused…there is no uniform agreement among the science education community about what is the meaning of inquiry as recommended by the NRC (1996). (Barrows, 2006, p. 274)
Evidence has suggested that the meaning of the term "inquiry" as a set of steps and procedures may have persisted, despite explicit efforts by national organizations to clarify the meaning of the term "inquiry" and its role in science teaching (Asay & Orgill, 2010; Barrow, 2006;
Capps & Crawford, 2012; NRC, 2000, 2012; Settlage, 2003; Young, 2013). For example, Assay and Orgill (2010) examined the extent to which the five essentials of scientific inquiry, as outlined in the companion document Inquiry and the National Science Education Standards (NRC, 2000), were being practiced in actual classrooms. The authors analyzed nearly 300 feature articles that appeared in The Science Teacher from 1998 to 2007 and discovered that the inquiry practice of gathering evidence appeared in 82% of the articles. However, other essentials of inquiry, such as learners formulate explanations from evidence, connect explanations to scientific knowledge, and communicate and justify explanations, were present in fewer than 25% of the articles reviewed. The authors concluded from their review that most educators appeared to view "inquiry more as a process than as a vehicle for learning science content…" (Assay & Orgill, 2010, p. 57).
During key informant interviews, science education experts shared similar views of how the term "inquiry" has suffered from both multiple meanings and misinterpretations by educators in the field. For example, Matt Krehbiel, Associate Director of Science for Achieve, noted:
…prior to the emphasis on inquiry, scientific process was often taught as the scientific method, a rigid linear idea.
Dr. Helen Quinn, Professor Emeritus at Stanford and former Chair of the NRC council board, remarked:
In schools, science inquiry had become synonymous with hands on science, the doing without always including the analyzing and thinking part.
Dr. Quinn further shared that some educators even misunderstood the "hypothesis" part, encouraging students to make a guess, not even construct a true hypothesis—such as a prediction based on a theory or model. At that time, the way inquiry was interpreted in schools was very "thin."
Dr. Melissa Braaten, Assistant Professor of Science and Teacher Education at the University of Wisconsin-Madison, explained:
In schools, inquiry had come to mean one narrow image of doing formulaic, defined experiments. Teachers would refer to it as 'the scientific method' like it was a titled thing. But, what they were trying to do in the name of inquiry didn't resemble the intellectual work of scientists at all.
Reflecting on how these misconceptions may have been perpetuated with the field, Joseph Krajcik, Professor of Science Education at Michigan State University and Lead writer for the Next Generation Science Standards, noted:
…while well intentioned, when the National Science Standards assigned inquiry to its own separate content area, it meant that inquiry remained separate from other science learning.
These key informants also noted that over the years the term "inquiry" has been confused with "inquiry-based teaching." In addition, some educators believed that when students engage in unstructured, open-ended explorations, they are doing "inquiry."
For example, Mr. Krehbiel shared:
In the field, it (inquiry) has been interpreted in a lot of different ways. Sometimes it meant open discovery, no parameters, just let kids explore and figure out something on their own. In other iterations, it meant, you were letting students figure things out on their own, but really you (the teacher) had an answer you wanted them to get to.
A state K–5 science education assessment coordinator and pioneering state member of NGSS recalled:
[Prior to NGSS], teachers were having students do inquiry for the sake of inquiry with no content. It was all process, no understanding.
Summary
Prior to the release of the NRC framework and the NGSS, evidence has suggested that notions of inquiry, as outlined in the National Science Education Standards, may never have fully taken hold within the science education community. Instead, views of scientific inquiry suffered from misinterpretations and multiple interpretations, most of which were not consistent with notions of inquiry as reflected within the 1996 national science standards and companion documents (NRC, 2000).
How Does A Framework for K–12 Science Education and the Next Generation Science Standards Define and Refer to Scientific Inquiry?
To answer the second subquestion, a comprehensive review was conducted of two key documents: A Framework for K–12 Science Education (NRC, 2012) and the NGSS that are based on the NRC framework (NGSS Lead State Partners, 2013). The focus of document reviews was to identify references to scientific inquiry and examine how notions of inquiry within the current standards have shifted since the release of the first science standards by NRC in 1996 and the companion document Inquiry and the National Science Education Standards (NRC, 2000). The NRC framework and NGSS are "based on a rich and growing body of research on teaching and learning in science, as well as on nearly two decades of efforts to define foundational knowledge and skills for K–12 science and engineering" (NRC, 2012, p. 2). The NRC framework and NGSS documents, therefore, were selected as sources that likely reflect the most current thinking about scientific inquiry held within the science education community.
Responses gathered through key informant interviews with science education experts, several of which played an integral part in the development of the NRC framework and NGSS, offered additional perspectives and evidence to augment these document reviews (see Appendix D for a list of key informants and interview protocols).
Scientific Inquiry as Reflected in the NRC Framework and NGSS
Once prominently featured as its own content area within the National Science Standards (NRC, 1996), the term "scientific inquiry" is rarely mentioned within the newly released Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) and NGSS (NGSS Lead State Partners, 2013). Instead of a focus on scientific inquiry as a separate content area, in the new standards documents notions of inquiry have been refined, redefined,
and interwoven within a new three-dimensional learning framework for science. The three dimensions of science learning, as described in these new standards documents, include disciplinary core ideas, crosscutting concepts, and scientific and engineering practices. These dimensions are understood as interrelated and, together, foster the learning and application of inquiry characterized as the systematic and iterative process "that scientists employ as they investigate and build models and theories about the world" (NRC, 2012, p. 30). While the authors refer to the scientific and engineering practices as the primary means by which students draw on core ideas and crosscutting concepts to engage in inquiry, the authors are quick to emphasize that inquiry entails the fluid, integrated, and iterative interplay among these three dimensions of learning.
Current Use of the Term "Inquiry"
Evidence from both document reviews and key informant interviews suggests that many prominent science educators are increasingly shying away from use of the term "scientific inquiry." Document scans of the NRC framework and NGSS yielded very few incidences where the term "inquiry" was referenced. In most of these cases, "inquiry" was used in the context of redefining its meaning.
There appears to be two main reasons for this trend. First, some argue that inquiry is not a term used by real working scientists, and so its use in science education is not appropriate. Dr. Quinn remarked:
While it is what we do—we inquire—scientists do not use the term inquiry.
Other science education experts, as well as authors of the NRC framework and NGSS, have pointed out that another reason to avoid using the term "scientific inquiry" is that it continues to be fraught with misunderstanding and multiple interpretations by educators in the field, none of which accurately capture its intent. For example, in the introduction to the NRC framework the authors explained:
…because the term inquiry extensively referred to in previous standards documents has been interpreted over time in many different ways throughout the science education community, part of our intent in articulating the practices…is to better specify what is meant by inquiry in science and the range of cognitive, social and physical practices it requires. (NRC, 2012, p. 30)
National science experts interviewed also conveyed a reluctance or avoidance of the term "scientific inquiry." For example, Dr. Krajcik exclaimed:
I have avoided using the term inquiry for 30 years. Why don't I use that term? Because it has come to mean everything from students conducting cookbook investigations, to teachers doing inquiry based teaching, to a student engaged in a full-fledged investigation. We have lost the meaning of what inquiry is when it retains so many differing interpretations. What do I use instead? I talk about having kids figure things out. If they have a problem or question, we encourage them to explore, be curious about how the world works—try to figure it out.
