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Statement of Dr. Yossi Inbar Director-General
Ministry of Environmental Protection, Israel to the Round Table on Sustainable Consumption and Production of the 18th Session of the Commission on Sustainable Development May 2010
Madam Co- Chair, Honorable Ministers, Distinguished Delegates,
Ladies and Gentlemen;
It is my honor and pleasure to take part in this round table on sustainable consumption and production, a significant subject that ranks high among the priorities of the international community.
Following Prof. von Weizacker's comments I would like to elaborate on
Israel's' experience in water management. Since the establishment of our state, 62 years ago, we are facing a chronic water shortage. As a result we
have become world leaders in water technologies. Just to name a few:
drip irrigation, desalination of marginal & sea water & treatment of waste water to a level which enables us to reuse them in agriculture for all
crops. Currently we are reusing >70% of our wastewater in agriculture.
Our efficient agriculture results in the highest yield per unit of water &
land. We are ready to share our experience & knowledge with all of you.
In 2003, the Government of Israel began enacting a comprehensive policy related to the principles of sustainable development. Since that landmark
event, we have taken major strides forward, yet we also recognize that much remains to be done. We remain committed to shrinking the gaps between rhetoric and reality by introducing the best available technologies to our industries, implementing integrated pollution prevention and control programs, and most importantly, raising awareness of sustainable consumption and production practices.
In December 2009, a Green Government initiative was approved by our cabinet. The decision mandated the government to lead by example on the issue of sustainable development. As such, the government set measurable targets to reduce paper, electricity, disposable beverage containers consumption. At the same time, the decision gives preference in government tenders for vehicle purchasing to low polluting, low fuel consuming vehicles. This reinforces an earlier government decision on green procurement, which calls for the incorporation of environmental criteria into the public procurement of several products and services. These government decisions are expected to encourage environmentally friendly production by manufacturers, to create a market for green products, to conserve natural and energy resources and prevent pollution, and to increase public awareness of the importance of sustainable consumption.
In parallel to "greening" our government, we are making major efforts to green our schools, from kindergartens to universities. In this regard, we have a positive effect on the next generation of Israelis through curricula that teach students about sustainable development and the environment, as well as programs that encourage concrete action on behalf of the environment and the community, especially in terms of conservation of resources and minimization of waste. Side by side with these efforts, the Ministry of Environmental Protection, local governments and "green organizations" are raising public awareness of sustainable lifestyle patterns which will permeate all sectors of society.
It is my hope that we will emerge from this round table as agents of change for sustainable consumption and production practices in our respective countries and around the world.
Thank you. | <urn:uuid:b3f72e99-cec8-4dfb-a5a5-e4b87b314b99> | CC-MAIN-2024-22 | https://sustainabledevelopment.un.org/content/documents/828Israel.pdf | 2024-05-23T03:36:43+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00381.warc.gz | 489,651,615 | 634 | eng_Latn | eng_Latn | 0.997063 | eng_Latn | 0.996465 | [
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Grace Covenant Presbyterian Church Community Garden 798 Merrimon Avenue, Asheville, NC
The Community Garden, begun in 2010, is a three-season garden, tended spring through fall. Vested volunteer gardeners both from Grace Covenant Presbyterian and from the surrounding community cultivate the garden. They are led by the Garden Manager, a part-time staff member of the church, and the garden Steering Committee, which includes four Team Leaders. Volunteers are organized into 4 teams, each working every other week either on a Wednesday or Saturday morning. About 80-90% of the vegetables we produce are shared with community organizations that distribute food to those unable to afford fresh vegetables and in need of nutrition. The Garden Steering Committee meets yearly to plan and problem solve for the upcoming season. Vegetables we grow include collards, cabbage, carrots, lettuce, spinach, kale, chard, broccoli, cucumbers, squashes, tomatoes, peppers, turnips and many others.
Some of the community organizations that receive and distribute our vegetables:
YWCA Youth Transformed for Life Western Carolina Rescue Ministries Loving Food Resources YMCA of WNC
Basic Facts about Grace Covenant Community Garden:
*We cultivate our community garden "farm style". We plant crops with the same growing requirements either in full beds or in blocks within beds. This planting practice facilitates three-season growing and ease of weeding and nutrient management. Crops are not interplanted or mixed with competing crops. Beds are rotated with crops from different plant families at least every year for pest and disease control.
*We base our crop selection on the needs of our partners and their clients as well as which varieties typically produce healthy and high-yield fruit in our area. We survey our partners yearly to ensure we are meeting their needs.
*Seeds are purchased from independent seed farms, such as Johnny's. Vegetable plant starts are typically purchased from Banner Greenhouses (Bonnie), though plants are sourced more locally when available. We select varieties that have demonstrated disease resistance or tolerance. Organic seeds and plants are used when available, and no GMO seeds are used.
*We practice Integrative Pest Management as much as possible at the direction of the Garden Manager. May - October, when necessary and all other options have been
exhausted, we treat our plants for disease and insect pests using low-spray methods and primarily organic pesticides. Later in the season, we sparingly use some preventative/protective fungicides on tomato plants. We follow all label instructions. We do not use herbicides. Garden volunteers and community members should refer to the kiosk sign for "no harvest days" due to spraying.
*Soil tests are performed every year, and some commercial fertilizer is applied according to test results at the end or beginning of the season. Organic fertilizers are used when possible. We follow the guidelines of the Southeastern US Vegetable Crop Handbook written by the SE Agricultural and Land Grant Colleges and Universities. We apply liquid fish fertilizer, micronutrients and beneficial microbes for ongoing nutrition throughout the season. Finished compost is also applied to each bed once a year.
*Garden volunteers may harvest for their family table during regular team harvest times and at other times convenient for them. Crops generally benefit from frequent harvesting as they mature. Gardeners should refer to the kiosk sign for crop harvest instructions on days they are not with their team.
*Each team has a Team Leader who works with the gardeners to coordinate the activities for each garden work day from the direction of the Garden Manager. Team Leaders are responsible for communication with their team, delegating tasks for each work day, and ensuring the produce is delivered to their corresponding partner.
We partner with Compost Now to receive free finished compost for the garden. Our neighbors send their food scraps to Compost Now to be turned into black gold compost. The neighbors tell Compost Now that instead of receiving the finished compost back, they would like the finished compost to be donated to the GCPC garden. This is an incredible resource for us to receive. Go to Compost Now to sign up for this program and help us receive more free complost.
We partner with our neighboring McDonald's to compost and use their coffee grounds in the garden—a McDonald's business practice toward sustainability and reducing waste. Mc Donald's generously purchased the large-wire composting bins. "Composting with coffee is a great way to make use of something that would otherwise end up taking up space in a landfill. Composting coffee grounds helps to add nitrogen to your compost pile." Click here to learn more about composting with coffee grounds.
Interested in knowing more or joining one of our garden teams? Please contact:
Allison Kiehl GCPC Community Garden Manager firstname.lastname@example.org | <urn:uuid:64dff4ce-3b4f-43ca-91dc-27c28b598d20> | CC-MAIN-2024-22 | https://gcpcusa.org/wp-content/uploads/2024/04/GCPC-Community-Garden-Introduction.pdf | 2024-05-23T02:43:58+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00382.warc.gz | 242,669,709 | 954 | eng_Latn | eng_Latn | 0.998375 | eng_Latn | 0.998415 | [
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Learning Challenges
Engage
We will explore sand, water, pebbles, seaweed, drift wood, shells and fish to find out more about what you can find at the beach.
Develop
To continue with our learning journey, we will use different texts, observations, videos and games to find out more about what you can find at the beach. The text Hooray for Fish! Will help to develop children's descriptive vocabulary. The stories Sharing a Shell, Someone Swallowed Stanley and Commotion in the Ocean will teach us about the different creatures that live in the sea.
We will read and learn a range of simple seashore songs, poems and rhymes.
We will use sand, shells and pebbles to create our own structures, patterns and artwork. We will look at video footage of different sea creatures and see if we can imitate the way they move.
Learning Challenges
Innovate
Use all the things that we have learnt about the beach to plan our own beach at school and think about what we will see on our beach visit.
Express
We will use the text Grandma's Beach and create a real Grandma's Beach outdoors (sand, water in paddling pools, towels, bikes as donkeys, ice cream etc).
We will be continuing our courageous advocacy journey into helping creatures flourish in our world by sharing with the rest of school the reason that plastics should be recycled.
We will visit the beach We will think about: what we need to wear and take with us? What will we see at the seaside? What we'll find at the beach? What games we could play?
BUILDING LEARNING POWERS – how to make our brains grow!
Empathy
Questioning
Empathy Emma will be helping us to think about how other people are feeling.
The Questioning Queen will help us to ask questions to find out information.
CHRISTIAN VALUES
Respect: We will think about how we can show respect to others by putting them first.
Spirituality – Exercise imagination and creativity, appreciate beauty in the world and be alive to experiences of awe and wonder.
Foundation Stage
What can I find at the beach?
Nursery Reminders
You can help your child to achieve their best and enjoy their learning by;
* read their library book with them. Bring it back every Monday so they can borrow a new one.
* practice our words of the week and do the suggested talking activities.
* talking with your child about what they have done at school.
* encouraging them to be independent. To prepare them for Reception get them to put on and take off their own uniform when getting dressed.
* helping them to write their name independently.
* counting objects up to 10 and then beyond. Spotting and recognising numerals around them.
* trying new activities and challenges with them, encouraging them to show perseverance through trying and trying again.
Thank you for your support
The Foundation Stage Team | <urn:uuid:7cc3515b-c5bf-4996-888f-0c0c6a6952f1> | CC-MAIN-2024-22 | https://www.st-georges-hyde.tameside.sch.uk/serve_file/18852154 | 2024-05-23T04:09:50+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00386.warc.gz | 886,730,588 | 591 | eng_Latn | eng_Latn | 0.997985 | eng_Latn | 0.998486 | [
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How to Cope with Change
Written by Mrs. Beutel, MA, LPC Catholic Charities Counselor
Change. None of us is a stranger to it. As Benjamin Franklin stated, "Change is the only constant in life." Despite our familiarity with change, it can still catch us off guard and catch us by surprise. In recent months, we have all been faced with the challenge of how to cope with the changes brought on by the pandemic.
As students, you have dealt with the sudden change of going from receiving your education in a school building to in your home. Many students have struggled to adjust to this change for good reason. Spending so much time at home can lead to boredom, increased conflict with family members, sadness about not being able to see friends, grief over cancelled school activities, and in-home distractions leading to procrastination on schoolwork and possibly even suffering academic performance.
Adjusting to these changes involves learning how to cope with your emotions elicited by the changes. Some emotions you may be experiencing include anxiety, overwhelm, disappointment, sadness, boredom, and grief. Below are strategies you can use to cope with your emotions:
* Problem-Solving: For problems within your control to change, solving your problems is often the best way to feel better emotionally. Here are some steps you can take:
1. Identify the problem.
2. Brainstorm solutions to the problem.
3. Ask a trusted other for additional solutions (options).
4. Evaluate your options.
5. Decide on the best solution.
6. Determine how to implement the solution.
7. Implement your choice.
* Use a skill called "emotional self-validation," which has three steps:
- Acknowledging your emotion . "I feel sad."
- Allowing your emotion . "It's okay to feel sad."
- Understanding your emotion . "I understand why I feel sad given that I miss
my friends."
* Practice a deep breathing exercise.
1. Breathe in deeply from your stomach for 4 seconds.
2. Hold your breath for 4 seconds.
3. Exhale for 6 seconds.
4. Repeat until you feel a sense of calm.
* Listen to or play calming music.
* Do artwork or make a craft.
* Take a hot bath or shower.
* Talk to a trusted and supportive person in your life about your thoughts and feelings.
* Pray and meditate on Scripture.
* Focus on a calming scene in your mind or in a picture or photograph.
Engage your five senses to more fully experience the scene. For example, imagine a beach scene:
- Vision: What do you see? The sand, ocean, seagulls...
- Hearing: What do you hear? The waves, wind...
- Taste: What do you taste? The salt from the seawater…
- Smell: What do you smell? The aromatic sea air…
Touch: What do you feel? The sand beneath your feet, the hot sun on
- your skin…
* Use soothing self-talk.
- "I'm okay."
- "I know I can get through this because I have gotten through other difficult times in my past."
- "I'm choosing to be kind and compassionate towards myself just like I am towards my friends."
- "Even though I am struggling with ___________, I still completely and deeply love and accept myself."
* Show an act of kindness.
- Call a friend to encourage him or her.
- Write a thoughtful note to a family member.
- Send a card to someone you know in a nursing home.
* Do something fun!
- Call a friend.
- Watch a funny movie.
- Play games with your friends online.
- Video chat with a group of friends.
What would you add to this list? Consider making a list of your favorite coping strategies to reference when you feel emotionally distressed. This list can be helpful given that we often forget what can help us when we initially experience a change in our lives. Think of the list as your coping skills toolbox to carry along with you throughout your life as you adjust to changes big and small. And remember that you can cope with life's stressors and come out stronger on the other side. | <urn:uuid:9b61b76b-69d4-4e13-9c44-6f1151e211ad> | CC-MAIN-2024-22 | https://resources.finalsite.net/images/v1589916051/chsvborg/ttlgczpwb5sxbozarhhk/HowtoCopewithChange.pdf | 2024-05-23T02:40:51+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00389.warc.gz | 421,497,139 | 851 | eng_Latn | eng_Latn | 0.999124 | eng_Latn | 0.999216 | [
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Successful Learners Areas of Learning
As geographers we will be learning about sustainability and how we can make a difference to our world. We will research alternative energy sources and see which country is the biggest polluter.
As scientists we will be investigating electricity and working practically to design and make circuits.
As mathematicians we will practise our times tables (including the inverse facts) and try and improve our speed of recall ready for our Government Times Tables Test. We will also look at shape, statistics and time.
In PSHE we will be looking at how we can be good citizens and how we can make a difference by the smallest act of kindness.
In art we are learning about the artist Trevor Grimshaw who was a local artist. We will be imitating his style of landscape drawings using a selection of art materials in monochrome.
How can I be a good citizen of the world?
Christian Values
Thankfulness, Honesty, Love, Hope, Forgiveness, Compassion, Friendship, Trust.
We will be learning about respect. We will explore this value in our collective worship and during our learning challenge as we think about what being a good citizen means and how we can show respect to our world. We will learn about courageous advocates who have made a difference and learn to be more like those.
Building Learning Powers- Reciprocity, Resourcefulness, Reflectiveness and Resilience
We will be resourceful as we make links with our learning and the new information given and learn in a variety of ways from experience, different media and looking at courageous advocates around the world. Children will show resilience as they consider how they can improve their sustainability at home.
Character development - Spirituality
We will be guided by our beliefs and be willing to stand up for these. When we look at ways of preserving our world, we will appreciate the beauty of creation with awe and wonder. We will consider WWJD? as we write our final speech at the end.
Successful Learners Areas of Learning
As readers and writers, we will continue to develop our comprehension and vocabulary in all areas of reading and writing in a range of genres both fiction and non-fiction. We will finish the novel 'Krindlekrax' and look at the characters and how they deal with problems in life.
As information technologists we
will learn to use the chrome books to create animations. They will transfer skills from paper to the screen to make an object move and create backgrounds.
In Religious Education we will think about the ways in which we can make a difference and make the world a better place.
In PE (Physical Education) we will learn how to develop our athletic skills as we try to achieve our personal best at hurdles, running, speed bounce and relays. We will also continue learning how to play cricket and develop our fielding and batting skills too.
IMPORTANT NOTES
We cannot believe that this is the last half term this year! Where has it gone?
We are off to the Recycling Centre in Sharston on Tuesday 20 th June which is a great trip. Normal school times and uniform will be required.
We will be taking part in the Government Multiplication Tables Check this June and answering 25 questions online based on times tables up to 12X12. Pupils will have 6 seconds to complete each question, so it is quick! Please encourage your child to practise regularly at home so they can achieve results which they are capable of getting.
HOMEWORK
Homework will be handed out each Friday and should be returned the following Wednesday. Please support and check your child's homework as much as you can and please sign it each week.
READING
Please make sure your child has their reading book in school every day and returns their library book regularly.
PE
Please make sure your child has a full PE kit (named!) in school including pumps or trainers so that it is readily available for lessons.
Thank you for all your support this year- you have been brilliant!
Mrs Twinn and the Year 4 Team
St George's CE Primary School
Information
YEAR 4
Summer Term 2 2023
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Answers For Grade 11 Pat 2014
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‧STEM project ‧ELA reviews ‧Math reviews ‧Geography skills The June ‧ July Monthly Collection for fifth grade can be used by teachers or parents to provide fun learning opportunities during the summer. Each Monthly Collection is designed to save teachers time, with gradeappropriate resources and activities that can be used alongside classroom learning, as independent practice, center activities, or homework. Each one includes ELA, Math, and Science resources in a monthly theme, engaging students with timely and interesting content. All Monthly Collections included color and black and white student pages, an answer key, and editable calendars for teachers to customize. This resource may be printed and photocopied for use in a single classroom only.