Dr. Braaten shared:
I am glad that NGSS dropped the word inquiry, because of the way it got taken up in schools, as being the scientific method. In fact, some of the educators I talk to tell me "inquiry" is over. What I hope they mean is that the sequential, step-by-step experiment approach to teaching science is over.
By virtually abandoning use of the term, perhaps the authors of the NRC framework and NGSS intended to create a "blank slate" from which a more authentic, accurate, and nuanced notion of inquiry could emerge.
Notions of Inquiry Within the NRC Framework and NGSS
How are notions of inquiry reflected within the NRC framework and NGSS? The following section highlights four recent shifts in notions of inquiry observed in the NRC framework and NGSS, and gleaned from key informant interviews:
1. Inquiry as a means for constructing scientific understanding—not a content area
2. Inquiry as a fluid, integrated, and iterative set of practices that scientists use
3. Inquiry as three dimensional learning
4. Inquiry as independent from science pedagogy
1. Inquiry as a means for constructing scientific understanding—not a content area
In the prior National Science Standards (NRC, 1996), scientific inquiry was treated as its own distinct and isolated content area. One of the most concrete changes with the new NRC framework and NGSS is that inquiry is no longer explicitly identified as a content area. Instead, inquiry is primarily reflected through a set of eight scientific and engineering practices that represent one of three integrated, essential means by which students construct scientific understanding (i.e., through the integration of core ideas, crosscutting concepts, and scientific and engineering practices).
The eight scientific and engineering practices are as follows (NRC, 2012, p. 42):
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3.
Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics, and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
The NRC framework explains that one purpose for recharacterizing inquiry as scientific and engineering practices was to help clarify what is "meant by inquiry in science and the range of cognitive, social and physical practices it requires" (NRC, 2012, p. 30). Moving scientific
inquiry out of the content standards conveys the notion that inquiry should not stand alone, but rather it should be interwoven throughout all science learning.
As explained by Mr. Krehbiel:
The (scientific and engineering) practices are the next iteration of science inquiry. Inquiry has not gone away—it lives on through the scientific and engineering practices-- not as a separate unit of study as it was before, but rather woven into science learning throughout the year, where practices are exercised and integrated with learning of the crosscutting concepts and disciplinary core ideas.
The authors of A Framework for K–12 Science Education (NRC, 2012) explicitly referenced earlier standards and notions of inquiry, acknowledging that the term "inquiry" has suffered from varying interpretations across time. The authors clarified that inquiry, as reflected in the new NRC framework, is not a "process-only" endeavor, nor is it a set of prescribed steps. The NRC framework referred to inquiry instead as the systematic and iterative process "that scientists employ as they investigate and build models and theories about the world" (NRC, 2012, p. 30). The authors explain that inquiry, as enacted through the practices, includes the coordination of "knowledge and skill simultaneously" (p. 41).
Although there seems to be consensus within the science education community that the scientific and engineering practices are essential to inquiry, some experts view these eight practices slightly differently. For example, some key respondents describe the eight practices primarily as the means by which students construct new explanations, models and understanding, while others view the practices as both a "means" as well as an "end" for science learning—i.e., that mastering the habits and skills associated with the practices themselves is also an important learning goal for students, not just a process by which they can learn content. For example, Dr. Braaten noted:
Inquiry is not an end in itself—it is not a separate goal or content area. Not a unit to cover.
In contrast, one state K–5 science education assessment coordinator noted that while the practices are primarily a "means" for building scientific understanding:
At the same time, inquiry is also about understanding how scientists go about their work. This is the "what" of inquiry.
Mr. Krehbiel shared:
In its best iteration, inquiry is a mechanism for learning—a process, but also an opportunity to learn about the process of science. Practices are therefore both a process, and also information about that process. Students need to get better with carrying out investigations, for instance, in order to understand and apply science. We need to be sure they are building proficiency in these practices across a year, and across their K–12 education experience.
2. Inquiry as a fluid, integrated, and iterative set of practices that scientists use
As explained previously, the NRC framework and NGSS identify eight scientific and engineering practices to be used in inquiry, implemented in conjunction with the other two dimensions of the NRC framework and NGSS: core ideas and crosscutting concepts. The current conception of inquiry intends to illustrate how science is actually carried out in the field— through an inquiry process that is not rigid and dictated by a specific set of steps, but as fluid and iterative in nature. Responses from science education experts emphasized this point. For example, Dr. Krajcik remarked:
I have taken off the numbers associated with the 8 practices and I use arrows instead. I do this to show how they all work together. Having the 8 practices doesn't mean that you start with a question, then move on to the next practice. It might mean that when you are analyzing data, you come up with a new question, or construct an argument. There is no linearity implied. The practices are tied together and any one of them could lead to another.
Dr. Braaten shared:
The practices are not sequential—it really bugs me that they numbered them. The way it is intended is that one practice sends you to another practice. They cascade into one another—there is natural flow between them.
The NRC framework offers greater clarity about how it is that these eight practices should work together through participation in three spheres of activity:
1. Empirical investigation
2. Developing explanations and solutions
3. Evaluation
The first sphere is empirical investigation. The authors noted that, "In this sphere of activity, scientists determine what needs to be measured; observe phenomena; plan experiments, programs of observation, and methods of data collection; build instruments; engage in disciplined fieldwork; and identify sources" (NRC, 2012, p. 45). In many ways, this first sphere of inquiry activity aligns well with prior notions of inquiry as the tasks involved in conducting scientific investigations.
The second sphere is developing explanations and solutions. The authors noted that in this sphere, scientists "draw from established theories and models and to propose extensions to theory or create new models. Often, they develop a model or hypothesis that leads to new questions to investigate or alternative explanations to consider" (NRC, 2012, p. 45). This sphere of inquiry activity emphasizes inquiry as a means for building scientific understanding through constructing, testing, and revising theories and models.
The third sphere is evaluation. This sphere refers to the
[I]terative process that repeats every step of the work. Critical thinking is required, whether in developing and refining an idea (an explanation or a design) or in conducting an investigation. The dominant activities in this sphere are argumentation and critique,
which often lead to further experiments and observations or to changes in proposed models, explanations, or designs. Scientists and engineers use evidence-based argumentation to make the case for their ideas, whether involving new theories or designs, novel ways of collecting data, or interpretations of evidence. They and their peers then attempt to identify weaknesses and limitations in the argument, with the ultimate goal of refining and improving the explanation or design. (NRC, 2012, p. 46)
This third sphere of inquiry emphasizes its cyclical and fluid nature. This sphere represents a subtle shift from early notions of inquiry that imply a more sequential approach.
Dr. Quinn explained:
For me, the practices are a description of scientific inquiry, the iterative nature of doing….the idea is that you are always looking at and analyzing a system, some kind of description of how the system works. These are often diagrammatic when describing the systems, showing what is flowing in and out of that system. In this sphere, students are describing their thinking through explicit modeling. Then, students have to put their own mental models on paper…this helps them better see the contradictions between the observations and their current way of thinking. Seeing these contradictions can help students revise their thinking and understanding based on evidence.
Dr. Braaten explained:
Inquiry is more explanatory, model building work. It is iterative in nature and, follows many cycles and paths. The scientific and engineering practices enable students to pursue a question that has intellectual depth for that discipline.
3. Inquiry as three-dimensional learning
As explained earlier, while the NRC framework and NGSS identify eight distinct practices, they also emphasize that these practices are not to be implemented in isolation. Rather, these practices are to be interwoven with science learning across all core science subjects and for all crosscutting concepts. The NRC framework and NGSS describe this approach to science education as three-dimensional learning. In other words, the eight scientific and engineering practices do not simply represent another set of steps and procedures—but rather serve as one of three essential means by which scientific understanding is constructed.
Dr. Krajcik offered an analogy to help convey this idea.
The practices, crosscutting concepts, and disciplinary core ideas, are interwoven, tightly together like a rope. Each individual strand is weak, and doesn't allow the rope to properly function. The strength and functionality of the rope comes when you put the three strands together.
How do these work together? When you have a question or problem you might pursue, you can't address or pursue it without drawing on your background knowledge, without engaging in practices and without using cross cutting concepts. The three have to work in concert to support a learning in making sense of phenomena and constructing greater understanding.
Dr. Quinn explained:
It is perfectly fine to use scientific inquiry if it is encapsulated in practices. I believe students should have opportunities to engage in all of those practices.
But, it is also equally important to clarify, that you cannot inquire about nothing—you have to be investigating and trying to understand a phenomenon, based on theories and models of something specific. This is where the disciplinary core ideas and crosscutting concepts come in.
4. Inquiry as independent from science pedagogy
Inquiry, in the 1996 National Science Education Standards (NRC, 1996) and its companion document (NRC, 2000), was defined as consisting of abilities, and understandings, which were intended to be taught using inquiry-based teaching methods. In fact, Inquiry and the National Science Education Standards (NRC, 2000), dedicated 200 pages to making the case for the inquiry-based teaching approach, including numerous examples of inquiry-based teaching in the classroom.
In the current NRC framework and NGSS, inquiry-based teaching is still recognized as important, but there is a shift away from an exclusive emphasis on inquiry-based teaching as the preferred instructional approach. For example, the NRC framework and NGSS explicitly noted that educators should feel free to use varying instructional approaches to promote students' capacity to engage in inquiry and develop scientific understanding and skill (NGSS Lead State Partners, 2013; NRC, 2012). The NRC framework also refers the reader to other resources, including the NRC reports Taking Science to School: Learning and Teaching in Grades K–8 (NRC, 2007) and America's Lab Report: Investigations in High School Science (NRC, 2006), when considering methods for teaching science.
This view was reinforced in interviews with science education experts. For example, Dr. Quinn explained:
In the process of inquiry and learning science there are going to be some short intervals of direct instruction. You cannot understand all of science just through engaging in the practices. Teachers might have to first introduce students to a new concept, such as air pressure. Teachers may need to engage the class in discussing new science ideas new to the students, needed in order to better understand the phenomenon they are looking at.
Summary
Part I of this report explored how notions of scientific inquiry have changed over time. A comparison of the current NRC framework (NRC, 2012) and the NGSS (NGSS Lead State Partners, 2013) with earlier National Science Education Standards (NRC, 1996) and other documents (NRC, 2000), was combined with information gleaned from interviews with science education experts in the field.
These findings suggest four key changes related to perspectives on scientific inquiry, including:
[x] Inquiry as a means for constructing scientific understanding—not a content area. Rather than being treated as its own distinct and isolated content area, inquiry is now reflected primarily through the eight scientific and engineering practices that represent one of three interconnected means by which students construct scientific understanding. Moving scientific inquiry out of the content standards conveys the notion that inquiry is not about learning a set of steps and procedures isolated from content, but that inquiry is interwoven throughout all science learning. At the same time, some educators still recognize the need for students to build their proficiency in the practices of scientists (i.e., strengthen their capacity to use the practices and reflect on that use when engaged in the process of doing science).
[x] Inquiry as a fluid, integrated, and iterative set of practices that scientists use. Earlier notions of inquiry were described as two elements: understandings and abilities. These separate pillars were soon replaced by a set of "five essentials." Presently, inquiry is viewed as a set of fluid and unified practices that occur through three spheres of activity. These practices are intended to flow naturally from one to the other in an iterative fashion, not in any specific sequence, or according to any prescribed steps.
[x] Inquiry as three-dimensional learning. Within the new standards, there is a greater emphasis on students' constructing theories and models, engaging in argumentation and critique, and pursuing science learning through fluid, iterative cycles. This shift in emphasis towards inquiry as a reflective approach that is integrated and interwoven with all science learning conveys notions of inquiry as an endeavor that depends on the integration of knowledge and skill—not simply as a process independent of content.
[x] Inquiry as independent from science pedagogy. Current views state that inquiry-based teaching is important for engaging students in inquiry and helping to build students' understanding and skill in science. At the same time, the NRC framework and NGSS explicitly note that educators should feel free to use varying instructional approaches to promote students' capacity to engage in inquiry and develop scientific understanding and skill. This represents a change from the NRC's earlier emphasis on inquiry-based teaching as the strongly preferred instructional approach.
As a final note, evidence suggests that while current views of inquiry represent some important shifts, overall they do not differ dramatically from views of inquiry as outlined in the prior National Science Education Standards (NRC, 1996) and as elucidated in the companion resource titled Inquiry and the National Science Education Standards (NRC, 2000). At the same time, current views of inquiry are distinctly different from notions of inquiry that have prevailed in the field (i.e., inquiry as a set of prescribed steps and procedures).
Part II
Part II examines the extent to which current notions of inquiry, as outlined in NGSS, are reflected in state science standards adopted by Wisconsin and neighboring states within the Great Lakes and Midwest region. Part II of this report is organized by two guiding subquestions.
1. How are states in the Midwest region addressing the topic of scientific inquiry in light of the development of A Framework for K–12 Science Education and the Next Generation Science Standards?
2. How does the definition of scientific inquiry within the Next Generation Science Standards align with or differ from the definitions of inquiry as reflected in Wisconsin's Model Academic Standards for Science?
Methods
To answer these second two key guiding questions, staff from the Midwest Comprehensive Center conducted reviews of the following sources to identify evidence for trends related to past and current definitions of scientific inquiry:
[x] Website scans and standards of state department of education agencies in Wisconsin and six neighboring states in the Great Lakes and Midwest region.
[x] Comparative reviews of Wisconsin's Model Academic Standards for Science and related documents with current and prior science standards.
Findings
Highlights of the key findings from these reviews are outlined in this section, organized by the two guiding subquestions.
How are states in the Midwest and Great Lakes regions addressing the topic of scientific inquiry in light of the development of A Framework for K–12 Science Education and the Next Generation Science Standards?
To address this subquestion, a scan of state department of education websites within the sevenstate region of the Great Lakes Comprehensive Center and Midwest Comprehensive Centers (Indiana, Ohio, Michigan, Minnesota, Illinois, Iowa, and Wisconsin) was conducted. (See Table A1 for information related to state website scans.)
As of June 2016, 17 states 3 and the District of Columbia have officially adopted the NGSS. Three states in the Great Lakes and Midwest region (Iowa, Illinois, and Michigan) are among these 17 states. Given the updated notions of inquiry reflected within the NRC framework and NGSS, we presume that states that have adopted these standards are adopting, or plan to adopt, new definitions of inquiry and its role in science education.
3 The 17 states that have adopted the NGSS are Arkansas, California, Connecticut, Delaware, Hawaii, Iowa, Illinois, Kansas, Kentucky, Maryland, Michigan, New Jersey, Nevada, Oregon, Rhode Island, Vermont, and Washington; the District of Columbia has also adopted the standards.