St. Nicholas Roadmap to 4th Grade Math, New York Edition If Students Need to Know It, It's in This Book This book develops the math skills of fourth graders. It builds skills that will help them succeed in school and on the New York State test. Why The Princeton Review? We have more than 20 years of experience helping students master the skills needed to excel on standardized tests. Each year, we help more than 2 million students score higher and earn better grades. We Know the New York State Testing Program Our experts at The Princeton Review have analyzed the New York State test, and this book provides the most up-to-date, thoroughly researched practice possible for the Grade 4 Mathematics test. We break down the test into individual skills to familiarize students with the test's structure, while increasing their overall skill level. We Get Results We know what it takes to succeed in the classroom and on tests. This book includes strategies that are proven to improve student performance. We provide ‧ content review, detailed lessons, and practice exercises modeled on the skills tested by the New York State Grade 4 Mathematics test ‧ engaging puzzles, riddles, and word problems ‧ 2 complete practice New York State Math tests Grade 3 Word Puzzles and Code Puzzles On The Mark Press
This book is designed to be used with most sixth grade English language texts and provides practice in writing sentences, paragraphs, and stories, and introduces proofreading symbols. Each page in the book introduces a new concept or skill with a definition, rule, or instruction clearly stated at the top of the page. Learning different kinds of words (nouns, verbs, etc.) and their relationship to each other (grammar) helps children develop confidence and skill in using language. Answer key included.
Third Grade Brain Teasers Lorenz Educational Press Spectrum Language Arts and Math: Common Core Edition for Grade 1 helps parents understand Common Core standards and helps students master essential Common Core skills. Engaging practice pages and sturdy flash cards help students with long vowels, sentences, vocabulary, place value, telling time, and more. Spectrum Language Arts and Math: Common Core Edition helps take the mystery out of current academic standards for busy parents. This unique resource for kindergarten to grade 5 provides easy-tounderstand overviews of Common Core learning standards for each grade level. Each title includes more than 100 skill-building practice pages and more than 100 sturdy cut-apart flash cards. The handy cards make it easy to review important skills quickly at home or on the go. You will find all of the focused, standardsbased practice your child needs to succeed at school this year. Milliken's Complete Book of Homework Reproducibles - Grade 5 Teacher Created Resources Spectrum(R) Language Arts and Math: Common Core Edition for --Grade 1 helps parents understand Common Core standards and helps students master essential Common Core skills. Engaging practice pages and sturdy flash cards help students with long vowels, sentences, vocabulary, place value, telling time, and more. --Spectrum(R) Language Arts and Math: Common Core Edition helps take the mystery out of current academic standards for busy parents. --This unique resource for kindergarten to grade 5 provides easy-to-understand overviews of Common Core learning standards for each grade level. Each title includes more than 100 skill-building practice pages and more than 100 sturdy cutapart flash cards. The handy cards make it easy to review important skills quickly at home or on the go. You will find all of the focused, standards-based practice your child needs to succeed at school this year.
Grade 3 Word Completion Puzzles Carson-Dellosa Publishing
Common Core Connections: Language Arts is the perfect tool for helping kindergarten students master Common Core English and Language Arts skills. The Common Core Standards for English and Language Arts in kindergarten focus on many areas including learning to write and share information in a variety of ways, naming and writing upperand lowercase letters, identifying words that rhyme, and breaking down spoken and written words into syllables. This resource provides focused practice pages for targeting and reinforcing these and other kindergarten language arts skills while helping students connect comprehension with knowledge and application. Connecting the standards to content has never been easier with the Common Core Connections series for Language Arts. The Common Core Connections series provides teachers with the skill assessments to help determine individualized instruction needs. Focused, comprehensive practice pages and self-assessments guide students to reflection and exploration for deeper learning! Grade specific coherent content progresses in difficulty to achieve optimum fluency. It is also an ideal resource for differentiation and remediation. Each 96-page book includes an assessment test, test analysis, Common Core State Standards Alignment Matrix, and answer key.
Editing and Proofreading Practice Spots Educational Resources
Contains activities based on the United States Dept. of Education's Reading First program.
Mastering Grade 4 Math: Concepts and Skills CDN Version
Lorenz Educational Press
The goals of the educational process were classified by Benjamin Bloom into a hierarchy of educational objectives. This classification system, known as Bloom's Taxonomy, divides cognitive objectives into subdivisions
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Common Core Language Arts and Math, Grade 1
Teacher Created Materials
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A perfect solution to connect the Common Core Standards to comprehension and learning! Common Core Connections series for Math and Language Arts, for kindergarten to grade 5, helps every learner make the connection to success! Provides teachers with the diagnostic tests to help determine individualized instruction needs. Focused, comprehensive practice pages and self-assessments guide students to reflection and exploration for deeper learning! Grade specific coherent content progresses in difficulty to achieve optimum fluency. Connecting the standards to content has never been easier with the Common Core Connections series for Math and Language Arts. Each 96-page book includes an assessment test, test analysis, Common Core State Standards Alignment Matrix, and answer key.
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Carson-Dellosa Publishing
This full-color series creates an enjoyable reading environment, even for below-average readers. Each book contains interesting content and colorful, compelling illustrations, so children are eager to find out what happens next. Answer key included. Consumable. (Available now)
Spectrum Grade 5
Lorenz Educational Press
Sharpen third graders' critical-thinking skills with these brain-teasing activities. Parents, students, and teachers will love these fun challenges, puzzles, and logical thinking pages. They're a great way to practice higher-order thinking skills.
Reading, Grade 6 On The Mark Press The June ‧ July Monthly Collection for fifth grade provides interactive summer learning activities. The included June ‧ July calendars are filled with important events and holidays. This collection can be used to combat the summer learning loss. Student resource pages are available in color and black and white. Included in this collection: ‧Summer cross–curricular projects
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Using the Standards - Problem Solving, Grade 1 Carson-Dellosa Publishing Spectrum(R) Writing for grade 1 guides students through each step of the writing process as they write sentences, personal stories, descriptions, how-to instructions, reports, opinions, and more. Spectrum(R) Writing workbooks guide students as they write for a variety of purposes, including writing to tell a story, writing to provide information, and writing to state an opinion. Lessons support current state standards. Step-by-step instructions help with planning, drafting, revising, proofreading, and sharing writing. A Writers Handbook reinforces grammar and language skills, and a complete Answer Key is included. Engaging, open-ended writing projects combined with standards-based learning make these workbooks an essential resource for school success. Spectrum, the best-selling workbook series, is proud to provide quality educational materials that support your students learning achievement and success. Teaching Literacy in Second Grade Milliken Publishing Company
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Advantage Reading, Gr. 4, eBook
Guilford Press
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Spectrum Language Arts and Math, Grade 1
Teacher Created Resources
Adheres to Canadian Curriculum! This Mastering Math book is a complete, condensed course of instruction or review for Grade Four Mathematics. It is 100% Canadian content following the elementary mathematics curriculum guidelines. Each Mastering Math book is organized according to these five general curriculum threads: Number Sense & Numeration, Measurement, Geometry & Spatial Sense, Patterning & Algebra, and Data Management & Probability. Each topic area contains individual skills and concepts that match the learning expectations of the curriculum. Mastering Math can be used to support the standard classroom curriculum as every learning expectation in the year's curriculum is included. Mastering Math is also an excellent framework for reviewing the full curriculum at home for students who need extra practise. 97 Pages 30 Minute a Day Learning System Grade 1 Carson-Dellosa Publishing
An understanding of language arts concepts is key to strong communication skillsthe foundation of success across disciplines. Spectrum Language Arts for grade 1 provides focused practice and creative activities to help your child master punctuation, parts of speech, and capitalization. --This comprehensive workbook doesnt stop with focused practiceit encourages children to explore their creative sides by challenging them with thoughtprovoking writing projects. Aligned to current state standards, Spectrum Language Arts for grade 1 includes an answer key and a supplemental Writers Guide to reinforce grammar and language arts concepts. With the help of Spectrum, your child will build the language arts skills necessary for a lifetime of success.
The Global Achievement Gap Lorenz Educational Press Sharpen third graders' critical-thinking skills with these brain-teasing activities. Parents, students, and teachers will love these fun challenges, puzzles, and logical thinking pages. They're a great way to practice higher-order thinking skills.
May, 23 2024
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INSPECTION REPORT
PULFORD CE VA LOWER SCHOOL
Leighton Buzzard
LEA area: Bedfordshire
Unique reference number: 109619
Headteacher: Mr J Meager
Reporting inspector: Mr C Parker
11897
Dates of inspection: 1st – 3 rd July 2002
Inspection number: 196090
Full inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2002
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
First
School category:
Voluntary Aided
Age range of pupils:
4 to 9 years
Gender of pupils:
Mixed
School address:
Pulford Road
Leighton Buzzard
Bedfordshire
Postcode:
LU7 1AB
Telephone number:
01525 372188
Fax number:
01525 372188
Appropriate authority:
The governing body
Name of chair of governors:
Reverend Canon Anthony Hulbert
Date of previous inspection:
1 st July 1997
INFORMATION ABOUT THE INSPECTION TEAM
The inspection contractor was:
St Mary's Inspection Unit Waldegrave Road Strawberry Hill Twickenham TW1 4SX
Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:
The Complaints Manager Inspection Quality Division The Office for Standards in Education Alexandra House
33 Kingsway
London WC2B 6SE
REPORT CONTENTS
PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
The number of pupils at the school has risen since the last inspection. Altogether there are now 63 boys and 76 girls aged from four to nine years in five classes. They are taught by four full-time and four part-time teachers. All of the pupils are of white UK heritage and consequently speak English as their first language. Currently, two traveller children are on roll. The number of pupils eligible for free school meals is low and well below average. Twenty-nine pupils are identified as having special educational needs, but there are no statements. The children's attainment on entry is broadly average.
There has been considerable disruption to the school caused by the illness and absence of teachers in the last few years. Only one member of the teaching staff remains from the last inspection. A new classroom has been built recently to house a library and computer suite.
HOW GOOD THE SCHOOL IS
The school currently provides a satisfactory education for its pupils. It is recovering well from a difficult period of disruption to staffing, but at the moment standards in some key areas, such as writing, are not as high as they should be. However, the school is very successful in fostering the personal development of the pupils. The teaching is now good. The headteacher is leading the improvement strategy with strong support from the teachers and governors. At the present time, the school provides satisfactory value for money.
What the school does well
* Standards in mathematics are above average. Standards in music are very high.
* The teaching in the Foundation Stage is excellent and the children are achieving very well.
* The teaching is good overall and standards are rising as a result. In most classes, the pupils are now making good progress.
* The school provides very good opportunities for the pupils' spiritual, moral and social development.
* The pupils behave very well, have very good attitudes to learning and develop very positive relationships with each other and their teachers.
* The curriculum is enriched by a good range of visits, visitors and links with the community.
What could be improved
* Standards in writing, science and information and communication technology are not high enough.
* The management of the curriculum is not strong enough.
* Assessment and recording strategies are not coherent across the curriculum.
The areas for improvement will form the basis of the governors' action plan.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
The school has made satisfactory progress since the school was last inspected in July 1997. Many improvements have been made in the last year following a very unsettled period in which staff absence hindered development plans. In response to the last report the school has raised standards in design
and technology and information technology although more work is needed in the latter. The curriculum planning has improved and the process of school improvement is much stronger and clearly linked to the financial planning. The systems for monitoring and evaluating the work of the school are working well in English and mathematics, but now need to be extended to other subjects.
The very strong emphasis on personal development has been maintained, and consequently the pupils continue to behave very well. The teaching is stronger than at the time of the last inspection. Under the enthusiastic leadership of the headteacher, the teachers have a considerable commitment to improvement that is strongly supported by the governing body.
STANDARDS
The table shows the standards achieved by pupils at the end of Year 2 based on National Curriculum test results.
The pupils achieve very well in the reception class. Most of them will reach the early learning goals and a good proportion will exceed them. By the end of Year 2, standards in English are broadly average, but they should be higher, particularly in writing. In mathematics, standards are above average, but the pupils are not yet achieving the levels they should in science. By the end of Year 4, the pupils are achieving well and consequently standards in reading, speaking and listening, mathematics and science are above average, although higher standards of writing could and should be attained. Throughout the school standards in writing and information technology are not high enough. Conversely, standards in music are very high.
The current situation marks a considerable improvement on the results of the national tests at the end of Year 2 in 2001. On that occasion, the results were average in reading, below average in mathematics and well below average in writing. These results represented a significant fall on the preceding three years and were very low when compared to similar schools. The school has set itself challenging targets and is working effectively to secure higher standards.
PUPILS' ATTITUDES AND VALUES
The pupils' attitudes, their very good behaviour and their excellent relationships are strong features of the school and have a very positive effect on their academic progress and personal development.
TEACHING AND LEARNING
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses.
The teaching is good overall and excellent in the reception class. In over half of the lessons seen during the inspection, the teaching was either very good or excellent. In most of the remainder it was good. The few satisfactory lessons seen were taught by temporary teachers. There was no unsatisfactory teaching.
The teaching of the youngest pupils in the reception class is excellent. The teacher plans very thoroughly to promote their learning through a very good variety of lively and interesting activities. In Key Stages 1 and 2, the teaching is generally good, but there is some variation. The teaching of English and mathematics is now strong in most classes, but in Year 2 the teaching of writing does not result in the same amount of progress made by pupils in other years. Some of the teachers have particularly strong expertise in music. The teachers are meeting the needs of all of the pupils satisfactorily. Some make good use of homework, but there are too many variations in the arrangements and consequently they are not as effective as they should be. Similarly, the quality of the marking varies considerably.
Most of the pupils are learning effectively because of the good quality of teaching. This is bringing about improvements in standards.
OTHER ASPECTS OF THE SCHOOL
Relationships between the school and the parents are good. The school enjoys the active support of the vast majority of the parents. There are very good procedures for promoting and monitoring discipline and good behaviour.
The teachers now keep good records of the pupils' progress in English and mathematics, but in other areas of the curriculum there are few whole-school strategies for recording the pupils' achievements.
HOW WELL THE SCHOOL IS LED AND MANAGED
The prolonged absences of teachers and the settlement of contracts have made the management of the budget difficult, but the school started the current financial year with a small credit balance. The
governors and the headteacher budget systematically for expenditure, and after appropriate training are applying the principles of best value to their decisions.
The teaching accommodation is satisfactory. The school has adequate resources except for information technology facilities. This inadequacy is currently being addressed. Together with the governing body the headteacher is now building a strong teaching team after a long period of disruption and instability.
PARENTS' AND CARERS' VIEWS OF THE SCHOOL
The vast majority of the parents consistently expressed an extremely high level of satisfaction with most aspects of the school. The inspectors agree that the school provides a very positive and a caring approach. As a result, the pupils' behaviour and attitudes are very good. Some parents expressed concerns about the annual reports, homework and the range of activities outside lessons. The annual reports have improved recently although they continue to rely on computer generated comments, but the school is anxious to improve them further in future years. The inspection team agrees that there is a lack of clarity in the homework arrangements. There are currently no extra-curricular sporting activities available after school which is unusual for a school of this type.
PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
The school's results and pupils' achievements
1 The pupils achieve very well in the reception class because the teaching is excellent. Most of them reach the early learning goals and a good proportion exceeds them. The children are very well prepared to begin the National Curriculum.
2 The pupils are now achieving well in Year 1 and building on the very good start they make in the reception class. In Year 2, where the pupils are currently taught by three teachers, two of whom are temporary, the pupils are achieving satisfactorily in some areas of their work, but not in others. For instance, standards are above average in mathematics and broadly average in English, but they should be higher, particularly in writing. Moreover, the pupils are not yet achieving the standards they should in science because they do not have the benefit of a wellplanned curriculum. The school should now ensure that scientific knowledge and skills are taught in a more systematic way in order to raise attainment. This is a key issue for action.
3 In Years 3 and 4, the pupils are achieving well and consequently standards in reading, speaking and listening, mathematics and science are above average, although higher standards of writing could and should be attained. The pupils who are on the special educational needs register and the small number of travelling children are achieving satisfactorily.
4 Throughout the school, standards in writing are not as high as they should be and too many pupils neither present their work neatly, nor have high standards of handwriting. Raising standards of writing is currently the focus for school improvement. The school should continue to improve this important area of the pupils' learning. This is a key issue for action.
5 Throughout the school standards in information technology are not high enough. The school is currently improving its facilities and should seek to make full use of its resources right across the curriculum in order to raise standards. This is a key issue for action.
6 Standards in music are very high because the teachers use their expertise to provide the pupils with interesting and motivating activities through which they achieve very well.
7 The current situation marks a considerable improvement from the results of national tests at the end of Year 2 in 2001. The results were then average in reading, below average in mathematics and well below average in writing. These results represented a significant fall on the preceding three years and were very low when compared to similar schools. There were several probable contributory factors to this decline in standards. One was the impact of the serious staffing situation being faced by the school at that time. Another was the higher than usual proportion of pupils on the special educational needs register. Furthermore, the tests were administered and marked by a temporary teacher with no experience of Year 2 tests and they were not audited. The inspection evidence shows that this group of pupils, now in Year 3, is now attaining standards that are generally above average because they are being well taught.
8 The poor results in 2001 have spurred the school, which now has a more stable teaching staff, to make far greater use of performance data and set itself challenging targets. It is on course to reach these in mathematics this year, but more work is needed in writing, science and information technology. The teachers have not yet had sufficient time to fully rectify the
deficiencies brought about by major disruption to staffing over the last few years, but there are clear signs of a strong recovery.