Scans of state department of education websites for three other states in the region (Ohio, Indiana, and Minnesota) indicate that these states have not adopted the Next Generation Science Standards. Indiana has recently adopted new standards that reflect portions of NGSS, and will be implemented in the 2016–17 academic year. Minnesota plans to update their science standards in 2017. The third state, Ohio, released new Science Standards in 2011 prior to the release of the NGSS.
An examination of the specific inquiry-related grade-based standards being used in Minnesota, Indiana, and Ohio (the three states that have not adopted the NGSS) has suggested that notions of inquiry as reflected in these state standards align most closely with one of the three spheres of inquiry outlined in the NGSS: empirical investigation. 4 For example, state standards related to inquiry in these three states primarily focus on tasks associated with conducting investigations such as "Maintain a record of observations, procedures and explanations being careful to distinguish between actual observations and ideas about what was observed" (Minnesota STEM Teacher Center, 2016, para. 126.96.36.199.3). At the same time, it is notable that some states also include references to inquiry that reflect current notions of inquiry as iterative and fluid. For example, the Ohio science standards outline several guiding principles, including an explanation of inquiry as a learning cycle that includes "engage, explore, explain, extend and evaluate" (Ohio Department of Education, 2011, p. 6).
Wisconsin is the only state in the seven-state region that has not recently revised its science standards; the standards were last revised in 1998.
How does the definition of scientific inquiry within the Next Generation Science Standards align with or differ from definitions of inquiry reflected in the current Wisconsin's Model Academic Standards for Science?
This section examines the extent to which definitions of inquiry included in the current Wisconsin's Model Academic Standards for Science align with notions of inquiry as reflected in the NRC framework (NRC, 2012) and the NGSS (NGSS Lead States, 2013).
In 1998, DPI adopted the Wisconsin Model Academic Standards for Science (WMASS; Wisconsin Department of Public Instruction, 1998). These standards, which were developed based on the National Science Standards released in 1996, include eight areas of focus: science connections, nature of science, science inquiry, physical science, earth and space science, life and environmental science, science applications, and science in personal and social perspectives. As outlined in Appendix B, science inquiry is identified as its own content area within WMASS. The "inquiry" standards within the WMASS differ slightly for each of the three grade bands: K–4, 5–8, and 9–12.
4 The two other spheres include developing explanations and solutions whereby students draw from, extend, and construct new models and theories; and the third sphere of evaluation, whereby students engage in iterative cycles that "often lead to further experiments and observations or to changes in proposed models, explanations, or designs" (NRC, 2012, p. 46).
Comparison of WMASS With National Science Standards
In 2014, a team of Wisconsin educators directed by Eric Brunsell of the University of Wisconsin–Oshkosh comparatively analyzed all science content areas within WMASS with the Next Generation Science Standards (Brunsell, 2014.). Given DPI's interest in exploring the extent to which scientific inquiry as outlined in the current WMASS aligns with inquiry as reflected in the NRC framework and NGSS, we built upon the review completed by the University of Wisconsin–Oshkosh.
First, we conducted a qualitative review of the WMASS "science inquiry" standards (Wisconsin Department of Public Instruction, 1998, para. C) with the earlier National Science Standards (NRC, 1996), and the five essentials of inquiry identified in a companion document to the 1996 standards (NRC, 2000). This review was done to assess the extent of alignment with national science standards available at the time that WMASS were developed.
We conducted a comparative review of WMASS with the current NGSS (NGSS Lead State Partners, 2013). We focused this review on comparing the WMASS standards for "scientific inquiry" (Wisconsin Department of Public Instruction, 1998, para. C) with the eight scientific and engineering practices outlined in the NRC framework and Next Generation Science Standards (NGSS Lead State Partners, 2013; NRC, 2012) to determine the extent of alignment.
For each grade band and set of standards, the extent of alignment was assessed by making a comparison between language that appears in the current WMASS standards for science inquiry and the wording of the NRC framework and NGSS eight scientific and engineering practices (NGSS Lead State Partners, 2013; NRC, 2012).
Findings: WMASS and Prior National Science Standards (NRC, 1996)
An examination of the extent of alignment between WMASS and the 1996 standards from the NRC suggested strong alignment. For example, for Grade 4, four of the five abilities and five of the six understandings were well addressed by WMASS, and for Grade 12, five of the six abilities and three of the six understandings were well addressed by WMASS. As one exception, for Grade 8, only two of the five abilities and four of the seven understandings were well addressed by WMASS. Notably, the WMASS identification of separate "scientific inquiry" standards aligns with the organization of the 1996 National Science Standards that also separate inquiry into its own content area with associated standards.
WMASS and the Five Essentials of Inquiry (NRC, 2000)
As discussed, NRC released a companion document to the 1996 science education standards, titled Inquiry and the National Science Education Standards, in 2000. This document featured a set of five essentials to scientific inquiry, as follows:
1. Learners are engaged by scientifically oriented questions.
2. Learners give priority of evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
3. Learners formulate explanations from evidence to address scientifically oriented questions.
4. Learners evaluate their explanations in light of alternate explanations, particularly those reflecting scientific understanding.
5. Learners communicate and justify their proposed explanations.
Each WMASS was compared with these five inquiry essentials. The results of this analysis showed strong alignment between WMASS and the essentials of inquiry. For example, in Grades 4, 8 and 12, four of the five essentials were well addressed in WMASS. However, it is also important to note that some of the WMASS did not have an associated "essential" from the NRC 2000 document. For example, in Grade 8, the WMASS C.8.2., "Identify data and locate sources of information including their own records to answer the questions being investigated" could not be aligned with one of the five essentials.
WMASS and the NRC Framework/NGSS (NGSS Lead State Partners, 2013; NRC, 2012)
Finally, we compared the current WMASS with the current eight scientific and engineering practices outlined in the following. As noted previously, the current review sought to expand and confirm the results of an earlier comparative review led by Eric Brunsell (2014) of the University of Wisconsin–Oshkosh. As part of our procedures, we highlighted and documented instances where our analysis yielded differing or conflicting results.
Eight Scientific and Engineering Practices (NRC, 2012; NGSS Lead State Partners, 2013)
[x] Asking questions and defining problems
[x] Developing and using models
[x] Planning and carrying out investigations
[x] Analyzing and interpreting data
[x] Using mathematics, information and computer technology, and computational thinking
[x] Constructing explanations and designing solutions
[x] Engaging in argument from evidence
[x] Obtaining, evaluating, and communicating information
Similar to the University of Wisconsin–Oshkosh review, the results of our analysis indicate fair alignment between WMASS and the eight scientific and engineering practices included in the current NGSS. For example, for Grade 4, six of the eight scientific practices were well addressed. However, two practices (developing and using models and using mathematics, information and computer technology, and computational thinking) were not addressed. For Grade 8, six of the eight practices were well addressed by WMASS, and two practices were partially addressed: (1) developing and using models and (2) using mathematics, information and computer technology, and computational thinking. For Grade 12, all eight practices were addressed fairly well. Two practices were less well aligned with WMASS: (1) using mathematics, information and computer technology, and computational thinking and (2) engaging in argument from evidence. Notably, practices specific to engineering, defining problems, and designing solutions are not significantly addressed at any grade level in WMASS.
The second phase of this review focused on the extent to which the WMASS standards for scientific inquiry reflected the three spheres of inquiry activity outlined in the NRC framework:
Three Spheres of Inquiry Activity (NRC, 2012)
[x] Empirical investigation
[x] Developing explanations and solutions
[x] Evaluation
The comparative analysis of the WMASS suggests that the WMASS science inquiry standards align most closely with the sphere of "empirical investigation" and align far less well with the two other spheres of inquiry activity: (1) developing explanations and solutions and (2) evaluation. Among the Grade 4 WMASS, only three of the eight WMASS science inquiry standards refer to NGSS inquiry spheres two and three: developing explanations and solutions, and evaluation. For Grade 8, four of the 11 WMASS science inquiry standards relate to NGSS inquiry spheres two and three. For Grade 12, alignment is slightly stronger with four of the seven WMASS standards relating to the NGSS inquiry spheres of developing explanations and solutions, and evaluation.
Despite the relatively strong alignment between the specific WMASS standards and the eight scientific and engineering practices, the current WMASS identification of science inquiry as a topical area within the standards and the focus of WMASS primarily on specific inquiry tasks associated with only one of the three spheres of inquiry activity (conducting empirical investigations) suggest that the notions of inquiry as reflected in WMASS are not fully consistent with the most current thinking among science education leaders. Specifically, WMASS emphasizes inquiry as primarily about procedures rather than as a means for constructing scientific understanding.
Summary
This report reflects findings based on a review of documents and state education websites, interviews conducted with science education experts, and a comparative review of standards in an effort to answer four guiding questions about evolving notions of scientific inquiry.
These findings suggest the following:
[x] Prior notions of inquiry have been refined, redefined, and interwoven within a new threedimensional framework for learning in science.
[x] Notions of scientific inquiry within national standards have undergone significant shifts over the years, evolving away from views of inquiry as a set of rigid steps and procedures.
[x] Current notions of inquiry suggest that it is a fluid, integrated, and iterative means by which students construct scientific understanding, and that inquiry depends on the integration of knowledge and skill.
[x] Three of the seven states in the Great Lakes and Midwest region have adopted the NGSS, and one state has adopted standards based in part on NGSS. These four states are likely to
embrace notions of inquiry that are consistent with current thinking within the science education community.
[x] Two other states within the Great Lakes and Midwest region have updated their science standards in the past five years—one of these states plans to update standards further within the next year. These two states currently have standards that reflect both emerging as well as more traditional perspectives on inquiry.
[x] Wisconsin is the only state in the seven-state region that has not recently revised its standards. WMASS standards related to science inquiry reflect notions of scientific inquiry that align more fully with earlier notions of inquiry as being primarily focused on empirical investigation. Current notions of inquiry, as characterized within the current NRC framework and NGSS, emphasize inquiry as a means for constructing scientific understanding. The WMASS do not include this emphasis.
References
American Association for the Advancement of Science (AAAS). (1989). Project 2061: Science for all Americans. New York, NY: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press. Retrieved from http://www.project2061.org/publications/bsl/online/index.php
Asay, L. D., & Orgill, M. (2010). Analysis of essential features of inquiry found in articles published in The Science Teacher, 1998–2007. Journal of Science Teacher Education, 21, 57–79.
Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17, 265–278.
Brunsell, E. (2014). Wisconsin Model Academic Standards and Next Generation Science Standards content analysis. Oshkosh, WI: University of Wisconsin Oshkosh.
Capps, D. K., & Crawford, B. A. (2012). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497–526.
Dewey, J. (1910). How we think. Boston, MA: D.C. Heath & Company.
McLelland, C. (2006.) The nature of science and the scientific method. Boulder, CO: The Geological Society of America. Retrieved from http://www.geosociety.org/educate/NatureScience.pdf
Minnesota STEM Teacher Center. (2016). 188.8.131.52 inquiry. Roseville, MN: Author. Retrieved from http://www.scimathmn.org/stemtc/frameworks/3112-inquiry
National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academies Press.
National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, DC: National Academies Press.
National Research Council (NRC). (2006). America's lab report: Investigations in high school science. Washington, DC. The National Academies Press. Retrieved from http://www.nap.edu/catalog/11311/americas-lab-report-investigations-in-high-schoolscience
National Research Council (NRC). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press. Retrieved from http://www.nap.edu/catalog/11625/taking-science-to-school-learning-and-teachingscience-in-grades
National Research Council (NRC). (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
NGSS Lead State Partners. (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
Ohio Department of Education. (2011). Ohio's new learning standards: Science standards Retrieved from http://education.ohio.gov/getattachment/Topics/Ohios-LearningStandards/Science/ScienceStandards.pdf.aspx.
Rudolph, J. L. (2005). Epistemology for the masses: The origins of "the scientific method" in American schools. History of Education Quarterly, 45(3). Retrieved from http://web.missouri.edu/~hanuscind/8710/Rudolph2005.pdf
Settlage, J. (2003). Inquiry's allure and illusion: Why it remains just beyond our reach. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Wisconsin Department of Public Instruction. (1998). Wisconsin's model academic standards for science. Madison, WI: Author. Retrieved from http://dpi.wi.gov/science/standards
Wissehr, C., Concannon, J., & Barrow, L. H. (2011). Looking back at the Sputnik era and its impact on science education. School Science and Mathematics, 111(7), 368–375.
Young, A. (2013). Teachers understanding of inquiry and reported use of scientific practices: A survey of NSTA conference attendees (Unpublished master's thesis). University of Maine, Orono, ME.
Appendix A. Website Scans
Table A1 shows the results of a scan of state department of education websites within the seven-state region of the Great Lakes Comprehensive Center and Midwest Comprehensive Centers (Indiana, Ohio, Michigan, Minnesota, Illinois, Iowa, and Wisconsin). Scans included an examination of (a) state science standards, (b) references to these standards, and (c) definitions of scientific inquiry reflected within these standards.
Table A1. Scientific Inquiry
Appendix B. Wisconsin's Model Academic Standards for Science Crosswalk
Table B1 lists the specific standards related to science as inquiry included within the WMASS (Wisconsin Department of Public Instruction, 1998, para. C).
Table B1. Wisconsin's Model Academic Standards for Science: Inquiry
Appendix C. List of Sources
National Science Standards, Frameworks, and Related Documents
National Research Council. (1996). National science education standards. Washington, DC: National Academies Press.
National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academies Press.
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
NGSS Lead State Partners. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
Scientific Inquiry Other Sources
American Association for the Advancement of Sciences. (1989). Project 2061: Science for all Americans. New York, NY: Oxford University Press.
Asay, L. D., & Orgill, M. (2010). Analysis of essential features of inquiry found in articles published in The Science Teacher, 1998–2007. Journal of Science Teacher Education, 21, 57–79.
Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17, 265–278.
Brunsell, E. (2014). Wisconsin Model Academic Science Standards and Next Generation Science Standards content analysis. Oshkosh, WI: University of Wisconsin-Oshkosh.
Capps, D. K., & Crawford, B. A. (2012). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497–526.
Crawford, B. A. (1997). A community of inquiry: Changing roles for teachers and students. Paper presented at the annual conference of the National Association for Research in Science Teaching, Oak Brook, IL.
Dewey, J. (1910a). How we think. Boston, MA: D.C. Heath & Company.
Dewey, J. (1910b). Science as subject-matter and as method. Science, 31(787), 121–127.
McLelland, C. (2006.) The nature of science and the scientific method. Boulder, CO: The Geological Society of America. Retrieved from http://www.geosociety.org/educate/NatureScience.pdf
Moon, J., & Singer, S. R. (2012). Bringing STEM into focus. Education Week, 31(19), 32, 24. Retrieved from http://www.edweek.org/ew/articles/2012/02/01/19moon.h31.html
National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academies Press.