Pupils' attitudes, values and personal development
9 The parents are unanimous in their agreement that their children like school, and this is borne out by the children themselves. They arrive promptly, enter school with a sense of purpose, and quickly settle down in registrations. They are interested and fully involved in their lessons, and consistently demonstrate very positive attitudes to their work. This starts in the reception class and continues throughout the school. All children are confident, motivated and eager to learn, and they concentrate on the tasks they are set. They are attentive to their teachers, willingly ask and answer questions, and freely offer their own ideas and opinions. Their attitudes to learning have a positive impact on their progress and the standards that they achieve.
10 The teaching and non-teaching staff, parents and the pupils themselves have very high expectations of the standards of behaviour that are acceptable in the school. The pupils behave very well and act in a mature and responsible manner at all times. Their behaviour in the classrooms is very good and there is no disruption to their learning. They move around the school in a quiet and orderly manner and their conduct at breaks and at lunchtimes is very good. There were no signs of bullying and no isolation of individual pupils. Consequently, the children work and play in an environment that is completely free from oppressive behaviour. There have been no exclusions in recent years. Again the parents are unanimous in their agreement that behaviour in the school is good.
11 The relationships in the school are excellent. The pupils get on extremely well with their teachers, with other adults and also with one another. They are polite, courteous and welcoming to visitors. Children of different ages and ability work very well together in the classrooms. They collaborate well, share resources, take turns and listen to each other. All pupils consistently show respect for their teachers, each other and the environment. During assemblies, they are respectful of the occasion, willingly join in hymn singing and bow their heads reverently during prayers.
12 The pupils' personal development is very good. The parents are in total agreement that the school is helping their children to become mature and responsible. They are learning a very good range of social skills that is helping them to develop into well-rounded individuals. In the classrooms, the majority of the pupils take responsibility for their own work very well, and in lessons they can frequently be observed working independently and taking the initiative for their own learning. When they have opportunities to take on formal responsibilities around the school, for example, the older children supporting younger ones in the playground, they respond in a mature and sensible manner. The school raises funds for local, national and international charities and by so doing the pupils are becoming aware of others less fortunate than themselves. They are taken on a very good range of visits and meet a variety of stimulating visitors.
13 The attendance rate at the school is well above the national average. There is no unauthorised absence.
14 The pupils' attitudes, their very good behaviour and their excellent relationships are strong features of the school and have a very beneficial influence on their academic progress and personal development.
HOW WELL ARE PUPILS OR STUDENTS TAUGHT?
15 As reported at the last inspection, the teaching is good. However, there has been considerable disruption to staffing during the intervening period and only one teacher remains from that time. All classes now have permanent teachers except Year 2, which is taught by two temporary teachers in the mornings and the headteacher each afternoon. From the start of next term, the school will have a settled and permanent staff for the first time in many years.
16 In over half of the lessons seen during the inspection, the teaching was either very good or excellent. In most of the remainder it was good. The few satisfactory lessons seen were taught by temporary teachers. There was no unsatisfactory teaching.
17 The teaching of the youngest pupils in the reception class is excellent. The teacher has a very good knowledge of the Foundation Stage curriculum and plans very thoroughly to promote the children's learning through a very good variety of lively and interesting activities. This was very evident when the pupils acted out 'The Lighthouse Keeper's Lunch'. The classroom is well organised and the teaching assistant works very well alongside the teacher to support and guide the children. Together they give the children a very good start, particularly in the way they help them to develop good basic skills. As a result, the pupils are doing well and they increasingly think and learn for themselves very effectively.
18 Overall, the quality of the teaching in Key Stages 1 and 2 is good, but there is some variation. The teaching of English and mathematics is now strong in most classes, but in Year 2 the teaching of writing does not show the progress made in other years. The lessons are generally well planned and in most instances the teachers' expectations are high. This is particularly the case in Years 3 and 4. The pupils are very well managed and relationships between the teachers and their pupils are very positive. Consequently, the pupils are making good progress in most lessons. Throughout the school, the teachers generally display good subject knowledge. This is evident, for example, in the teaching of mathematics in Year 1 where the teacher uses a very good variety of tasks to develop the pupils' ability to calculate mentally. Some of the teachers have particularly strong expertise in music. In an excellent lesson also in Year 1, the pupils learned a great deal about Caribbean music in a lesson for which the resources were thoroughly prepared and the activities were interesting and imaginative.
19 The teachers are meeting the needs of all of the pupils satisfactorily. The pupils on the special needs register are generally well supported. The few travelling children are fully included in all the activities and supported effectively by both the school and visiting agencies. In many lessons, there is a good level of challenge with planned extension activities to stretch the more able pupils.
20 Some of the teachers make good use of homework. In the reception class, for example, the arrangements are very good. However, there are too many variations in the arrangements, largely because the school does not have a clear policy and in most cases decisions are left to individual teachers. The headteacher should take steps to agree a whole-school approach to homework and ensure it is consistently implemented. This is an additional issue for action.
21 The quality of the teachers' marking varies considerably. Currently, the school is experimenting with 'conferencing' where the teachers discuss the work with the pupils and set targets for improvement, but in most classes the more traditional forms of marking are not being used effectively. On the other hand, the teachers do give the children sufficient verbal feedback to
help them to improve their work, and in Year 3 the teacher makes very useful written comments.
22 Most of the pupils are learning effectively because of the good teaching they receive. This is bringing about improvements that must be sustained if the pupils are to achieve the standards of which they are capable, particularly in writing, science and information and communication technology.
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS?
23 The school provides a curriculum that is broad and meets the requirements of the National Curriculum. However, in some areas the skills and knowledge that the pupils need are not taught in a systematic way. For example, the science curriculum does not give the pupils enough opportunities to observe and record their findings because insufficient time is allocated in Key Stage 1. Overall, the opportunities that the pupils have to acquire skills in the use of information and communication technology are now satisfactory, but they are not yet fully developed across all subjects. Moreover, the school does not offer the range of extra-curricular activities that similar schools often provide. However, the provision for fostering the pupils' personal and social development and the effects of their involvement in the community are very good. There is a coherent programme for personal, health and social education across the school. The curriculum for the Foundation Stage is of very high quality and ensures that many children exceed the early learning goals. Overall, the arrangements for supporting the pupils with special educational needs are satisfactory, and in some classes they are good. The travelling children also benefit from the support of specialist agencies.
24 The school has successfully introduced the national numeracy strategy and is improving its provision for developing all aspects of the pupils' literacy, especially writing. As a result, the pupils in years 1, 3 and 4 are making more rapid progress in these subjects, but at present their progress is insufficient in Year 2. The school has secure plans to enhance the curriculum for information and communication technology as soon as the new hardware and software are in place.
25 Many of the foundation subjects are enhanced by a good range of visits and visitors. For instance, the older pupils are soon to visit Swaffham, and there have been many local visits linked to work in history and geography. The pupils have benefited from working with a variety of artists, for example, to make stained glass windows. An annual visit by a youth opera group provides a unique cultural experience and greatly enhances the pupils' enjoyment of singing and their appreciation of different types of music. The local church is used for many different purposes that enhance the pupils' awareness of spiritual matters, and extend their knowledge of local history and various aesthetic aspects of the past through observing, painting and drawing the building. There are very good extra-curricular opportunities for the pupils to sing together and also with groups outside the school. Maypole dancing provides a fresh focus for summer activities. However, there are no extra-curricular sporting opportunities provided for the pupils.
26 The teachers have rightly recognised that the time given to developing the pupils' extended writing was inadequate. This is now being rigorously addressed. Furthermore, in Key Stage 1, the gaps between the times when history and geography are taught are too long and therefore the children do not easily retain what they have learned. Conversely, the arts are highly valued in the school. Therefore, opportunities for art and music are appropriately safeguarded and enriched by a wide range of additional activities.
27 The school is well prepared to receive the children when they start school. It makes very good use of the transfer information to which parents and carers contribute. Similarly, the information provided at the end of Year 4 ensures that the pupils make a smooth transition to the next stage of education.
28 The pupils' spiritual, moral and social development is very strongly promoted, in a similar manner to that seen at the last inspection. The provision for the pupils' cultural development is satisfactory. The curriculum is good in relation to western European culture, but it does not do enough to foster a good understanding of life in multi-cultural Britain.
29 The school has a very strong set of values that are consistently promoted and there is an awareness of the need to foster the pupils' understanding of the deeper issues of life. The school assemblies provide a rich resource for the development of this aspect of learning. In addition, the pupils acquire an appreciation of the aesthetic side of nature that is reflected in much of their art and environmental work. The adults in school have high expectations of the pupils' moral and social development. There is an effective code of conduct. Agreed approaches by the staff ensure that the pupils' behaviour is very good, and they are trustworthy and responsible. The school is very orderly and many older pupils take pride in the duties they are asked to perform, for example, to ensure that the younger children are looked after at lunchtimes. They eagerly participate in a range of events that bring them into contact with local people. This includes activities with the local churches, the annual town carnival and many charity events.
30 The pupils are well versed in Christian culture and understand, for example, the liturgical cycle of the church year. They take pride in their local culture because it is strongly promoted through opportunities to attend cultural events and to interact with local artists. Much of the work in art is based on examples of western European painting, but provision for encouraging an appreciation of a wider range of art is inadequate. This is not the case in music because the pupils can listen to music from Greece, South America and the Caribbean. Nevertheless, there are few opportunities for them to appreciate the very rich and diverse cultural traditions that contribute to the overall culture of this country. The school should seek ways to extend this element of its provision. This is an additional issue for action.
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?
31 The school provides very effective care for its pupils. The headteacher places a very high priority on this aspect of the provision and gives very good leadership. All members of staff are very caring, dedicated and totally committed to the welfare of the children in their charge. They are very approachable and totally supportive. The procedures for child protection are securely in place and fully understood by all staff. The governing body and the headteacher take their health and safety responsibilities seriously and health and safety inspections are systematically carried out and formally recorded but more extensive use of risk assessment would strengthen the procedures. The members of the non-teaching staff give very good support for both teachers and pupils. Conscientious teachers, who are alert and vigilant, supervise pupils very well at breaks. The lunchtime supervision is undertaken conscientiously, and the standard of care is very high.
32 The school has very good procedures for promoting and monitoring discipline and good behaviour. For example, the behaviour policy is supplemented by playground rules that have been discussed and agreed with the pupils. All members of the staff have very high
expectations of what constitutes acceptable behaviour, and sanctions, on the few occasions they are necessary, are administered conscientiously and consistently throughout the school. This also has a positive effect on the high standards of behaviour maintained throughout the school. The procedures for recording and monitoring attendance are very good. The registers are completed correctly and accurately, and non-attendance is recorded conscientiously and rigorously followed up.
33 The class teachers and teaching assistants know their pupils extremely well and have a very good understanding of their individual personal needs. In addition to the pupils' pastoral files that are held centrally, the class teachers meticulously maintain comprehensive social and behaviour records.
34 The teachers now also keep good records of the pupils' progress in English and mathematics, but in other areas of the curriculum there are few whole-school systems for recording the pupils' achievements. The teachers keep individual assessments of how successful the pupils have been in, for example, completing a science investigation or carrying out an information technology task, but this approach lacks consistency and coherence. The new assessment coordinator is currently working with her colleagues to agree a whole-school approach to assessing and recording the pupils' progress in all subjects. They should complete this work and implement the procedures as soon as possible. This is a key issue for action.
HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?
35 Relationships between the school and the parents are good. The school enjoys the active support of the vast majority of the parents. A good number of them regularly help in the classrooms, accompany the children on school trips and give of their time to help in other ways around the school. Most parents are fully involved in their children's work in school and at home. They support homework and home reading, and consistently enter appropriate comments in the home-school reading and communication books. There is a very active Parent Teacher Association that organises social and fund raising events for the school. A considerable amount of money has been raised for the school in this way.
36 Communication between the school and home is good. The school publishes a comprehensive, informative prospectus and sends out regular, informative newsletters and frequent letters about specific events and activities. The governors hold an annual meeting with parents and publish an annual report. However, both the prospectus and the governors' annual report omit some (minor) items of the statutory required information. Some parents said that they are not kept well informed about how their children are getting on, but the inspection evidence does not fully support these parents' views. Parents are now given an informative annual progress report that clearly indicates what the pupils can do, the progress they are making and sets targets for improvement. They have improved recently although they continue to rely on computer generated comments. The school is anxious to improve them further in future years. Parents are offered the opportunity to attend appropriate consultation meetings to discuss their children's work and progress with their teachers.
37 The teachers and the school secretary are very approachable and are available for parents to talk to informally. However, the entrance to the school is not overtly welcoming, and tends to make a physical and mental barrier that some parents find difficult to cross. This inhibits communication between some parents and the school staff.
HOW WELL IS THE SCHOOL LED AND MANAGED?
38 The headteacher has successfully created a very positive climate for learning and an ethos that supports and guides the pupils' personal development extremely effectively. As a result, the pupils' relationships, behaviour and attitudes to learning are very good indeed.
39 Together with the governing body, the headteacher is now building a strong teaching team that, after a long period of disruption and instability, is bringing about significant improvements and raising standards. Throughout this turbulent time, the school has maintained an adequate staffing level but from the start of next term it will have a permanent staff for the first time in many years. The headteacher and the governing body have experienced numerous difficulties in dealing with the bureaucracy related to staff illness, chronic absence and termination of contracts. This has had a significant adverse effect on the work of the school that was manifested clearly in the national test results in 2001.
40 The headteacher leads the school with enthusiasm and vitality. He has generated a high level of commitment to change and improvement. Major steps forward have been taken in the management of English and mathematics this year, but in other subjects not enough is done to make sure that the pupils are reaching the standards they should. The co-ordinators are not effective in developing and implementing whole-school approaches because they are given neither the responsibility nor the opportunity to contribute to the overall management of the school in a systematic and structured manner. At the present time, the management of the whole curriculum is not strong enough because the co-ordinators have not been given the responsibility for checking that standards are consistently high right across the curriculum. The headteacher should take steps to strengthen the management of the curriculum. This is a key issue for action.
41 The school improvement plan is very impressive and draws together very effectively the areas of the school's work where improvements are needed. It sets out very clearly in many areas how improvements will be achieved. The action plan to raise standards in science seeks to develop the number of interesting and enriching experiences for the pupils, but it does not ensure that the knowledge and skills set out in the National Curriculum are taught systematically and that the pupils' progress is thoroughly assessed and recorded. In essence, the essential elements of curriculum management that should underpin such activities are inadequately represented. Nevertheless, the school improvement plan is a very important vehicle for bringing about improvements and in some respects is proving very effective, most notably in mathematics where the targets set for the present year have been achieved.
42 The governing body is supporting the school very effectively in its efforts to improve. The governors now have strong links with the subject co-ordinators and visit lessons to find out for themselves how well the school is doing. They receive a very thorough analysis of the school's performance in English and mathematics. This is possible because the assessment co-ordinator is making good use of computer software to keep track of the pupils' attainment and to identify the areas where improvements are needed. The quality of the teaching in English and mathematics is also now being monitored in order to foster improvement in these subjects. Performance management is being used effectively to raise standards and improve the management of the school.
43 The resources available to the school are being carefully allocated. The prolonged absences of teachers and the settlement of contracts has made the management of the budget difficult, but at the start of the current financial year the school carried forward a small credit balance. The governors and the headteacher budget systematically for expenditure, and after some training
are now applying the principles of best value to their decisions. Specific grants are used effectively to the benefit of the pupils and the support of external agencies is carefully targeted, for example, in the case of the travelling children.
44 The school has adequate resources except for information and communication technology. This inadequacy is currently being addressed. A new room fitted with benches for computers and shelving for library books has recently been added to the school. Volunteer parents are currently cataloguing the library books and the school is about to purchase a number of computers that will add to those already in each classroom.
45 The teaching accommodation is satisfactory. The classrooms are of adequate size, bright and airy and have storage for resources. The reception class is slightly small, but is adequate for the number of children who currently attend. The hall is large enough for whole-school gatherings and the teaching of physical education. However, noise from the kitchen can be heard during activities held in the hall and is particularly intrusive during collective worship. Access for disabled pupils into and throughout the school is poor. The school is kept spotlessly clean, is well maintained and the learning environment is enhanced by attractive display of the children's work.
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
46 The governors, headteacher and teachers should continue to enhance the school's provision through the implementation of its improvement plan. Particular emphasis should be placed upon:
(1) Raising standards in writing, science and information and communication technology by:
(i) providing the pupils with interesting and varied opportunities to write to a high standard in all subjects of the curriculum;
(ii) expecting higher standards of handwriting and presentation;
(iii) ensuring that more time is allocated to science in Key Stage 1 and that the pupils are given systematic opportunities to develop their skills and knowledge;
(iv) making full and effective use of the school's new information and communication technology facilities right across the curriculum from the moment they are installed. Paragraphs 4, 5
(2) Sharpening the management of the curriculum by giving subject co-ordinators the responsibility to make sure that:
(i) the lessons that the teachers plan are consistent with the schemes of work;
(ii) there is a coherent approach throughout the school and
(iii) the pupils produce work of the quality and standard expected. Paragraphs 2, 40
(3) Extending and improving the assessment procedures, including the marking of the pupils' work and the recording of their achievements, to provide the teachers with more accurate information about the standards being attained in all subjects. Paragraph 34,
In addition the governors and headteacher should consider:
(i) developing and implementing a homework policy to ensure consistency throughout the school; and providing parents with clear information about the school's arrangements and expectations.
(ii) extending the range of opportunities for the pupils to appreciate the very rich and diverse traditions that contribute to the overall culture of this country. Paragraphs 20, 30
PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed
Number of discussions with staff, governors, other adults and pupils
26
12
Summary of teaching observed during the inspection
The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements about teaching. Care should be taken when interpreting these percentages as each lesson represents more than one three percentage points.
Information about the school's pupils
FTE means full-time equivalent.
Attendance
Authorised absence
Unauthorised absence
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Attainment at the end of Key Stage 1 (Year 2)
Percentages in brackets refer to the year before the latest reporting year.
Ethnic background of pupils
Exclusions in the last school year
This table refers to pupils of compulsory school age only.
This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded.
Teachers and classes
Qualified teachers and classes: YR – Y4
Education support staff: YR – Y4
FTE means full-time equivalent.
Recruitment of teachers
FTE means full-time equivalent.
Financial information
Results of the survey of parents and carers
Questionnaire return rate
Percentage of responses in each category
My child likes school.
My child is making good progress in school.
Behaviour in the school is good.
My child gets the right amount of work to do at home.
The teaching is good.
I am kept well informed about how my child is getting on.
I would feel comfortable about approaching the school with questions or a problem.
The school expects my child to work hard and achieve his or her best.
The school works closely with parents.
The school is well led and managed.
The school is helping my child become mature and responsible.
The school provides an interesting range of activities outside lessons.
Number of questionnaires sent out
Number of questionnaires returned
PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM, SUBJECTS AND COURSES
AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE
47 There are 26 children in the Foundation Stage who all joined the reception class in September 2001. Initially, the children attend on a part time basis, the youngest attending full time from Easter. They are taught by a very experienced teacher and a well qualified nursery nurse.
48 The children receive a very well planned, broad and balanced curriculum that includes all the six designated areas of learning. The activities are skilfully designed to meet the learning objectives identified in the national guidelines for this stage. This ensures that the children are stimulated, motivated to learn and excited by each new experience. The adults are adept at ensuring that every new learning opportunity develops from a foundation of well established skills, knowledge and understanding. For instance, when they understand that writing involves making marks on paper, the children learn to write basic letter shapes and gradually progress to linking them to form words.
49 The teaching is excellent. When they enter the school the children's attainment is broadly average, and by the end of the reception year the great majority is either achieving or exceeding the targets set for them. At the same time, the children's attitudes to learning are carefully fostered because the tasks are exciting and the adults have high expectations of what they are able to do. The very good relationships in the class help to provide a secure learning environment where the children are encouraged to value each other's achievements and to work harmoniously and co-operatively.
Personal and social development
50 Most of the children begin school with above average social skills. They are receptive to the class agreements, for example, how to be good listeners and how to move safely and sensibly from one activity to another. They work very co-operatively in small groups and sustain concentration well when they are engaged in independent activities, such as painting or devising their own individual movements during a dance lesson. Boys and girls willingly partner each other for gymnastic activities and when using paired wheeled vehicles out of doors. Their pride in each other's achievements is visible when, for example, a child correctly matches a letter name to a phoneme or successfully removes two bears from a row of ten and identifies the remaining number as eight. By the end of the reception year, the confidence of many to perform in front of the class, or to comment about stories they hear, has risen markedly.
51 The quality of the children's personal and social development arises directly from the consistent approaches of the adults. The teacher and nursery nurse provide excellent role models for teamwork and fully involve themselves in all the children's activities. For example, when the children are acting out scenes in the role-play corner, the adults intervene appropriately, making suggestions to ensure that every participant has a fair turn to speak.
52 By the end of the reception year, many children exceed the targets set for this area of learning.
Communication, language and literacy
53 The children are making good progress from average attainment when they begin the reception class to above average when they leave it. Their speaking and listening skills develop very well
so that they exceed the targets set for the end of the reception year. This is the result of the teacher's very good understanding of how to develop speech as the foundation for other literacy activities. Opportunities for discussion are frequent and varied so that the children learn to speak confidently and clearly, for example, in response to the adults' questioning or when they offer spontaneous observations. At the end of one lesson where the class was discussing an illustration in a story, several children made interesting observations about the movement of a little boat at the foot of a waterfall. Similarly, one confident speaker explaining how rain is formed, commented on the cloud by saying, 'It's got bigger, it's expanded!' Many children confidently recognise the names and the sounds of various letters. Some, who have been in school longer have a good recognition of familiar words and recognise simple rhymes and alliterative patterns. Writing is well integrated into many activities and is well matched to the stage of learning the children have reached. The children are made to feel proud of their work because they label many classroom displays themselves. Some choose to write captions for drawings as homework. They are given excellent support to develop their letter shapes and a significant minority is already orientating letters well and spacing words evenly.
Mathematics
54 The adults are very alert to opportunities to integrate counting activities into the normal routines of the class, such as counting out and sorting equipment. The teaching is excellent because the adults have high expectations of what the children can do and are also very patient with the few who find that operations, such as taking two away from a set of ten objects, very difficult. The children enjoy the oral sessions where together they can count on and back and identify the position of selected numbers on a number line to 50. One child very excitedly pointed out the absence of the '0' to start the number line and courteously, but determinedly, asked to be able to supply it on a 'post it' label. The most confident children have a well established recognition of coins and their value and talk fluently about the attributes of two dimensional shapes and concepts such as 'more' or 'less than'. Some children now refer very confidently to 'add' and 'take away'.
55 The teaching is brisk and very well pitched to meet the needs of different children. The children enjoy their mathematical work because they are well supported and adults ensure that their skills and understanding are secure before they move on to the more difficult formal recording of work. Overall, the children exceed the early learning goals by the end of the reception year.
Knowledge and understanding of the world
56 The children are developing a good recognition of how places differ from one another. Very good use has been made of 'The Lighthouse Keeper's Lunch' to introduce them to features of a seaside environment and to compare it with their immediate surroundings. The fact that they had entered fully into the spirit of the seaside environment was demonstrated vividly when three children engaged in a role play activity. They have a very well developed awareness of natural habitats around them and recognise that plants require light and water in order to grow. A few children show a highly developed awareness of aspects of scientific phenomena, such as the concept of freezing and melting. Their knowledge of the past and their understanding of changes over time are evident from their comments about a time line composed of photographs of three generations of a particular family. They also show this in their observations about building materials around the school. They are aware of the fact that their own school building reflects the past, but also know that it has a modern section because they had watched the builders erect it. Boys and girls are adept at using a variety of construction materials. A group of girls constructed a very imaginative townscape using wooden blocks. Others attempted to
create a boat, during which they realised that they would have to modify the construction to meet the constraints of classroom space. They are confident when using the computer; for instance, they operate the mouse skilfully and know how to change images on the screen.
57 The activities in this area of the curriculum are varied and exciting because excellent planning matches the activities to the learning objectives specified for the Foundation Stage curriculum. Most children exceed the targets in this area.
Physical development
58 The children are sensitive to the use of space in their own classroom and when they work in the hall. For example, during a dance activity they moved energetically, responding well to the mood and rhythm of the music. The adults are very diligent in ensuring the children's safety. They are vigilant about the way the children use space and develop an awareness of others. The children manipulate small equipment such as brushes, pencils, scissors and small construction material very well. This was very evident as a group of them very patiently and painstakingly arranged small stickers along a cat's collar made of card, subsequently devising a way of fastening it.
59 The teaching is very good and ensures that a range of skills is developed. A few children have very under-developed motor control skills when they begin school, but all meet the early learning goals by the end of the reception class.
Creative development
60 The opportunities for creative development are varied and exciting. The classroom provides a considerable stimulus for the children to develop their creativity. For instance, the role-play corner is inviting and is regularly used by the children and the adults. The teacher has very good musical skills and organises exciting opportunities for singing, playing instruments and listening to music. Her questioning of the children stimulates lively responses, for example, when asked to describe the mood of one piece of music, a child replied 'It's very dark and stormy and people were in the sea. I thought there was a shark!' The children also responded very well to the challenge of playing as an orchestra when reading from a pictorial score. The children draw and paint with considerable skill, and some become quite excited as they exercise their newly acquired skills in mixing colours.
61 The adults interact very enthusiastically with the children, but at the same time provide many opportunities for them to have free rein to make choices. This was reflected clearly in an activity involving weaving materials of different textures and colours within a large hoop to produce colourful, abstract wall hangings.
62 As a result of very high quality teaching, a considerable proportion of the children exceeds the early learning goals in their creative development.
ENGLISH
63 The inspection findings indicate that standards in English are improving following the poor results attained in 2001. The school recognised that a radical review of how writing is taught was essential in order for standards to reflect fully the pupils' abilities. A new co-ordinator is spearheading a rigorous action plan, the benefits of which are already showing. This includes
provision for boosting early literacy skills and additional literacy support for older pupils who have particular needs. The quality and consistency of support for these pupils are now good.
64 The standard of recent work seen during the inspection in years 1, 3 and 4 is now a little above average overall. In Year 2, where the staffing situation has been somewhat unsettled, progress is slower and the pupils are not yet achieving the standards of which they are capable. This is more of an issue with regard to writing than reading and the school envisages more settled staffing arrangements for the coming year that should bring greater continuity.
65 A whole-school decision to base more of the work in literacy on a variety of texts has also provided the pupils with appropriate opportunities for speaking and listening. For example, while reading 'Owl Babies' the pupils in Year 1 gave clear opinions regarding the reasons that the oldest owl baby felt the need to reassure his siblings about the owl mother's return from her foray for food. These young pupils are amicable and courteous when they engage in paired discussion. They listen carefully to what their partners are saying and respond appropriately. This was clearly seen during a discussion about what is meant by a 'cautionary' tale. The pupils in Year 3 worked industriously to produce dialogues based on models they had discussed in a class text. There was exciting discussion about the quality of the vocabulary as a pair of pupils sought to replace 'said' with more interesting words, such as 'whispered', 'agreed' and 'admitted'.
66 The approach to reading is improving as the school implements an effective literacy strategy. The younger pupils enjoy shared reading as a class as well as the times when they sit in a small group and read with an adult. The standard of reading heard in Year 2 was slightly above average, but the records indicate that overall the reading skills of the class are average. However, these children now benefit from more regular phonic work that improves their recognition of individual words. Many of the pupils in Key Stage 2 are fluent, expressive readers, and have firm opinions about the quite challenging books that they choose to read. The home-school communication book records the fact that most pupils are heard to read by adults at home. This has a very beneficial effect on the progress of these pupils.
67 The teaching of writing is now beginning to reflect a greater consistency across the school though it is still not fully the case in Year 2. The pupils in Year 1 write for a variety of purposes including captions, labels and, in recent months, a greater volume of extended narrative and descriptive writing. The more able writers are developing an awareness of how to improve the variety and complexity of their sentences. In a narrative piece, for example, one pupil wrote 'Go to school on your own. The school isn't far away!' illustrating well the tetchy mood of a mother scolding her child. The pupils' stories are also more effectively sequenced as they use phrases such as 'In the afternoon we……' or 'After that, we…'. In Year 2, there is a less consistent approach to writing. Texts are often used as a stimulus, but they do not yet have sufficient influence on the quality of the writing. The pupils do not use their imagination sufficiently to make their writing interesting for the reader and there an over-emphasis on the use of language exercises. However, they spell most common words correctly, reflecting the fact that they have regular practice in this aspect of the curriculum.
68 In Years 3 and 4, the standard of writing is improving markedly. This is because the teachers have agreed a consistent approach and understand how to stimulate the pupils as writers. Planning, drafting and editing skills are taught so that the pupils learn to question and improve the characteristics and quality of their writing. The marking of the work is also very helpful in indicating to pupils the features that they need to improve. The older pupils are developing secure paragraphing skills and generally use punctuation appropriately, for example, to delineate
a list like 'sweeping, dusting, making dinner'. Their narrative writing is often enlivened by the insertion of dialogue, sometimes of a humorous nature. In re-telling an excerpt from 'The Twits', for example, a pupil wrote ruefully 'Ah well, I will have to have boy pie'. In general, the pupils' writing skills are not used sufficiently to record work in other subjects such as science, geography and history.
69 Some of the inconsistency of approach over time is reflected in the handwriting and presentation of the work of some pupils. There are now agreements about the style of handwriting to be encouraged and pupils benefit from practice sessions. All teachers should now ensure that the pupils consistently use the clear, rounded joined letter shapes agreed upon and that they employ this style too. Furthermore, in all classes, the work should be neatly set out and dated, and rulers should be used for underlining where appropriate. Such simple agreements would go a long way to improving the overall appearance of work across the classes.
MATHEMATICS
70 Standards in mathematics are now above average at the end of Year 2 and Year 4. This marks a significant improvement on last year's tests results and a return to the standards reported at the time of the last inspection.
71 An analysis of results and assessments to 2001 shows that progress has varied widely, and in some years the pupils have not achieved as much as is expected. However, this is no longer the case. This year the focus on raising attainment in mathematics and the rigorous implementation of the national numeracy strategy, have resulted in the pupils achieving well and attaining levels that are above average. This is because they are now well taught throughout the school.
72 In Year 1 the teacher uses a very good range of strategies to motivate and interest the pupils. This is very evident in the mental activities, which have a pace and momentum that generates enthusiasm amongst pupils of all abilities. In one lesson, for instance, whilst playing the 'shape game' a pupil on the special educational needs register asked, 'Is it an irregular quadrilateral?' The working relationship between the teacher and her teaching assistant is a key feature of the good support the children receive throughout their mathematics lessons. The whole-class sessions are well used by the teacher to ascertain whether or not the learning objectives, made clear to the pupils at the outset, have been achieved. In Year 2, the teaching is satisfactory. The pace is not as rapid as in Year 1 and the whole-class session at the end of the lesson is not being used effectively to assess the extent of the pupils' learning. Nevertheless, the pupils are set a good range of tasks and scrutiny of their work shows they are progressing well and attaining above average standards.
73 In Years 3 and 4, the teaching is consistently good and in some lessons it is very good. Consequently, the pupils are learning effectively and making good progress. In both classes, the teachers have very good subject knowledge and set the pupils interesting tasks that have the right degree of difficulty for their particular stage of learning. This was the case in Year 4 where the higher attaining pupils demonstrated their understanding of the equivalent values of fractions, decimals and percentages. In one whole-class session, the teacher introduced a series of word problems to challenge the pupils and assess the extent to which they could apply what they had learned in the lesson. She also successfully encouraged the pupils to assess the extent of their own learning.
74 Throughout the school, the pupils are very well behaved and apply themselves extremely well to the tasks they are set. They concentrate well, work hard and participate fully in the lessons.
When they are asked to co-operate they do so willingly, for example, when solving word problems in Year 1. Similarly, in Year 3, the pupils worked very well in pairs to solve problems involving fractions. A strong feature of the pupils' approach to learning is their willingness to ask and answer questions. They have very positive attitudes, are confident and not afraid to make mistakes.
75 Mathematics is now well managed by the subject co-ordinator who has achieved much in a short time. The monitoring of the teaching has brought a stronger whole-school approach to the planning and teaching of mathematics. At the present time, however, the co-ordinator is not checking the quality of the pupils' work to ensure standards are high enough. This is a feature of the co-ordinator's role that needs strengthening.
SCIENCE
76 The standards attained by pupils at the end of Year 2 are average, but below those reported at the last inspection. They should be higher. Although the pupils are gaining a secure knowledge of 'sound and hearing', for example, their skills of investigation, observation and recording of scientific information are not being developed systematically. This was very well illustrated in a well planned and managed lesson in Year 1 where the pupils were required to walk away from a sound source, mark the point at which they could no longer hear the sound and record the distance. Although the teacher made many good teaching points, and the pupils benefited from the activity, it was clear that they were not used to working in this way and that their skills are not at the level they should be.
77 In Years 1 and 2, a scrutiny of the pupils' work reveals that not enough is recorded in the form of drawings, tables and simple graphs. Where the work has been recorded it is not of a sufficiently high quality, and not many pieces are completed. More must be demanded of the pupils in order to raise standards to higher levels.
78 The content areas of the National Curriculum are being covered in Years 1 and 2 and in some cases the lessons are thoroughly planned. However, in other instances there are no records of either the lessons that have been taught or the standards the pupils have attained. This illustrates very clearly that the systems for checking on what is taught and what the pupils learn in science are currently inadequate. The co-ordinator must ensure that that all lessons are thoroughly planned, that the pupils record an adequate range of work and that their achievements are assessed and recorded.
79 In Years 3 and 4, the situation is much better. Standards are above average and have been maintained since the last inspection. The pupils have completed a good range of work that is carefully marked with useful comments to help them to improve. In Year 3, for example, through their work on teeth and forces the pupils are developing a good range of investigative approaches. These are built on effectively in Year 4 where they are able to carry out a fair test and their use of scientific vocabulary is significantly better. In these two years, the teachers have built up the pupils' ability to carry out investigations by providing them with good models and structured approaches.
80
In one lesson seen in Year 3, the teacher used her good subject knowledge to teach the pupils that the apparent movement of the sun is caused by the spinning of the earth on its axis. She encouraged the pupils to work in pairs to model the relationship between the sun and the earth to very good effect. The pupils contributed well to the lesson and asked many interesting questions that heightened the discussion and extended their learning.
81 The assessment of the pupils' achievements and the recording of their progress is currently inadequate. The school's understandable emphasis on raising standards in English and mathematics has led to some aspects of science not receiving the attention that they should have. In Years 1 and 2, not enough time is allocated to science. The school policy sets an appropriate time allocation, but this is not being adhered to particularly in Year 2. The school should now ensure that sufficient time is given to science to allow the teachers to develop the pupils' skills and knowledge to a higher level by the end of Year 2 and the assessment and recording of the pupils' progress is improved.