Rudolph, J. L. (2005). Epistemology for the masses: The origins of "the scientific method" in American schools. History of Education Quarterly, 45(3). Retrieved from http://web.missouri.edu/~hanuscind/8710/Rudolph2005.pdf
Settlage, J. (2003, January). Inquiry's allure and illusion: Why it remains just beyond our reach. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Wissehr, C., Concannon, J., & Barrow, L. H. (2011). Looking back at the Sputnik era and its impact on science education. School Science and Mathematics, 111(7), 368–375.
Young, A. (2013). Teachers understanding of inquiry and reported use of scientific practices: A survey of NSTA conference attendees (Unpublished master's thesis). University of Maine, Orono, ME.
State Agency Website Scans
Illinois State Board of Education. Illinois learning standards. Retrieved from http://www.isbe.net/ils/science/standards.htm
Indiana Department of Education. Science standards. Retrieved from http://www.doe.in.gov/standards/science
Iowa Department of Education. State board of education adopts new science standards. Retrieved from https://www.educateiowa.gov/article/2015/08/25/state-board-educationadopts-new-science-standards
Michigan Department of Education. Michigan K-12 standards: Science. Retrieved from http://www.michigan.gov/documents/mde/K- 12_Science_Performance_Expectations_v5_496901_7.pdf
Minnesota Department of Education. Science. Retrieved from http://www.education.state.mn.us/MDE/EdExc/StanCurri/K12AcademicStandards/Science/index.htm
Ohio Department of Education. Ohio's new learning standards: Science standards. Retrieved from http://education.ohio.gov/getattachment/Topics/Ohios-LearningStandards/Science/ScienceStandards.pdf.aspx
Wisconsin Department of Public Instruction. Science education in Wisconsin. Retrieved from http://dpi.wi.gov/science
Appendix D. Scientific Inquiry Report—Interviewee Information
The Midwest Comprehensive Center team conducted interviews with five science education experts identified as having a role in the development or translation of the NRC framework and NGSS to the field. The list of key informants with their title, and affiliation, is provided in Table D1.
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Graywater
City of Santa Cruz Water Conservation Department
Laundry-to-Landscape Systems
This document provides an overview of the steps and considerations involved with installing laundry-to-landscape systems— the most accessible source of graywater. This document summarizes information described in the Monterey County Business Council: A Homeowner's Guide to Conserving Water (November 2012) and from the City of Santa Cruz Graywater Informational Handout (March 2014). Furthermore, the Central Coast Greywater Alliance 1 has many helpful tips about installing a system properly.
Laundry-to-landscape systems do not require a building permit if the requirements outlined in Chapter 16 of the 2013 California Plumbing Code are followed, in addition to being registered with City of Santa Cruz Public Works Department.
Note: Graywater can NOT be stored for later use; graywater becomes septic and can be harmful to animals and humans. Graywater can NOT be applied at the surface; it must percolate through a subsurface mulch basin, and NO runoff can occur.
Step 1: Estimate your Graywater Production
1. How many loads of laundry are done in a typical week?
2. How many gallons of water are used per load?
[x] Older top-loading machines use about 40 gallons/load
[x] Front-loading machines use about 20 gallons/load (Some EnergyStar machines are top loading. Front-loading EnergyStar machines use about 15 gallons/load. Today's current standard load is about 25 gallons/load.)
3. Are there future changes to consider, such as installing a new washing machine, increases or decreases in the number of occupants, or changes in landscape?
Weekly Graywater Produced = Loads per Week x Gallons per Load
Step 2: Decide What Plants to Irrigate
Plants with larger root zones do better with graywater-irrigation. The plants stay happier and healthier with consistent laundry water patterns.
Best for Graywater-Irrigation
Not Appropriate for Graywater-Irrigation
Trees (especially fruit trees!)
Lawns
Shrubs/bushes
Drought Established (e.g. Never irrigated)
Vines
Small Plants, Sensitive Plants (e.g. Ferns)
Perennials
No root vegetables
Large annuals
Not For Use in Raised Beds
http://backyard-homestead.com/how-to-grow-apples
For those with existing irrigation systems, identify a zone/valve that can be shut off and replaced with graywater.
Step 3: Estimate Plant Irrigation Requirements
Does Your Graywater Production = Your Plant Irrigation Requirements? Pick the right amount of plants based on your graywater output. Irrigation requirements depend on whether the plants being irrigated are water intensive (e.g. fruit trees) or drought-tolerant. Plants usually have an estimated water demand factor that can be determined through online research or through contacting a local nursery.
Step 4: Plan the Path of Travel
Laundry-to-landscape systems have limitations that affect the graywater's path of travel through a landscape, including topography, number of distribution points (i.e. mulch basins), and piping placement. Importantly, these systems should not be installed at properties with high water tables.
1
"Graywater" has the same meaning as "greywater", "grey water", and "gray water".
Topography: Irrigate flat areas or the closest downhill area to the washer.
[x] In a flat yard, distribution should be within 50 feet of the washing machine.
[x] If the site slopes downward to distribution points, there is no rule on distance—however, it is recommended to use tubing that curves to slow gray-water flow on downhill slopes.
[x] Try to maintain a downward slope whenever possible.
Number of distribution points:
[x] Top-loading machines can irrigate up to 12 mulch basins, and
[x] Front-loading machines can irrigate up to 8 mulch basins.
Piping to landscape must be:
[x] 1.5 feet from buildings and property lines.
[x] 100 feet from wells, creeks and storm drains.
[x] Piped around obstacles—go under, around, remove, or cut a strip from hardscapes (e.g. patios or walkways).
Step 5: Installation
Please refer to online literature about how to correctly install the:
[x] 3-way valve, which allows the user to direct graywater into either the existing sewer line or the new graywaterirrigation pipelines;
[x] Auto vent anti-syphon, which prevents formation of a vacuum within the new pipeline; and
[x] Proper 1" poly tubing and mulch-basin distribution points, which carry the graywater from the laundry to the root zones of plants within the landscape.
Step 6: Product Choices
Avoid using products that can harm soils and plants. These products include but are not limited to:
[x] Salts or sodium compounds;
[x] Boron, borax, or borate;
[x] Peroxygen, petroleum distillate or alkyl benzene;
[x] Chlorine bleach (hydrogen peroxide bleach is okay);
[x] Water softeners that use sodium chloride (potassium chloride is okay); and
[x] Antibacterials, which alter the biology of natural occurring bacteria in the ground and groundwater.
Step 7: Registration
All Laundry-to-Landscape systems within city limits MUST be registered with the City of Santa Cruz Public Works Department by submitting an Installation and Maintenance Agreement form.
Step 8: Safety and Maintenance
Each system must have its own Homeowner's Maintenance and Operations Manual, detailing the working parts, layout of system, and maintenance requirements. The 3-way valve must have a label directly above it, detailing the direction of flow. This manual must stay with the operational graywater system in the event that the homeowner(s) or tenant(s) cease to live at the property. Furthermore, the following steps must be adhered to:
1. Do not eat plants or vegetables that have come in direct contact with graywater (e.g. root vegetables).
2. Water used to clean soiled material (e.g. diapers, oily rags, etc.) must be diverted to the sewer using the 3-way valve.
3. Graywater must be diverted to the sewer during the rainy season, typically October 1 through April 1, to eliminate ponding or runoff.
4. Do not store it—graywater must be diverted into the landscape or sewer immediately.
Photo credit: Central Coast Greywater Alliance and Greywater Action
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CANINE HEARTWORM DISEASE
What causes heartworm disease?