ART AND DESIGN
82 No lessons were observed during the inspection. The following judgements are therefore based on a considerable quantity of art on display, photographic records and work in the pupils' sketchbooks.
83 Overall, standards are above the expectations for children of seven and nine years and are similar to those seen at the last inspection. From the quality of the work seen, it is clear that the pupils are stimulated by the teaching they receive and take pride in producing imaginative, wellfinished pieces. A variety of skills are carefully nurtured as the pupils go through the school. For example, the interesting portraits produced by the younger children are further developed when pupils in Year 3 experiment with different sizes of figures and seek to portray different facial expressions. The pupils in Year 2 have made very good use of their school grounds to study the line, shape, texture and colour of different natural objects. They have translated their observations very effectively into a series of monster sculptures constructed from a range of materials, such as fur, binca, foil, stocking material and stones. These were then hung around the grounds and provided an intriguing sculpture trail, enlivening many a dark corner.
84 The well-informed and carefully planned teaching ensures that a variety of skills is developed consistently. The pupils in Years 3 and 4 have benefited from opportunities to observe the work of several European artists ranging from the impressionist painters to more contemporary artists such as Ann-Marie Le Quesne. They have continued to develop their painting techniques and also used paper collage in imitation of prints they have seen. A very effective series of 'prints' depicting the Edinburgh skyline provides a striking focus in the school hall. The pupils have also decorated tiles depicting their own interests and aspects of the local area. Some older pupils have used their experience of studying symbols, for example, those associated with the church, to produce designs of good quality.
85 The standard of the pupils' work indicates quite clearly that the teaching of art throughout the school is good. The teachers have a keen awareness of the importance of developing the pupils' sense of aesthetics. The pupils are introduced to a stimulating variety of media and learn to evaluate their effectiveness for different purposes. The pupils finish their work well, which suggests that the lessons are well organised. The school should now introduce the pupils to the work of a wider range of artists and thereby broaden their cultural awareness.
DESIGN AND TECHNOLOGY
86 Standards in design and technology have improved significantly since the last inspection and are now above average at the end of Year 2 and Year 4. The pupils are achieving well because their skills and knowledge are being developed through a good range of interesting and challenging activities. In Year 1, there are good photographic records of the pupils' finished
products, supported by annotated drawings and lists of materials. In Year 2, the pupils' design drawings are more detailed and list the resources they will need, for example, to make a seesaw. As they progress, the pupils present their designs and preparation in a much more orderly manner. This is well illustrated in the way they approached the making of puppets. The photographs of their finished products show the work to be of good quality.
87 In Year 3, many of the skills the pupils have been taught in Years 1 and 2 come together so that the pupils can develop a design and make a product. They also carry out simple evaluations by answering questions, such as 'What are you pleased with?' and 'What would you like to improve?' This enables them to carry out more analysis in preparation for their design and make tasks. A good example of this was when they tried different breads and sandwich fillings before designing and making their own sandwiches.
88 In Year 4, the pupils continue to build their knowledge and skills to good effect. In one lesson, very good teaching drawing upon previous work in science helped the pupils to design and make intruder alarms for the 'Borrower's House'. The teacher encouraged them to find solutions to the problems they encountered, and they responded by working well either collaboratively or independently.
GEOGRAPHY AND HISTORY
89 Six units of work are planned to cover geography and history during the two years in Key Stage 1 and in Year 4. During Year 3, the pupils study two units each of history and geography. In practice, the teachers, especially in Key Stage 1, have considerable autonomy over how the time is organised over a term and there are noticeable variations in the frequency and quantity of work recorded. However, the school has reviewed the content of the curriculum in both these subjects and reached common agreements based on national guidance. The implementation of these agreements would now benefit from monitoring activities to ensure that there is progression in what is actually taught and the programme provides a coherent structure for the pupils' learning.
90 By the end of Year 2, the pupils acquire a sense of the similarities and differences between their locality and, for example, the seaside. They understand that over time it is not only places that change, but also everyday objects. They have studied various maps and plans and used their mapping skills well to record features, using relevant keys and symbols. In one very effective lesson in Key Stage 1, the pupils were very absorbed in learning about Florence Nightingale and the state of Victorian hospitals. This was because the resources were of good quality and the teacher used his narrative skills very well. He questioned the pupils in a way that challenged them to think. The climate for learning in this instance was very exciting, but generally there are missed opportunities in Key Stage 1 to record work in a way that reflects the pupils' interest. Overall, therefore, standards of work by the end of Year 2 are only average.
91 By the end of Year 4, standards in geography are in line with national expectations, but in history the pupils' work is above average. Previously, the pupils have used a range of evidence including maps, pictorial information, reference books and a visit to St Albans to provide evidence of the influence of people who have settled in this country. In Year 4, they are now applying skills learned earlier during a study of why the Vikings needed to invade and settle in Britain. Their written work suggests that they have acquired a good range of technical language, such as 'encroach,' 'assault', 'inhabit' and 'invade', to record the concepts that they have understood. The variety of their recorded work, particularly in history, reflects a good range of teaching approaches that have effectively developed skills such as evidence gathering
and observation. During a study of a Mexican village, for example, the pupils applied the skills they have learned while investigating their own area to describe the very different features of this distant location. This provides very convincing evidence of the way that work in Key Stage 2 builds systematically on what has been learned previously.
92 The teachers plan their work well and ensure that various resources are available for the pupils to obtain information. Some pupils have used their home technology facilities to support their school work. The curriculum in Key Stage 2 is coherent and the activities are well chosen. A number of factors have resulted in a more disjointed curriculum in Years 1 and 2, but the school is aware of this and well placed to redress it. The pupils show a high level of interest in the work, but this is not always consistently reflected in either the quality or the presentation of their recorded work.
INFORMATION AND COMMUNICATION TECHNOLOGY
93 The school's ageing computer equipment and the pupils' limited access to it are the main reasons why standards are not as high as they should be. The pupils are now attaining broadly average standards which is an improvement since the last inspection but they are clearly capable of higher attainment. The school has a plan to develop the use of information technology across the curriculum, but the pupils still need a wider range of opportunities to use and extend more frequently the skills they are taught. Currently teachers can only set tasks for very small numbers of pupils to complete whilst the rest of the class work on other activities.
94 At present, the pupils make adequate use of word and image processing software to attain average standards by the time they reach the end of Year 4. They also use graph-drawing programs to display the results of science experiments, particularly in Years 3 and 4. In a lesson in Year 3, the pupils worked in pairs on the two computers in the classroom, under the supervision of a teaching assistant, to combine text and images. They received good support and achieved well in the lesson, but in this situation it takes several lessons for all of the pupils in the class to complete the task.
95 The teachers have completed their national training for information and communication technology and are eager to make more extensive use of it in lessons. The recent completion of a new room to house a computer suite is a major step forward. It will provide opportunities for a whole class to be taught together, once the computer hardware is installed, and enable the pupils to make far more progress through a wider range of tasks. The school should ensure that the new resources are used to the full in order to raise the standards attained by the pupils in information and communication technology.
MUSIC
96 The provision for music has improved considerably since the last inspection and it is now very strong. Standards are well above average. This is because the teachers have very good subject knowledge and they make good use of the national guidance to ensure a broad and balanced curriculum in performing, composing and appreciating music. The subject is very well led and ensures that the curriculum is supplemented by a wide range of opportunities for the pupils to listen to visiting musicians and to perform alongside other groups, such as church choirs.
97 By the end of Year 2, the pupils are introduced to music from different cultures. This is presented to them in a lively way that captures their attention and their imagination. For example, the Year 1 class having sung a Caribbean song watched a video clip of a limbo dancer
performing to the accompaniment of a steel band in a Barbadian market. The pupils can select instruments to produce appropriate sound effects and perform effectively together showing a good basic knowledge of chords and a well developed ability to follow a conductor.
98 The pupils' enthusiasm continues into Key Stage 2 where they develop very good listening skills and sing tunefully and with expression. The relationships in classrooms are very positive and ensure that the pupils co-operate very well during composing activities. The pupils in Year 4 were very animated as they prepared, in small groups, to perform pieces of music containing a variety of effects to portray different moods. The class members provided a very appreciative audience for their efforts and were able to make a range of appropriate suggestions about the tone and mood of each performance. The pupils handle the instruments carefully. It is obvious that they have regular opportunities for using the wide variety of good quality instruments available. By the end of Year 4, the pupils' attainment is well above the expected level.
99 The teachers have very good subject knowledge, which enables them to organise the activities skilfully and to conduct their lessons at a brisk pace. The music in the classrooms is enhanced by the fact that several pupils play various instruments. Equally, some members of staff are skilful performers and provide very good role models for the pupils. The curriculum for music is broad and contributes well to the pupils' cultural development and their social skills.
PHYSICAL EDUCATION
100 Only one lesson of physical education lesson was observed during the inspection in which standards were above average. There is, therefore, insufficient evidence to make either a judgment about overall standards or improvement since the last inspection.
101 The teaching in the lesson in Year 1 was good. The teacher managed the warm-up activities very well, leading the pupils through a good range of bends and stretches that prepared them well for the lesson. The main activities were carried out at a good pace with a high level of involvement of all of the pupils. Using racquets and balls, many of the pupils displayed good skills that were improved further through good direct teaching of individuals and small groups. The resources for this lesson were readily available and used effectively by the pupils who responded and behaved very well.
102 The school has a good playing field, a hard surface playground and an adequate multi-purpose hall. There is a well developed scheme of work which draws on a range of widely used resources. The Year 4 pupils have weekly swimming lessons, which add considerably to the range of activities the school provides. However, it does not offer any opportunities for the pupils to pursue sporting interests through extra curricular activities. This is unusual in a school of this type. | <urn:uuid:2ecb72ed-e49c-42c6-ba8e-f49bb10ddfe3> | CC-MAIN-2024-22 | https://files.ofsted.gov.uk/v1/file/771847 | 2024-05-23T02:25:31+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058588.75/warc/CC-MAIN-20240523015422-20240523045422-00390.warc.gz | 218,552,143 | 15,241 | eng_Latn | eng_Latn | 0.991497 | eng_Latn | 0.999247 | [
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1G
Lesson 1
Lesson 1: at (VC Spelling Pattern)
Goal: Today we will read and spell the Power Word "at."
1. Review Letter Names and Sounds
Connect Graphemes to Phonemes
* Point to the letter "a." What letter is this? What sound does this letter spell? (/ă/)
* Repeat for the remaining letter "t." (/t/)
Connect Phonemes to Graphemes
* I'll say a sound. You'll write the letter that spells that sound: /ă/. ("a")
* Repeat for the remaining sound /t/. ("t")
2. Phonemic Awareness
Oral Blending: We will blend sounds to say words.
* Model: /r/ /ă/ /t/, "rat"
* Guided Practice: /l/ /ă/ /p/ ("lap"), /m/ /ă/ /t/ ("mat"), /n/ /ă/ /p/ ("nap")
Oral Segmenting: We will break a word up into its sounds.
* Model: "rat," /r/ /ă/ /t/
* Guided Practice: "lap" (/l/ /ă/ /p/), "mat" (/m/ /ă/ /t/), "nap" (/n/ /ă/ /p/)
Lesson Materials
Paper or dry-erase boards Grapheme Cards per student: a, m, s, t Elkonin boxes (optional)
Letter-Sound Instruction
Students who are not yet automatic with most letter-sounds may benefit from additional practice in the Yellow Toolkit.
Coaching Tip
Observe student(s) in every part of the lesson and provide corrective feedback. Use the following framework:
1. Model the correct response.
2. Have the student(s) provide the correct response with you.
3. Have the student(s) provide the correct response on their own.
Student Practice Page
a
t
Lesson 1 (continued)
3. Decodable Power Word
Phonemic Awareness
Say It
Listen to this sentence with the word "at": Look at the cat.
Segment It
Say "at" with me as we stretch it out.
What sounds did you say? (/ă/ /t/)
Blend It
/ă/ /t/. What's the word? ("at")
Phonics/Word Study
Build It (Encoding and Decoding): Guide students to use Grapheme Cards to build and read word(s).
We will use some of these cards to make the word "at." Put your cards in a line at the top of your space.
* Stretch out the word and put up a finger for each sound you say.
* How many sounds are in the word? (2)
* What is the first sound in the word /ăăăt/? (/ă/) Find the letter that spells /ă/ and slide it down into place. ("a")
* What is the last sound in the word /ăt/? (/t/) Find the letter that spells /t/ and slide it down into place. ("t")
* Watch me as I read it. I touch under each letter, make each sound, and then sweep under each letter as I blend the sounds together: /ăăăt/, "at." Then I read the word quickly.
* Read the word with me. Now read it on your own.
Coaching Tip
Use Elkonin boxes or sound boxes while segmenting and blending words to support phonemic awareness, encoding, and decoding. Students can slide chips, tokens, or coins into each box to represent each sound.
They can then slide their finger across all the boxes to blend the sounds together and say the word.
See the Resources tab for a selection of blackline masters of Elkonin boxes.
Coaching Tip
If necessary, provide greater emphasis on sounds to support students as they blend and segment sounds in words throughout the lesson:
* Hold continuous sounds (e.g., /ăăă/).
* Repeat stop sounds (e.g., /t/, /t/, /t/).
* Point to your mouth as you make the sound.
Lesson 1 (continued)
Analyze It (Mapping Phonemes to Graphemes)
* What letter spells the sound /ă/? ("a") Write "a" on your paper.
* What letter spells the sound /t/? ("t") Write "t" after the "a."
* Now read it.
4. Word Work: Encoding and Decoding
Word Chain: Guide students to use Grapheme Cards to build and read words. Build "at" again.
* Add "m" to the beginning of "at." What word did we make? Let's read it. ("mat")
* Change a card to turn "mat" into "sat." Make it. Read it.
* How can we get back to "at"?
Students who can already use their knowledge of letters and sounds to read and spell regular onesyllable words might be ready for 1B. Check IB Entry Requirements.
MLLs Coaching Tip
To facilitate the process of orthographic mapping, always make explicit the meaningpronunciation-spelling connections for each Power Word. The spoken word should receive special attention with MLLs new(er) to the language. Encourage MLLs to write the word several times as they pronounce it.
Coaching Tip
Word Chains
Word Chains support phonemic awareness, encoding and decoding, and promote orthographic mapping. Word chains can be used at various levels of difficulty (onset-rime level or phoneme level). Word chains should only change one phoneme at a time and use only one pronunciation of a grapheme.
Students can use Elkonin boxes, manipulative letters, etc., as they complete word chains.
See the Resources tab for a selection of blackline masters of Elkonin boxes.
Spell and Read
at mat sat
I sat on a mat.
Lesson 1 (continued)
5. Dictation: Spell and Read
* Cover the "Spell and Read" page so students cannot see the words.
* I'll say a word. You repeat the word and then write it: "at."
* Students use paper, dry-erase boards, etc., to write the word. As students are working, provide coaching so that all students spell the word correctly.
* Repeat with "mat" and "sat."
* Now read the words you wrote.
6. Fluency
* Look at the "Spell and Read" page.
* Read It: Read the words at the top of the page with me, with a partner, and to yourself.
* Decodable Text: Read the sentence with me, with a partner, and to yourself. The underlined words may need to be read together.
Wrap-Up and Transfer: What did you learn today? What was hard/easy? How did you figure it out?
Continuous Sounds are sounds that can be stretched out for an extended amount of time. These sounds include all the vowel phonemes and the following consonant phonemes: /f/, /l/, /m/, /n/, /r/, /s/, /v/, /w/, /y/, /z/
Stop Sounds are sounds that cannot be stretched out due to the flow of air being blocked and then pushed out. These sounds include the following: /b/, /d/, /k/, /g/, /j/, /p/, /t/
Coaching Tip
Additional Multimodal Encoding Opportunities:
Students can "skywrite" the word (write it in the air), palm write (write it on their palm), or trace the word on their paper/ dry-erase board as they stretch it out. Repeat as needed.
Coaching Tip
Additive Blending
When students decode words, it can be helpful to make the first sound (and hold i if possible), then blend the first and second sound together (and hold it if possible), then add the third sound (e.g., /mmm/, /mmăă/, /mmăăt/, /măt/).
Spell and Read
at mat sat I sat on a mat.
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Here Is Hair
GOALS
Comprehension
Reading strategies: Ask students, "What are some of the things that good readers do?" Model how to use picture, print and contextual cues.
Vocabulary
High-frequency Words: is, here, a, some, are Content Words: hair, mirror, chair, clippers, bear, scissors, everywhere, more
Phonemic Awareness
Recognise and produce words that begin with the same sound: /h/
Phonics
Letters and Sounds:
h
Words to Blend and Segment:
hat, ham, hop, had, hid
Fluency
Choral reading with students pointing to the words as they are read.
Before Reading
* Read the title to students. Discuss the meaning of here and hair. Read the names of the author and illustrator. Discuss their roles.
* Help students to use the title and cover illustration to make predictions about the story.
* Together look at the cover picture. Discuss what is happening in the picture. Look at the title page illustration. Ask: What is happening here? How is it different to the cover? What do you think might happen in the story?
* Talk/walk through the pictures. Discuss what is happening on each page. On page 14, students predict the ending.