Heartworm disease or dirofilariasis is a serious and potentially fatal disease in dogs. It is caused by a bloodborne parasite called Dirofilaria immitis.
Heartworms are found in the heart and adjacent large blood vessels of infected dogs. The female worm is 6 to 14 inches long (15 to 36 cm) and 1/8 inches wide (5 mm). The male is about half the size of the female. One dog may have as many as 300 worms.
How do heartworms get into the heart?
Adult heartworms live in the heart and pulmonary arteries of infected dogs. They have been found in other areas of the body, but this is unusual. They live up to five years and, during this time, the female produces millions of offspring called microfilaria. These microfilariae live mainly in the small vessels of the bloodstream. The immature heartworms cannot complete their life cycle in the dog. The mosquito is required for some stages of the heartworm life cycle. The microfilaria are not infective (cannot grow to adulthood) in the dog − although they do cause problems.
As many as 30 species of mosquitoes can transmit heartworms. The female mosquito bites the infected dog and ingests the microfilariae during a blood meal. The microfilariae develop further for 10 to 30 days in the mosquito and then enter the mouthparts of the mosquito. The microfilariae are now called infective larvae because at this stage of development, they will grow to adulthood when they enter a dog. The mosquito usually bites the dog where the hair coat is thinnest. However, having long hair does not prevent a dog from getting heartworms.
When fully developed, the infective larvae enter the bloodstream and move to the heart and adjacent vessels where they grow to maturity in two to three months and start reproducing, thereby completing the full life cycle.
Where are heartworms found?
Canine heartworm disease occurs all over the world. In the United States, it was once limited to the south and southeast regions. However, the disease is spreading and is now found in most regions of the United States and Canada, particularly where mosquitoes are prevalent.
How do dogs get infected with them?
The disease is not spread directly from dog to dog. An intermediate host, the mosquito, is required for transmission. Spread of the disease therefore coincides with mosquito season. The number of dogs infected and the length of the mosquito season are directly correlated with the incidence of heartworm disease in any given area.
It takes a number of years before dogs show outward signs of infection. Consequently, the disease is diagnosed mostly in four to eight year old dogs. The disease is seldom diagnosed in a dog less than one year of age because the young worms (larvae) take up five to seven months to mature after infection.
What do heartworms do to the dog?
Adult heartworms: Adult heartworms cause disease by clogging the heart and major blood vessels leading from the heart. They interfere with the valve action in the heart by clogging the main blood vessels. The blood supply to other organs of the body is reduced, particularly blood flow to the lungs, liver and kidneys, leading to malfunction of these organs.
Most dogs infected with heartworms do not show any signs of disease for as long as two years. Unfortunately, by the time clinical signs are seen, the disease is well advanced. The signs of heartworm disease depend on the number of adult worms present, the location of the worms, the length of time the worms have been present, and the degree of damage to the heart, lungs, liver, and kidneys from the adult worms and the microfilariae.
The most obvious signs are a soft, dry cough, shortness of breath, weakness, nervousness, listlessness, and loss of stamina. All of these signs are most noticeable following exercise, when some dogs may even faint.
Listening to the chest with a stethoscope will often reveal abnormal lung and heart sounds. In advanced cases, congestive heart failure may be apparent and the abdomen and legs will swell from fluid accumulation. There may also be evidence of weight loss, poor condition, and anemia.
Severely infected dogs may die suddenly during exercise or excitement.
Microfilariae (Young heartworms): Microfilariae circulate throughout the body but remain primarily in the small blood vessels. Because they are as wide as the small vessels, they may block blood flow in these vessels. The body cells being supplied by these vessels are deprived of the nutrients and oxygen normally supplied by the blood. The lungs and liver are primarily affected.
Destruction of lung tissue leads to coughing. Cirrhosis of the liver causes jaundice, anemia, and general weakness because this organ is essential in maintaining a healthy animal. The kidneys may also be affected and allow poisons to accumulate in the body.
How is heartworm infection diagnosed?
In most cases, diagnosis of heartworm disease can be made by a blood test that can be run in the veterinary hospital or by a veterinary laboratory. Further diagnostic procedures are essential to determine if the dog can tolerate heartworm treatment. Depending on the case, we will recommend some or all of the following procedures before treatment is started.
Serological test for antigens to adult heartworms: This is a test performed on a blood sample. It is the most widely used test because it detects antigens (proteins) produced by adult heartworms. It will be positive even if the dog does not have any microfilaria in the blood. This occurs in about 20% of the cases. Dogs with less than five adult heartworms will not have enough antigen to give a positive test result, so there may be an occasional false negative result in dogs with early infections. Because the detected antigen is only produced by the female heartworm, a population of only male heartworms will also give a false negative. Therefore, there must be at least five female worms present for the most common heartworm test to diagnose heartworm disease.
Blood test for microfilariae: A blood sample is examined under the microscope for the presence of microfilariae. If microfilariae are seen, the test is positive. The number of microfilariae seen gives us a general indication of the severity of the infection. However, the microfilariae are seen in greater numbers in the summer months and in the evening, so these variations must be considered. Approximately 20% of dogs do not test positive even though they have heartworms because of an acquired immunity to this stage of the heartworm. Because of this, the antigen test is the preferred test. Also, there is another blood parasite that is fairly common in dogs that can be hard to distinguish from heartworm microfilariae.
Blood chemistries: Complete blood counts and blood tests for kidney and liver function may give an indication of the presence of heartworm disease. These tests are also performed on dogs diagnosed as heartworm-infected to determine the function of the dog's organs prior to treatment.
Radiographs (X-rays): A radiograph of a dog with heartworms will usually show heart enlargement and swelling of the large artery leading to the lungs from the heart. These signs are considered presumptive evidence of heartworm disease. Radiographs may also reveal the condition of the heart, lungs, and vessels. This information allows us to predict an increased possibility of complications related to treatment.
Electrocardiogram: An electrocardiogram (EKG or ECG) is a tracing of the electric currents generated by the heart. It is most useful to determine the presence of abnormal heart rhythms.
Echocardiography: An ultrasonic examination that allows us to see into the heart chambers and even visualize the heartworms.
How do I prevent Heartworm disease?
Heartworm disease is preventable. Dogs six weeks and older should be started on a monthly heartworm preventative which should be given year around. Heartworm preventatives are supplied in various forms, ie. Oral tablets or topical. Most heartworm preventatives also contain products to treat and/or prevent various internal parasites as well.
How are dogs treated for heartworms?
There are various options in treating heartworm disease. The goal of treatment is to kill all adult worms and microfilariae. There is some risk involved in treating dogs with heartworms, although fatalities are rare. In the past, the drug used to treat heartworms contained arsenic so toxic effects and reactions occurred more frequently. A newer drug is now available that does not have the toxic side-effects, allowing successful treatment of more than 95% of dogs with heartworms.
Some dogs are diagnosed with advanced heartworm disease. This means that the heartworms have been present long enough to cause substantial damage to the heart, lungs, blood vessels, kidneys, and liver. A few of these cases will be so advanced that it will be safer to treat the organ damage rather than risk treatment to kill the heartworms.
Treatment to kill adult heartworms: There is currently one drug available to treat adult heartworms. It is an injectable medication given in the lumbar muscles of the back. These injections are divided into several doses. The first injection is given after a comprehensive physical and blood panel then 30 days later two more injections are given 24 hours apart.