Reading the Text
* Read the title together. Model how to use picture, print and contextual cues. On page 2 discuss what is happening in the picture. Ask: What is the gorilla holding? What letter does mirror start with? Get your mouth ready to say mirror /m/. Locate the letter that has the /m/ sound. Read the words together: Here is a mirror. Does the sentence make sense? Does it sound right? Does it match the picture? These are the checks (questions) good readers ask as they are reading.
* Follow this pattern for each page up to page 14, discussing the picture and reading the words together.
* Review the predictions for the ending made earlier, then turn the page to reveal the ending. Have students discuss what they see in the illustration. Read the text together.
© Wendy Pye Publishing Ltd
After Reading
Invite students to discuss the story. Prompt if needed.
* Discuss the ending. Is this what students predicted? Do you think the bear was happy with the haircut? How do you know?
* Reread the story together. Notice the rhyming words. (hair, bear, everywhere, chair)
Phonemic Awareness
* Recognise and produce words that begin with the same sound: /h/ Hear the beginning sound in hat and had. Students say the words slowly emphasising /h/. They think of other /h/ words and say them, ham, hop, hair, hid.
Phonics
* Discuss the name and sound of the letter h. Write cvc words ham, hat, had, hop and hid on the board to practise blending and segmenting the sounds together as a group.
* Hear the sounds in hat /h/ /a/ /t/. Say them separately, then blend together slowly, hat.
* Illustrate using alphabet letters h, a, t, touching them as the sounds are made for the word hat.
Word Study
* Talk about the words is, here, a, some, are. Print the flash cards from the inside front cover.
* Read them together. Ask students to locate here, are and some in the text.
* On a piece of paper, students draw a picture from the story. They write the words: Here is/are – a/some__________. They find and write the missing words in the story and read their sentence to a partner.
* Discuss how is/are are used for one or more than one thing. Discuss hair/here. Some words sound the same but are spelt different and have different meanings. Practise using these in different examples, e.g. Here is my hair. I brush my hair. Come over here.
Fluency
* Students choral read the story pointing to the words as they are read. Then they read the story to a partner.
Writing
* Have students write a new story using the same pattern, e.g. "Here is/are – a/some __________ __________ . (e.g. apples, bananas, orange, pear) Students write the story and illustrate it.
Home/School Link
Take the book home and any related activity done in class to share with family.
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OFFICE OF THE STATE COMPTROLLER
Thomas P. DiNapoli, State Comptroller
Economic Benefits of Open Space Preservation
March 2010
One tenet of the "smart growth" movement is that communities should strive to preserve open space, farmland, natural beauty and critical environmental areas. 1 Conflicts often occur between open space preservation and other goals. In fiscally challenging times, it is particularly important to understand and consider fully the economic benefits of open space.
While the environmental and recreational benefits of open space preservation are readily apparent, the many economic benefits are often less evident. For example, benefits provided by open space, such as water preservation and storm water control, are often significant. In many instances it is less expensive for a community to maintain open space that naturally maintains water quality, reduces runoff, or controls flooding than to use tax dollars for costly engineered infrastructure projects such as water filtration plants and storm sewers. When these benefits, also known as ecosystem services, are overlooked, open space protection may be considered an expense rather than an investment that can mitigate property tax increases, leading to land use decisions that do not accurately weigh costs and benefits.
A review of studies of the costs and benefits of open space protection conducted by the Office of the State Comptroller finds that:
* Open space supports industries that generate billions of dollars in economic activity annually;
* Open space protection can be financially beneficial to local governments by reducing costs for public infrastructure and programs, lessening the need for property tax increases;
* Open space preservation can support regional economic growth; and
* Well-planned open space protection measures need not conflict with meeting other vital needs, such as economic development, municipal fiscal health and affordable housing.
1 Principles promulgated by the Smart Growth Network (representing a coalition of government and advocacy groups) are available online at www.smartgrowth.org/about/default.asp.
Decision-making that explicitly considers and values the positive economic effects of open space, as well as environmental and quality-of-life implications, will best serve a community's long-term interests. Accordingly, this report reviews a number of policy issues associated with open space planning and protection. In addition, the report recommends that State and local governments:
* Evaluate protections for lands providing ecosystem services;
* Allow municipalities to establish community preservation funds;
* Improve State planning for open space;
* Support local open space planning; and
* Encourage private land conservation.
Definitions and Challenges
In the most general terms, open space protection programs are actions taken by governments or private entities to preserve open space, either by taking ownership or otherwise controlling the use of land. Open space uses include:
* Public parks with developed facilities such as playgrounds, swimming pools and golf courses;
* Rustic or wilderness parks, such as the Adirondack or Catskill parks, that have little in the way of developed facilities;
* Privately held lands used for farming, forestry, or watershed protection that may have significant modification to landscapes and vegetation and may or may not allow public access; and
* Portions of residential, commercial or industrial lots not containing buildings.
All of these land uses serve specific and sometimes multiple open space functions. Playgrounds, golf courses and wilderness parks provide outdoor recreation. Wilderness parks, farms, working forests, watershed lands and even undeveloped portions of private lots can provide habitat for plants and wildlife, offer scenic views and preserve community character.
Different forms of open space can serve valuable habitat, recreational and natural water management functions, including purifying surface waters, replenishing aquifers and impeding flooding. These water management functions are often referred to as "ecosystem services" or "natural services."
Sprawl
New York has a unique urban and natural heritage, as well as a rich diversity of communities. These communities include open spaces that need to be conserved or developed in a way that is economically and environmentally sustainable. The alternative is the continuing dispersion of population and development, or "sprawl," with all its associated costs.
Downstate, high population density and continued growth have created intense pressure on remaining open spaces, generating critical environmental and recreational concerns. Development pressure on open space also exists upstate, even though in this region population growth has remained relatively flat. Many upstate cities, villages and older
inner-ring suburbs are losing population, while communities further out are experiencing rapid growth and development. 2 Much of this new development is low density, and occurs at the fringe of settled areas, forests and farmlands. New infrastructure (water, sewer and roads) may be required even as existing infrastructure elsewhere is underutilized.
A Brookings Institution study describes a pattern of accelerating sprawl in upstate New York even as population growth slows, which is undermining the region's quality of life and economic health. 3 The study documented that in the years between 1982 and 1997 upstate land was developed at twelve times the rate of population growth, and new housing units were developed about twice as fast as new households were created. In growing areas, sprawl causes transportation problems, environmental degradation and the loss of farmland, natural areas and other open space. Sprawl also increases local taxes for expanded services, particularly for schools.
Ecosystem Services
Living organisms and the environment in which they live are often referred to as ecosystems. Ecosystems provide benefits such as food, water, air and natural resources. For example, a privately owned wetland may filter pollution from water used for drinking water downstream, recharge an aquifer that supplies drinking water or prevent downstream flooding. Naturally functioning ecosystems provide services that economists and planners identify as ecosystem services. 4 Ecosystem services, such as those provided by a wetland, can reduce municipal costs or provide clean water used in commercial or industrial activities. The value of these services, however, often goes unrecognized, with the landowner not compensated for providing this benefit by maintaining rather than developing the wetland.
Economic Benefits
Open space can provide a variety of public benefits, including drainage and water management, recreational opportunities and a supply of natural resources necessary for certain industries.
Water Management
Drainage and water management benefits provided by open space include control of storm water runoff, preservation of surface water quality and stream flows, and infiltration of surface water to replenish aquifers. When lands are converted from open space to other uses, the natural benefits provided by open space often must be replaced through the construction of water treatment facilities to clean up contaminated surface or groundwater supplies, levies to control flooding or other infrastructure to control storm water. Local taxes often pay for the construction of facilities to replace these lost drainage benefits.
2 For a complete description of these trends in various regions of the State, see Population Trends in New York State's Cities, Office of the State Comptroller (2004) at www.osc.state.ny.us/localgov/pubs/research/pop_trends.pdf.
4 Kline, Jeffrey D., Marisa J. Mazzotta and Trista M. Patterson. "Toward a Rational Exuberance for Ecosystem Services Markets." Journal of Forestry 107.4 (June 2009): 204-212.
3 Pendall, Rolf. "Sprawl Without Growth: The Upstate Paradox." The Brookings Institution Survey Series. 2003. The Brookings Institution Center on Urban and Metropolitan Policy. www.brookings.edu/~/media/Files/rc/reports/2003/10demographics_pendall/200310_Pendall.pdf.
According to the U.S. Government Accountability Office, on those lands with natural ground cover only 10 percent of precipitation becomes runoff, while 90 percent infiltrates into the ground. However, when 75 percent of the site is covered with impervious surfaces, 55 percent of the precipitation becomes runoff. On paved parking lots, 98 percent of precipitation becomes runoff.
Paving not only significantly increases the amount of storm water than runs off from a parcel of land, but it also increases the speed of runoff. In comparison to open space, streets and parking lots create conditions that prevent groundwater from being recharged. This, in turn, may lead to water shortages.
Increases in the percentage of land covered with impervious surfaces result in greater amounts of storm water that must be managed, which can translate into higher municipal costs. Moreover, storm water managed by engineered controls (e.g., retention basins) is more likely to pollute subsurface water than water filtered through forested open space. 5
The engineering department at Purdue University estimates that approximately eight times more storm water runs off from impervious surfaces, such as streets, sidewalks and roofs, than from forested land. 6 When the percentage of impervious surfaces in a watershed grows there is a corresponding increase in undesirable consequences:
* Increased frequency and severity of flooding;
* Reduced groundwater recharge; and
* Increased erosion;
* Reduced natural filtration of water—resulting in increased pollution and reduced stream health. 7
The costs of addressing the negative effects of increased storm water must also be considered when weighing the benefits of preserving open space. Again, local taxes often pay to mitigate these deleterious effects.
On the other hand, natural drainage and water management provided by open space can significantly reduce municipal costs for water treatment. A 2002 survey of 27 water suppliers found that for every 10 percent increase in forest cover in a municipal water system's watershed, costs of water treatment decreased by 20 percent. 8 A series of studies have found the preservation of open space to be a far more economical way to address storm water requirements. Examples include:
* The New York City Department of Environmental Protection projects that the costs of preserving and restoring natural drainage features in 16 Staten Island
5 Nowak, David, Jun Wang and Ted Endreny. "Environmental and Economic Benefits of Protecting Forests Within Urban Areas: Air and Water Quality." The Economic Benefits of Land Conservation. Ed. Constance T.F. de Brun. The Trust for Public Land, 2007. 28-47.
7 dela Cretaz, Avril and Paul K. Barten. Land Use Effects on Streamflow and Water Quality in the North Eastern United States. Boca Raton: CRC Press, 2007. Stream health is measured by a benthic macro invertebrate index related directly to the percentage of impervious surfaces in the watershed. The presence of control measures like stream buffers did not change this relationship (p. 238).
6 Actual Observations of runoff in Indiana show that actual runoff from impervious surfaces was 63 times greater than runoff from forested land. See https://engineering.purdue.edu/SafeWater/watershed/landuse.html.
8 Ernst, Caryn, Richard Gullick and Kirk Nixon. "Protecting the Source: Conserving Forests to Protect Water. " Opflow 30.5 (May 2004). www.tpl.org/content_documents/landandwater_opflow_article.pdf.
watersheds will save tens of millions of dollars in comparison to the costs of constructing and maintaining storm water control infrastructure. 9
* An Army Corps of Engineers study on acquisition of 8,500 acres of wetlands adjacent to the Charles River in Massachusetts estimated costs for engineered flood control measures at $100 million compared to a $10 million cost to acquire the wetlands.
* A recent analysis by the Texas Comptroller found that the environmental benefits from Texas urban parks freed up enough capital for private investment to contribute 3,906 jobs, $233.6 million in gross state product and $153.7 million in personal income annually. 10
Industries Reliant on Open Space
A strong link exists between open space preservation and the health of certain industries. Some sectors of the economy, such as agriculture, forestry and industries that rely on forest products, cannot function without access to open space. Other industries, such as tourism and outdoor recreation, are closely related to open space.
Contribution of Industries Reliant on Open Space to New York State Economy
50
Natural resources like timber, minerals or agricultural land are critical inputs to economic activity. For example, a study by American Farmland Trust reports that agricultural activity in New York's Hudson Valley generated $434.9 million in 2000—economic activity predicated on access to productive agricultural land. When open lands are converted to
9 New York City. Environmental Protection. "The Staten Island Bluebelt." Accessed January 27, 2010. www.nyc.gov/html/dep/html/dep_projects/bluebelt.shtml.
10 Texas. Texas Comptroller of Public Accounts, Susan Combs. Texas State Parks: Natural Economic Assets. September 2008. www.window.state.tx.us/specialrpt/parks/.
other uses, production of natural resources may be impeded or even lost. This, in turn, results in increased costs of transportation in order to bring needed materials in from other areas where they are still available. 11
To be profitable, agriculture requires access to large parcels of productive soils. As farmland is lost to other uses due to rising property taxes and fragmentation of farmland, the viability of farming is threatened. Without public intervention in the form of agricultural zoning, agricultural property tax abatement and/or purchase of development rights, the strong demand for the conversion of farmlands can be overwhelming. 12
Without a critical mass of farms in an area, the support businesses that service farms cannot survive, further threatening the viability of farms. 13 Agriculture is among New York's largest and most vital industries, encompassing 25 percent of the State's landscape and directly generating more than $4.5 billion for the State's economy each year. In 2007, the income generated directly by farms, combined with income generated by agricultural support industries and by industries that process agricultural products, totaled $31.2 billion. 14
Programs to protect farmland can achieve additional economic benefits. A survey of participants in Vermont's program to purchase development rights on farmland found that many farmers reinvested revenues from sale of easements back into their farms. These investments, in turn, improved the profitability of the farms. 15
Forestry also requires significant parcels of open space to be viable. While trees can certainly grow in cities and residential neighborhoods, these settings make it difficult for loggers to operate efficiently. New York's forestry industry employs 60,000 people and contributes $4.6 billion annually to the State's economy. 16 When the value of products manufactured from forest products and the income generated by forest-related recreation and tourism are considered, New York's forests generate approximately $9.0 billion in economic activity on an annual basis. 17
11 Miller, Stephen. "The Economic Benefits of Open Space." The Economic Benefits of Land Conservation. Ed. Leonard W. Hamilton. New Jersey: The Great Swamp Watershed Association, 1997.
12 Esseks, Dick, et al. "Sustaining Agriculture in Urbanizing Counties: Insights from 15 Coordinated Case Studies. " January 2009. University of Nebraska, Lincoln.
http://ofp.scc.wa.gov/wp-content/uploads/2008/10/sustaining-agriculture-in-urbanizing-counties.pdf.
13 An economic survey of farms and farm-related businesses in New York's Hudson Valley showed that the number of farm-related businesses declined as acreage in farmland declined. Agricultural and Community Development Services,
LLC.
At a Crossroads: Agricultural Economic Development in the Hudson Valley
. Northeast Field Office, Saratoga
Springs, New York: American Farmland Trust. 2004.
www.farmlandinfo.org/documents/29996/New_York_Hudson_Valley_Summary_Report.pdf.
14 Bills, Nelson and Gregory Poe. "Agriculture and the Environment: Trends in New York Land Use and Highlights of the 2008 Farm Bill." New York Economic Handbook 2009. Ed. Department of Applied Economics and Management, College of Agriculture and Life Sciences. Ithaca: Cornell University, December 2008.
http://aem.cornell.edu/outreach/extensionpdf/2008/Cornell_AEM_eb0825.pdf.
16 New York. Department of Environmental Conservation. "Forests." Accessed January 27, 2010. www.dec.ny.gov/lands/309.html.
15 Furgeson, Kirseten and Jeremiah Cosgrove. From the Field: What Farmers Have to Say About Vermont's Farmland Conservation Program. Northeast Field Office, Saratoga Springs, New York: American Farmland Trust. 2000. www.farmlandinfo.org/documents/29389/From_The_Field.pdf.
17 North East State Foresters Association. The Economic Importance of New York's Forests. March 2001. www.nefainfo.org/publications/nefany.pdf.
Similarly, New York's open spaces attract significant numbers of visitors, many of whom come from out-of-state. A 1987 study conducted by the President's Commission on Americans Outdoors cited natural beauty as the most important factor in attracting tourist visits. 18 New York's tourism industry generates approximately $43 billion annually. 19 While not all of this money is generated through tourism related to open space, there is evidence that open space is a significant attraction. For example, according to the Adirondack Regional Tourism Council, between seven and ten million tourists visit the Adirondack Park annually. 20
Another way in which open space contributes to the State's economy is by providing opportunities for outdoor recreational activities. According to information generated by the Outdoor Industry Foundation (OIF), 18.4 million people participated in some form of nonmotorized outdoor recreation in New York State in 2005. 21 As reported by OIF, sales of equipment for these pastimes generated $11.3 billion annually in retail sales and services in New York State. 22
A recent study by Parks and Trails New York estimates $1.9 billion in economic activity is generated by the 55.7 million annual visitors to the New York State Park System. 23 This demonstrates the economic value of New York's park system, in addition to its recreational and ecological value.