Complete rest is essential after treatment: The adult worms die in a few days and start to decompose. As they break up, they are carried to the lungs, where they lodge in the small blood vessels and are eventually reabsorbed by the body. This can be a dangerous period so it is absolutely essential that the dog be kept quiet and not be allowed to exercise for one month following treatment. The first week after the injections is critical because the worms are dying. A cough is noticeable for seven to eight weeks after treatment in many heavily infected dogs.
Prompt treatment is essential if the dog has a significant reaction in the weeks following the initial treatment, although such reactions are rare. If a dog shows loss of appetite, shortness of breath, severe coughing, coughing up blood, fever, and/or depression, you should notify us. Response to antibiotics, cage rest, and supportive care and intravenous fluids is usually good in these cases.
Treatment to kill microfilaria: The most effective drug in eliminating the microfilaria is the macrocyclic lactone (monthly heartworm preventative).
Alternate Therapies:
Research from the American Heartworm Society has indicated that the use of a Tetracycline antibiotic helps shorten the life expectancy of the adult heartworm by killing the bacterial parasite, Wolbachia, which allows the heartworm to thrive. Starting the dog on a 4 week regimen of Doxycycline every 4 months for a total of 3 doses reduces the longevity of the heartworms.
Also, giving a regimen of a glucocorticosteroid, such as prednisone, diminishes the instance of pulmonary thromboembolism which can occur while the worms are dying.
Dogs with severe heart disease may need lifetime treatment for the heart failure, even after the heartworms have been killed. This includes the use of diuretics, heart drugs, and special low salt, low protein diets.
Response to treatment: Dog owners are usually pleasantly surprised at the change in their dog following treatment for heartworms, especially if the dog had been showing signs of heartworm disease. The dog has a renewed vigor and vitality, improved appetite, and weight gain.
```
Freebur g Animal Hospita l' s Treatme nt Protoco l Options : Option 1: Month 1
```
* Start or continu e heartwo rm prevent at iv e (Trihea rt or Heartga rd This will eliminate the larvae that is less than two months old.
Start Doxycycline (4 week dose)
Kills the Wolbachia
* Start Prednisone (4 week dose)
Reduces pulmonary thrombolisms
* Chest radiographs
This is done to assess the health and possible damage to vital organs such as the heart and lungs.
* Keep very quiet! Reduce exercise during the entire treatment.
Month 3
* Continue heartworm preventative.
Starts to eliminate adult heartworms
* Give 1stimmiticide injection.
a. Stay at hospital for the day
b. PreHeartworm treatment blood panel
c. Injection given
d. Home in evening
e. Refill prednisone
* Continu e heartwo rm prevent at iv e
* Give 2nd and 3rd immitic id e injecti on s 24 hours apart. Kills remaining heartworms
a. 1 st day: preheartworm treatment panel2 nd injectionmonitor for the dayspend the night.
b. 2 nd day: preheartworm treatment panel3 rd injectionmonitor for the dayhome in the evening
Month 10
* Recheck physical and follow up heartworm test.
Option 1 has been explained to me and I fully understand the consequences of this treatment plan.
_____________________________
_______________
Owner
Date
Option 2: Month 1
* Start or continue heartworm preventative (Triheart or Heartgard). This will eliminate the larvae that is less than two months old.
* Start Doxycycline(4 week dose)
Kills the Wolbachia
*
Start Prednisone(4 week dose)
Reduces pulmonary thrombolisms
* Chest radiographs This is done to assess the health and possible damage to vital organs such as the heart and lungs.
* Keep very quiet! Reduce exercise during the entire treatment.
Month 3
* Continu e on heartwo rm prevent at iv e
* Give 1st and 2nd immitic id e injectio ns 24 hours apart. Starts to eliminate and kills off adult heartworms.
a. 1 st day: preheartworm treatment panel1st injectionmonitor for the dayspend the night.
b. 2 nd day: preheartworm treatment panel2 nd injectionmonitor for the dayhome in the evening
c. Refill prednisone
Month 10
* Recheck physical and follow up heartworm test.
Option 2 has been explained to me and I fully understand the consequences of this treatment plan.
_____________________________
_______________
Owner
Date
What is it?
It is a disease caused by Dirofilaria immitis, a worm that is carried by mosquitoes and transmitted through blood. Outdoor animals are more at risk, but there is no breed or age predilection. Risk for infection is highest during July to August with the peak of mosquito
populations.
What are the symptoms?
Dogs – Early stages of the disease can cause depression, fever, increased heart rate, increased respiratory rate and/or difficulty breathing, and soft dry cough. Later stages in animals with severe cardiac insufficiency will also see exertional dyspnea, fatigue, and fainting.
Cats – Disease symptoms are more variable and transient. Dyspnea and/or paroxysmal cough may be present but also looks like feline asthma. Lethargy, anorexia, vomiting, syncope, neurologic signs, and even sudden death may be seen.
Prevention
There are several products available as once a month oral medications. Some of the more common products are Triheart (ivermectin) and Interceptor (milbemycin oxime).
Testing and Diagnostics
Heartworm testing should be performed yearly, even if the pet is on heartworm preventative, and especially if the pet has access to the outdoors.
Dog heartworm screening tests detect adult heartworm antigen as soon as 6.5 to 7 months after infection. It is recommended that your pet be tested 7 months after mosquito season.
Cat heartworm screening tests detect antibodies formed against heartworms as early as 60 days after exposure. This indicated that the pet has been exposed to heartworms but adult worms are not necessarily present. Further diagnostics are required to confirm a positive test.
A weak or ambiguous test can be checked by another kit or by the same kit after a short period of time.
A positive test, especially along with supporting symptoms, must be followed with chest radiographs and an echocardiogram to assess the health and damage to vital organs, such as the heart and lungs.
Treatments
Treatment Option 1
* Month 1
Start or continue heartworm preventative
Start Doxycycline 10mg/kg twice a day for 4 weeks
Start Prednisone
0.5mg/kg twice a day for 7 days then
0.5mg/kg once a day for 7 days then
0.5mg/kg once every other day for 7-14 days
*
Month 3
Continue heartworm preventative
Run pre-heartworm treatment panel and give first immiticide injection *animal will have to stay for the day but will able to go home in the evening
Refill Predisone
* Month 4 – Give 2 immiticide injections 24 hours apart with pre-heartworm treatment panels run before each injection *animal will have to stay overnight for monitoring but will be able to go home the following evening
* Month 10 – recheck and physical
Treatment Option 2
* Month 1
Start or continue heartworm preventative
Start Doxycycline and Prednisone (dosing same as in Treatment Option 1)
* Month 3
Continue heartworm prevention– Give 2 immiticide injections 24 hours apart with preheartworm treatment panels run before each injection *animal will have to stay overnight for monitoring but will be able to go home the following evening
Refill Prednisone
* Month 10
Recheck and physical
*Keep very quiet during the entire treatment and reduce exercise with both treatment options*
Why is this important?
Heartworms can lead to various serious diseases such as: pulmonary hypertension, caval syndrome, right-sided congestive heart failure, embolisms, and glomerulonephritis | <urn:uuid:b190ab59-5efa-40e2-beea-e5a235947c03> | CC-MAIN-2018-34 | http://freeburganimalhospital.com/userfiles/file/heartworm.pdf | 2018-08-16T03:53:39Z | crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00270.warc.gz | 152,321,200 | 4,125 | eng_Latn | eng_Latn | 0.993906 | eng_Latn | 0.998815 | [
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