Open Space Preservation and Municipal Revenues
A common misperception is that open space protection translates into a loss of revenues for municipalities. While replacement of farming or forestry land with residential, commercial or industrial uses can produce an increase of gross revenues, that increase can be more than offset by an increase in the demand for services. In addition, conversion of land from less intensive uses to more intensive uses can come at the expense of adjacent urbanized areas, as shown by a Brookings Institution study of upstate New York. 24
Studies have shown that open space demands fewer municipal services than lands in other use. Consequently, open space tends to generate greater municipal tax revenue than the value of services required by these lands. In comparison, lands in residential use typically consume services of greater value than the property tax revenues generated by
18 Fausold, Charles J. and Robert J. Lilieholm. "The Economic Value of Open Space: A Review and Synthesis." Environmental Management 23.3 (April 1999): 307-320.
New York. Adirondack Regional Tourism Council. "Fast Facts." Accessed January 27, 2010. http://visitadirondacks.com/newsroom/fast-facts.html.
19 New York. Empire State Development. "Empire State Development News." Accessed January 27, 2010. www.nylovesbiz.com/press/press_display.asp?id=868. 20
21 Outdoor Industry Foundation. "The Active Outdoor Recreation Economy: A $730 Billion Contribution to the US Economy." Fall 2006. www.outdoorindustry.org/pdf/NewYorkRecEconomy.pdf 22 Ibid.
23 Heintz, James, Robert Pollin and Heidi Garret-Peltier. The New York State Park System: An Economic Asset to the Empire State. March 2009. Published by Parks and Trails New York. www.ptny.org/pdfs/advocacy/peri_full_report.pdf. 24 Pendall, Rolf. "Sprawl Without Growth: The Upstate Paradox." The Brookings Institution Survey Series. 2003. The Brookings Institution Center on Urban and Metropolitan Policy. www.brookings.edu/~/media/Files/rc/reports/2003/10demographics_pendall/200310_Pendall.pdf.
these lands. 25 Protected open space that remains on municipal tax rolls can produce a net profit for the municipality when the cost of services consumed by the property is compared with revenues generated.
Although the net revenue gain from residential development may be negative, residential development does increase land valuation for property tax purposes. This increased valuation may lead municipal officials to approve development projects that are either inconsistent with municipal planning or improperly sited. 26 These decisions, when coupled with the higher demand for services generated by residential development, can actually increase tax rates and overall tax bills for individual properties. A comparison of towns in New Jersey conducted by the Association of New Jersey Environmental Commissions found that per capita tax increases between 1970 and 1990 were significantly lower in towns with sizable percentages of protected lands and substantial farmlands. 27 In other words, open space preservation can actually help to keep taxes lower.
Conversely, loss of open space can increase per capita tax rates in a community. It can also negatively impact the tax base of adjacent communities. The Brookings Institution studied the causes and effects of loss of open space in upstate New York. 28 The study found that from 1982 to 1997, 425,000 acres of upstate New York were urbanized, an increase of 30 percent. During this time period, population growth in the region was negligible. One of the effects of the new urbanization was the reduction in population and tax base of previously established urban centers. During the decade from 1990 through 2000, the assessed value of property in upstate cities declined by 7.0 percent. 29
Some forms of open space protection, however, remove the property from the tax rolls. Even in circumstances where the municipality purchases either an easement of development rights or the full ownership rights on the land (known as fee title), several studies report net fiscal benefits to municipalities over relatively long pay-back periods of 15 years or longer. 30 This effect is produced through a combination of maintaining ecosystem services and limiting the growth in demand for services due to the preservation of open space.
In the case of New York State-owned lands, the State pays property taxes to towns, villages, school districts and special taxing districts for some categories of State-owned open space. The broadest categories of land on which property taxes are paid are lands held as State Reforestation Lands, the New York State Forest Preserve and some
25 Auger, Philip A. "Does Open Space Pay?" Natural Resource Network. 1996. University of New Hampshire Cooperative Extension. http://extension.unh.edu/resources/representation/Resource000400_Rep422.pdf; American Farmland Trust. Does Farmland Protection Pay? The Cost of Community Services in Three Massachusetts Towns. Massachusetts Department of Food and Agriculture. June 1992.
27 Association of New Jersey Environmental Commissions. "Open Space is a Good Investment: The Financial Argument for Open Space Preservation." Resource Paper. www.anjec.org/pdfs/OpenSpaceGoodInvestment2004.pdf.
26 American Farmland Trust. Does Farmland Protection Pay? The Cost of Community Services in Three Massachusetts Towns. Massachusetts Department of Food and Agriculture. June 1992.
28 Pendall, Rolf. "Sprawl Without Growth: The Upstate Paradox." The Brookings Institution Survey Series. 2003. The Brookings Institution Center on Urban and Metropolitan Policy.
www.brookings.edu/~/media/Files/rc/reports/2003/10demographics_pendall/200310_Pendall.pdf.
Ibid. 30 Association of New Jersey Environmental Commissions. "Open Space is a Good Investment: The Financial Argument for Open Space Preservation." Resource Paper. www.anjec.org/pdfs/OpenSpaceGoodInvestment2004.pdf.
29
properties owned by the New York State Office of Parks, Recreation and Historic Preservation.
Property taxes are also paid on other State-owned lands based on specific sections of the New York State Real Property Tax Law. According to projections by the New York State Office of Real Property Services, the State paid approximately $173.4 million in property taxes to local governments in 2007. State reforestation lands and forest preserve lands are primarily held in undeveloped, wilderness uses. In these circumstances, the cost of municipal services for such lands should be minimal, and the net positive revenue impact is, therefore, significant.
Open Space Preservation and Other Policy Goals
There is a tendency to view open space as economically unproductive, contributing minimally to local economies and tax revenues, or even as fiscally damaging to municipal governments. This view fails to consider the many positive economic effects documented from open space. While conflicts may occur between open space preservation and other municipal goals, local decision-making that explicitly examines economic, environmental and quality-of-life considerations will best serve a community's long-term interests.
In regions of the State with high-value housing markets, such as Long Island, open space protection is sometimes viewed as further increasing already high housing prices by contributing to the scarcity of land for residential development. Since less land is available for development, open space preservation can contribute to increased land values. In addition, due to the aesthetic, recreational and other potential values of open space, property values of adjacent lands often increase. 31 A number of studies support the link between land scarcity and higher housing values. 32 However, this link between land scarcity and higher property values must be assessed while also considering the positive benefits of open space preservation—which can mitigate increases in tax rates by providing ecosystem services and reducing the demand for municipal services.
It is also difficult to single out open space protection as the most significant of all the factors affecting housing affordability, since factors other than open space protection, such as restrictive zoning or long delays in processing building permits, are also highly correlated with increasing housing prices. 33 Rising property tax rates, for example, are widely identified with increased costs of housing.
Since open space preservation may actually assist in holding down property taxes, well-designed open space protection programs that target specific lands, which provide
31 Fausold, Charles J. and Robert J. Lilieholm. "The Economic Value of Open Space: A Review and Synthesis." Environmental Management 23.3 (April 1999): 307-320.
33 Case, Karl E. and Christopher J. Mayer. "Housing Price Dynamics within a Metropolitan Area." Regional Science and Urban Economics 26 (1996): 387-407. www.wellesley.edu/Economics/case/PDFs/dynamics.pdf.
32 Kahn, James A. "What Drives Housing Prices." Federal Reserve Bank of New York Staff Reports, no. 345. September 2008. www.newyorkfed.org/research/staff_reports/sr345.pdf; Case, Karl E. and Christopher J. Mayer. "Housing Price Dynamics within a Metropolitan Area." Regional Science and Urban Economics 26 (1996): 387-407. www.wellesley.edu/Economics/case/PDFs/dynamics.pdf; Scanlon, Rosemary. "Raise the Roof, Lower the Costs: Construction Costs and Housing Affordability in New York City." Rethinking Development Report, No. 4 June 2008. Manhattan Institute. www.manhattan-institute.org/html/rdr_04.htm.
high value ecosystem services or preserve farmland, timberland or other lands that support economic production, need not conflict with municipal housing goals.
For example, the four largest categories of lands (by acreage) targeted by the Long Island Town of Southampton's Community Preservation Project Plan are Central Pine Barrens Plan—Core Preservation Area (12,461.22 acres), Open Space/Greenbelt Areas (6,446.35), Agricultural Lands (4,252.69), and Wetlands (2,229.22). 34 Together these areas constitute 84 percent of Southampton's overall target of protecting 30,061.53 acres. In the Core Preservation area, development is highly regulated pursuant to State Law, a factor that would complicate use of these lands for purposes other than open space. 35 The list of Open Space and Greenbelt Projects included in the Southampton Plan shows that the majority of these projects comprise headland streams, streams and rivers and their banks, and marshes and swamps.
All of these land types either pose development challenges or may not be ideally suited for housing. For example, wetlands or floodplains pose regulatory and engineering challenges and have drainage features, like flood tendencies, which make them less desirable as development sites. To convert agricultural land to residential use, infrastructure investments, as well as access to transit and other services, may be required. All of these factors, as well as zoning ordinances and administration of ordinances pertaining to development, affect housing prices.
Tools for Open Space Protection: State, Local and Private
Open space protection occurs at the federal, state and local levels and involves a variety of actors and programs.
State Land Acquisition
Currently, New York State ranks first among all states in the country in numbers of state parks, recreation areas and natural areas, and second, after Alaska, in state park 36 acreage.
New York State government generally protects land through:
* The purchase of lands in full fee title, where the State takes ownership of all of the rights in the land in question; or
* The purchase of easements, where the State purchases some of the use rights in the land.
Lands purchased by the State in full fee title for open space purposes may be managed as State forest preserve, State reforestation areas, wildlife management areas or State
34 Town of Southampton Community Preservation Project Plan. Accessed February 4, 2010. www.southamptontownny.gov/FTP/SEQRA/CPF/introduction.pdf.
36 O'Leary Morgan, Kathleen and Scott Morgan, ed. State Rankings 2008: A Statistical View of America. CQ Press, Washington, DC: CQ Press, 2008: 256; Hovey, Kendra A. and Harold A. Hovey. CQ's State Fact Finder 2007: Rankings Across America. Washington, DC: CQ Press, March 2007: 86.
35 Article 57, Title 1, of the New York State Environmental Conservation Law.
parks. 37 The State pays property taxes on lands designated as forest preserve or State reforestation areas, and on some State Parks.
When the State purchases an easement for open space protection purposes, the State typically purchases only those use rights that would interfere with the open space protection purposes of the easement. Easements, where the underlying fee title to the land is retained by a private landowner, are purchased through a variety of programs including farmland protection, conservation easements and public fishing rights. Although State easement programs typically allow ongoing economic use of the land by private landowners, such use may be limited under the terms of the easement.
For example, working forest conservation easements allow the holder of the underlying fee title to practice forestry, but typically require sustainable practices. Conservation easements may or may not include rights of public access. Under the terms of these easements, public access is typically restricted to certain uses that do not interfere with the titleholder's use of the lands. Private landowners generally continue to be the responsible party for property tax obligations on the lands, although land valuation may be reduced to reflect the diminished development potential due to the terms of the easement.
In the early 19 th century, New York State began to create modern urban parks in its population centers. These lands were often already in some form of public use that was converted to publicly accessible open space. For example, Manhattan's Bryant and Washington parks were potter's field cemeteries until the 1820s when they were converted to parks. 38 Some of the earliest lands acquired by New York State for open space purposes were timber lands in the Catskill Mountains on which all economically harvestable timber had been cut and on which landowners had stopped paying taxes. 39
Significant Government-Managed Open Space Holdings in New York
Category
Acr ea
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es
Source: 2009 Draft New York State Open Space Plan: www.dec.ny.gov/lands/317.html
37 The State also purchases lands for purposes other than open space, such as transportation, correctional and mental health facilities.
39 VanValkenburgh, Norman J. The Forest Preserve of New York State in the Adirondack and Catskill Mountains: A Short History. Fleischmanns, New York: Purple Mountain Press, June 1996.
38 New York City. Department of Parks and Recreation. "Bryant Park." Accessed February 8, 2010. www.nycgovparks.org/parks/bryantpark/dailyplant/19637.
Since that time, most lands have been acquired for open space purposes through purchase. To pay for acquisition of land for parks, forest preserve and other open space purposes, the New York State Legislature has placed eleven resolutions proposing bond acts before the State's voters. Voters approved 10 of the 11 bond acts proposed for a variety of environmental purposes. These bond acts have authorized State debt in the amount of $1.2 billion for land acquisition, park improvements and heritage area projects.
In addition, Chapter 610 of the Laws of 1993 established the New York State Environmental Protection Fund (EPF). The EPF provides funding for a variety of environmental conservation programs through three accounts: solid waste; parks, recreation and historic preservation; and open space. Since the inception of the EPF, more than $1.1 billion has been appropriated to the open space account and $730 million has been appropriated to the parks, recreation and historic preservation account. Both accounts fund programs that support open space conservation.
Historically, New York State has been in the forefront of open space conservation efforts. In 1833, New York created the first state park in the nation at Niagara Falls. New York also led the movement to preserve wilderness by creating the New York State Forest Preserve in the Adirondack and Catskill parks in 1885. 40
The Adirondack and Catskill parks continue to be models for open space conservation. The Parks include both private and public lands, with approximately 2.6 million acres, or 43 percent, of the Adirondack Park and 287,500 acres, or 41 percent, of the Catskill Park in public ownership. Approximately 130,000 people reside permanently in the Adirondack Park and 50,000 reside in the Catskill Park. In 1894, State constitutional protections were extended to State owned land in the Parks. Article 14, Section 1 of the New York State Constitution prohibits the taking or destruction of timber on the Forest Preserve, or the sale or lease of these lands. The Adirondack Park is distinct in that it is one of the few regions in New York where an overlay of State land use regulations govern certain categories of development projects.
There are two other notable examples of State-established land use management plans with which local land use decision making is coordinated: the Long Island Pine Barrens and the Albany Pine Bush. Both of these regions are representative of rare pitch pine ecosystems and are in areas that were attractive for conversion to residential and commercial land uses. In both cases, State laws were passed to protect habitat and other ecosystem services provided by open space.
Chapter 792 of the Laws of 1988 established the Albany Pine Bush Preserve Commission to protect and manage a pocket of pitch pine-scrub oak habitat in the City of Albany and the towns of Guilderland and Colonie in Albany County. The Commission was charged with development and implementation of a management plan to protect and manage the 2,725 acres of publicly owned lands for habitat protection and recreation. The
40 Chapter 283 of the Laws of 1885 defined the New York State Forest Preserve as State owned lands in the counties of Clinton, Essex, Franklin, Fulton, Greene, Hamilton, Herkimer, Lewis, Saratoga, Saint Lawrence, Sullivan, Ulster, Warren, Washington. State lands in Delaware and Oneida counties were later added to the Forest Preserve The boundaries of the Adirondack Park were established by Chapter 707 of the Laws of 1892. The boundaries of the Catskill Park were established by Chapter 233 of the Laws of 1904.
Commission reviews and advises on development projects in a 12,500 acre study region surrounding the Preserve. The Commission has also identified property in the study region that would be suitable to add to the preserve through future acquisition. The Albany Pine Bush Preserve is one of only two known New York State habitats of the endangered Karner Blue Butterfly.
The Long Island Pine Barrens Protection Act (Act), Chapter 262 of the Laws of 1993, identifies 102,500 acres as the Central Pine Barrens, located in Suffolk County. Designed to preserve aquifer recharge and habitat functions in a "core preservation area," as well as to promote compact growth in suitable "compatible growth areas," the Act was an early example of legislation that advanced smart growth. The Act also helped to pioneer systems to transfer development rights. In the Central Pine Barrens, development rights- termed Pine Barrens Credits--can be transferred from privately owned land in the 55,000 acre core area to parcels in the compatible growth area to increase development intensity. Approximately 38,000 acres in the core area are in public ownership. Implementation of the Act is accomplished by the Central Pine Barrens Joint Planning and Policy Commission in conformance with the Central Pine Barrens Comprehensive Land Use Plan.
Local Government
Local governments play a vital role in open space protection and have a variety of tools at their disposal, including land use planning and regulation, and acquisition of open space or development rights. In New York, virtually all land use regulation takes place at the municipal level (i.e., in a city, village or town government). Land use planning is also primarily a municipal function, although State law provides for certain planning functions at the county and regional levels.
Land use regulation and planning allow local governments to manage growth and development and to direct development to those locations already served by public infrastructure (water, sewer and roads). The most common method of municipal land use control is to adopt zoning laws, which regulate the use of land by area or district, including the type of development that can occur (e.g., residential, commercial), as well as the density of such development (multifamily vs. single family, acres per building lot, etc.) and other details such as building height, parking and access. Zoning regulations may also designate areas as agricultural or forestry lands. Municipalities can address open space protection through site plan approval and subdivision regulations. These tools can identify appropriate locations for structures, roads and other infrastructure to preserve important natural features of a development site. Open space preservation is also achieved through strategies such as "cluster development"—where construction is concentrated in a portion of a subdivision while the rest of the land is maintained as open space.
In addition, municipalities can adopt ordinances expressly designed to protect certain forms of open space, such as wetlands, or certain features of the landscape, such as scenic vistas. These ordinances typically operate by requiring permits for actions that could harm areas deemed sensitive.
Land use regulations generally implement plans, including those for the protection and enhancement of open space, by managing growth and development in ways that accomplish local goals. Cities, towns and villages are authorized to prepare comprehensive plans, on which zoning and other land use controls will be based. Legal authority exists for either a separate open space plan or inclusion of open space elements within a comprehensive plan. Traditionally, comprehensive plans completed by municipalities include an open space element just as they include elements on transportation, utilities, community facilities, housing and other needs. Communities pursuing local open space planning and conservation should fully integrate those activities with the development and adoption of local comprehensive plans.
As of 2008, 69 percent of towns and 53 percent of counties in New York State had adopted comprehensive plans and 71 percent of towns had adopted zoning ordinances. 41 The Department of State provides a comprehensive Open Space Planning Guide as well as training and materials on land use planning, regulation and open space protection. 42 For example, the Department's Division of Local Government Services provides training programs for municipal officials on planning for open space protection. 43 In addition, a variety of other State programs assist municipalities in specific regions in conservation planning. 44
Local governments also can preserve lands through purchase or easements. The General Municipal Law establishes open land preservation as a public purpose and authorizes local governments to expend public funds to acquire interests or rights in real property to preserve open space. After acquisition, the valuation of the open space areas for property taxes may take into account and be limited by the restriction on the future use of the parcel.
General revenues can be spent, or local general revenue bonds can be issued for the purpose of acquiring open space resources. A dedicated revenue stream is another approach to funding open land acquisition or protection. However, no general provision of law allows municipalities to establish open space protection funds. Currently only a limited number of municipalities have been granted authority by the New York State Legislature to create funds—known as Community Preservation Funds—to protect open space. These funds are usually capitalized through a portion of the community's real estate transfer tax and are subject to a vote of local residents.
41 New York State Legislative Commission on Rural Resources Chair Senator George H. Winner, Jr. New York Land Use Tools: Counties, Cities, Towns and Villages. A 2008 Survey of Land Use Planning & Regulations in NYS. www.dos.state.ny.us/lgss/pdfs/RuralResourceSurvey.pdf.
43 See www.dos.state.ny.us/lgss/training.htm.
42 New York State Department of Environmental Conservation and Department of State. Local Open Space Planning Guide. May 2007. www.dos.state.ny.us/lgss/pdfs/openspaces.pdf.
44 See www.dec.ny.gov/docs/lands_forests_pdf/osp09chapter6.pdf. The 2009 New York State Open Space Plan contains a comprehensive list of State programs that partner with municipalities and private landowners. In addition the New York State Department of State's, Division of Local Government Services and the New York State Office of the State Comptroller's, Division of Local Government and School Accountability provide assistance and training to local governments.
Currently, 11 New York State Towns have specific authority to create community preservation funds. 45 In addition, Chapter 596 of the laws of 2007 gave municipalities in Putnam and Westchester counties the authority to create these funds. The towns of East Hampton, Southampton, Southold, Riverhead and Shelter Island on Long Island and the Hudson Valley towns of Red Hook and Warwick established community preservation funds through State legislative enactment and a local vote. These towns implemented a planning program to identify open space values to protect, parcels of land in line with these values and mechanisms to protect them.
Private Protection Programs
Government and private organizations offer a number of programs to assist private landowners in protecting open space values.
State and federal agencies offer programs that assist landowners in managing their property for open space purposes. For example, the New York State Department of Environmental Conservation runs a Cooperative Forest Management Program that offers private landowners assistance from a trained forester in the development of a forest management plan. 46 The plan identifies the landowner's goals for the forested land and then identifies activities to manage the lands to meet these goals. The federal government offers the Environmental Quality Incentives Program, which offers funding to assist landowners in implementing management actions. 47
Private land trusts are nonprofit organizations dedicated to preserving open space. They work with landowners to develop plans for preserving some or all of the open space values found on their land. Plans can range from purchase of the land in fee title to purchase of an easement that transfers development rights, or from exclusive use rights for the land trust to an informal agreement to use the land in ways that preserve open space values. Typically, land trusts work with landowners whose property contains desirable characteristics such as habitat for endangered plants or animals, or unique recreational opportunities. The New York State Conservation Partnership Program provides grants and technical support to regional land trusts with funds from the New York State Environmental Protection Fund (EPF). This program has assisted 67 regional land trusts in the conservation of more than 11,000 acres of open space. A benefit of the Conservation Partnership is that it helps attract funding from sources other than the State. With an investment of $4.6 million in EPF funds this program has leveraged $10 million additional conservation funding.
Tax Abatement
New York State has created programs to abate property and income taxes to encourage landowners to maintain land uses that preserve open space values. To address the needs of agriculture and forestry, New York State Law provides favorable property tax treatment
45 Section 64 of the New York State Town Law. Towns with authorization to create community preservation funds are East Hampton, Riverhead, Shelter Island, Southampton, Southold, Brookhaven, Warwick, Red Hook, Chatham, Fishkill and Northeast.
.
47 See www.dec.ny.gov/lands/53625.html.
46 See www.dec.ny.gov/lands/5230.html
for certain farm and timber lands. State law also provides tax credits applicable to State income tax obligations for State taxpayers who donate conservation easements. 48
New York State's Real Property Tax policies give significant latitude to local governments in assessing the value of real property, often resulting in significant variability in assessment practices from locality to locality. The financial pressure of property taxes may contribute to decisions by landowners to subdivide and develop their property, reducing the open space value of the land. Assessment practices can contribute to raising tax bills on parcels in ways that make it uneconomic for certain land uses to continue. For example, in areas that are undergoing development, if the characteristics of a parcel and local ordinances would allow subdivision to occur, assessors may assign a value to unused land that is part of a parcel based on its value as a subdivided building lot. Or, in regions where timber production is a predominant land use, assessors may include the contributory value of standing timber in a property's assessed value.
Landowners must manage forest crops for many years to realize a return on investment, and annual property taxes can make forest management unprofitable. New York State has established tax exemptions on lands in timber production, recognizing their economic value. The program currently in effect—called the 480-a program (Section 480-a of the Real Property Tax Law)—is open to property owners with at least 50 acres of timberland who maintain a timber management plan and harvest timber on a schedule identified in the plan. Under the program, the value of the exemption is 80 percent of the assessed value of certified lands or any assessed value over $40 per acre, whichever is less. At the time of timber harvest, a 6.0 percent yield tax is due to municipal taxing jurisdictions based on the value of timber harvested. 49
The 480-a program contains several provisions to ensure that it achieves its goal of promoting forest management, and is not simply an undue benefit for large landowners or real estate speculators. To remain in the program, landowners must commit their lands every year to forest management for an additional ten years. Landowners who do not file this annual commitment lose the tax benefits of the program, but must still adhere to the forest management plan for the life of the most recent ten-year commitment. Violation of the ten-year forest management commitment results in a penalty tax of 2.5 times the tax savings received in the prior ten years plus interest. 50
The 480-a program only abates property taxes on land in active timber production. Lands that are part of a parcel enrolled in the program but are unsuitable for timber production, such as lakes, streams, wetlands and rocky outcrops, are excluded from the program. Any protection of ecosystem services beyond timber production is incidental to the program's purpose.
New York State's Agriculture Districts Law (Article 25-AA of the New York State Agriculture and Markets Law) provides reduced property tax assessment on lands used for
48 Section 606.kk of the New York State Tax Law.
49 Joint Report of the New York State Department of Environmental Conservation and Board of Equalization and Assessment on the Forest Tax Laws (Sections 480 & 480a of the Real Property Tax Law). December 1993. www.orps.state.ny.us/ref/pubs/forestlaws/section1.htm. 50 Ibid.
agriculture. The assessment is restricted to properties where at least seven acres of land has been in agricultural production for the prior two years, generating at least $10,000 in income. The value of the assessment on a particular farm is determined from values assigned to categories of soil by the Department of Agriculture and Markets and the New York State Board of Real Property Services.
Some of New York's neighboring states offer less restrictive and more broadly purposed property tax exemption programs to encourage landowners to maintain their lands in open space. For example, Pennsylvania offers property tax abatements for landowners who maintain at least 10 acres of land in either active agricultural use, as agricultural reserve use lands open to public access, or forest reserve use. Tax rates for lands enrolled in this program are set by the Pennsylvania Department of Agriculture. 51
Recommendations
New York State should take additional steps to encourage local open space planning and help ensure that the economic benefits of open space are recognized. The Office of the State Comptroller provides the following seven recommendations for State and local governments to consider.
Support Local Open Space Planning
New York State should encourage municipalities to undertake and implement plans to conserve the ecosystem services provided by open space. Planning to address water quality is particularly important.
In addition, the State must continue to provide training and other support services to municipalities to ensure that they have the necessary expertise to recognize the value of open space protection, identify valuable open space resources within their jurisdictions and identify appropriate mechanisms to protect open space values.
New York State should encourage good planning at the municipal level, to help ensure that critical local land use decisions are well-supported, because these decisions may raise or lower the cost of infrastructure and other services for all New Yorkers. For example, the New York State Department of Environmental Conservation (DEC) and Department of Health project that it will cost more than $70 billion over the next 20 years to pay for the necessary maintenance and upgrading of New York's water and sewer infrastructure. 52 Land use decisions by municipalities related to efficient use of existing infrastructure and preservation of ecosystem services will contribute to either raising or lowering these costs.
Finally, New York State government should consider setting standards for incorporating ecosystem services into municipal land use plans. In addition, the State should provide incentives to encourage municipalities to conduct planning that conforms with standards. An example of this is found in proposed legislation to promote smart growth by giving priority in the distribution of State assistance to local governments that have adopted
51 See www.timbertax.org/statetaxes/states/proptax/pennsylvania.asp.
52 Office of the State Comptroller, Division of Local Government Accountability "Cracks in the Foundation: Local Government Infrastructure and Capital Planning Needs" www.osc.state.ny.us/localgov/pubs/research/capitalplanning.pdf.
comprehensive land use plans. New York State should ensure that all municipal governments have the resources necessary to plan to protect the low cost ecosystem services provided by open space and reward those municipalities that actually do so.
Allow Municipalities to Establish Community Preservation Funds
Currently only a limited number of New York State municipalities have authority granted by the State Legislature to create funds—known as Community Preservation Funds—to protect open space. To expand the availability of such funds, legislation could be enacted by the State to authorize any municipality to create a community preservation fund, rather than the current practice of requiring a separate, special legislative act for each municipality. State law granting this authority to municipalities in Westchester and Putnam counties requires that these municipalities develop Community Preservation Plans that identify priorities for expenditure of funds. 53 Eligible voters in the respective municipalities then vote on whether or not to create a municipal funding stream to implement the plan. This two-step process for creating funds will ensure that municipalities adequately evaluate the open space values and functions desirable for preservation within their jurisdiction and that the ultimate plan adopted is supported by local residents.
Evaluate Adequacy of Protections for Lands Providing Ecosystem Services
New York State should evaluate existing regulatory programs to determine if they adequately preserve ecosystem services. For example, wetlands and buffers of natural vegetation adjacent to water bodies can retain floodwaters and remove contaminants contained in surface runoff. The DEC should determine if statewide regulation and other relevant rules and laws addressing land use in wetlands and lands adjacent to water bodies are adequate to preserve ecosystem functions on the lands in question.
Improve State-Level Planning for Open Space to Address Funding
While New York State's existing Open Space Planning process comprehensively assesses land conservation needs on a statewide basis, this process does not include identification of funding needs on a long-term basis, or identify funding sources to meet these needs. The DEC should include assessment of long-term capital needs for open space conservation and identify potential sources of funding to address these needs.
Improve Administration of Funds for Open Space Programs
The 2009 New York State Open Space Conservation Plan states that between 1996 and 2008, farmland protection projects totaling $556 million were not funded due to insufficient program resources. These projects represent lost opportunities to promote a healthy farm economy and to preserve the watershed protection services provided by the farm lands. Given the fiscal challenges facing the State, it is critical to prioritize available funding effectively, and to ensure that it is used in areas where demand is greatest and where the potential return on the State's investment is maximized. A comprehensive assessment of administration of the Environmental Protection Fund and other funding available for open space programs should be conducted to ensure that funds are being appropriately spent and that available funding is being targeted appropriately.
53 New York State Chapter 596 of the Laws of 2007.
Encourage Private Land Conservation
Programs that provide conservation assistance to private landowners, such as the DEC Cooperative Forester Program, promote land management decisions that preserve open space values on the land. In addition these programs may help landowners generate an income from their property which can obviate the need to subdivide and develop the property. New York State should explore opportunities to expand the reach of these programs through working with municipal governments and other programs like Cooperative Extension or soil and water districts that already provide educational services to landowners.
Private land trusts perform a valuable function in educating private landowners on open space values found on their property and developing land use plans that allow them to preserve these values while realizing other goals, such as earning income or allowing recreational use. New York State should explore ways to build on the success and effectiveness of existing public/private partnerships such as the New York State Conservation Partnership Program to encourage private land conservation efforts.
Consider Tax Abatements Reflecting the Value of Ecosystem Services
Numerous studies have shown that natural drainage and water purification services provided by open space can substantially reduce public expenses to provide these services. Property assessment practices that value undeveloped land based on its potential value as development lots create an incentive for landowners to convert their lands in ways that reduce or eliminate water-related ecosystem services. As natural water retention and purification functions are lost, they will have to be replaced with engineered systems administered by municipal entities and paid for by property taxes. This circumstance raises property tax rates for all residents. Studies also show that programs that preserve natural features, such as wetlands or forests (natural infrastructure), that prevent the rapid release of storm water and filter pollutants from surface water can offset the need for investments in engineered storm water management infrastructure, water purification systems and increasing capacity at sanitary sewers.
If it can be established that property tax abatement programs designed to encourage preservation of natural infrastructure provide a broad public benefit, are beneficial to all taxpayers and will not impair the ability of municipalities to provide required services, New York State should consider establishing tax abatements that encourage landowners to maintain natural storm water abatement and water purification features on their lands. This approach is supported by a 1993 report on implementation of New York's forest tax laws produced by the DEC Commissioner and the Secretary of the Board of Equalization and Assessment at the direction of the State Legislature. The report recommended that the State amend the 480-a program to allow participants to manage for a "broader array of forest values," including those addressing water quality. 54 Any such program should include protections such as those found in the 480-a program to ensure that the program accomplishes its goals and does not provide an undue benefit to large landowners or real estate speculators.
54 Joint Report of the New York State Department of Environmental Conservation and Board of Equalization and Assessment on The Forest Tax Laws (Sections 480 & 480a of the Real Property Tax Law). December 1993. www.orps.state.ny.us/ref/pubs/forestlaws/section1.htm.
Conclusion
Well-planned open space protection can work together with other initiatives designed to meet the vital needs of municipalities in economic development, affordable housing and fiscal health. Rather than conflicting with other goals, open space preservation can provide significant economic benefits. Not only does open space indirectly support industries (such as forestry, forest based manufacturing, agriculture, outdoor industries and tourism) that generate billions of dollars in the economy, it directly produces critical ecosystem services. The choice for natural drainage over an engineered replacement can translate into substantial cost savings for a municipality. This, however, is just one example of how public infrastructure costs and therefore, local taxes, can be reduced by utilizing the ecosystem services of open space.
Regional economic growth can also be enhanced by preserving open space, whether by promoting industry, maintaining aesthetic values or offering outdoor recreational opportunities. This, in turn, is linked to property values, which impact local revenue. The potential to rely upon natural ecosystem services, rather than constructing artificial replacements, directly impacts local expenditures. The interconnection among the goals of fiscal health, affordable housing and economic growth makes it ever more important to ensure that open space plans are well designed.
Well-designed plans, however, are predicated upon a thorough evaluation of a community's goals. State and local governments must clearly identify the uses of open space they wish to pursue. Since conflict can occur between different uses of open space, it is critical to ascertain the desired goals for an area. New York State reviews and prioritizes its statewide open space protection activities every three years as required in a planning process. 55 Many local governments also produce open space planning documents. By engaging in a planning process, municipalities can weigh open space protection goals in concert with other municipal goals to mitigate potential conflict.
55 Article 49, Title 2 of the New York State Environmental Conservation Law. The New York State Open Space Plan outlines New York State's goals in acquiring open space, rates potential parcels of open space and lists specific parcels of land with the preferred method of protecting the land. The Open Space Plan can be viewed on the DEC's website at www.dec.ny.gov/lands/47990.html. | <urn:uuid:8b1c00c3-af4d-46d9-bee1-f4c87cb4fb29> | CC-MAIN-2025-05 | https://extapps.dec.ny.gov/docs/lands_forests_pdf/openspacepres.pdf | 2025-01-22T16:44:56+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363457.40/warc/CC-MAIN-20250122163143-20250122193143-00132.warc.gz | 235,755,867 | 12,390 | eng_Latn | eng_Latn | 0.99259 | eng_Latn | 0.993255 | [
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Tuberculosis （TB） is still present
in Japan.
Number of newly registered patients with TB （2023） Number of newly registered patients with TB （2023）
Estimated death toll （2023） Estimated death toll （2023）
1,587
10,096
For the early detection of TB
If you have a cough or phlegm lasting two weeks or more, or if you experience a persistent mild fever or fatigue, seek medical attention as soon as possible.
ORGANIZER
SUPPORT
Prevent Common respiratory infections
Seasonal flu
COVID-19
Bacterial pneumonia
Etc.
To prevent respiratory infections
Effective infection control measures include good ventilation, hand washing, hand disinfection, and wearing a mask.
Q & A about tuberculosis （TB） and respiratory infections
Q1
How is TB transmitted?
TB spreads through small droplets containing TB, released into the air when a person with advanced TB
coughs or sneezes. Others can get infected by inhaling these small droplets (airborne transmission). Symptoms like a persistent cough, phlegm, mild fever, and fatigue, can be subtle in the early stages, especially in the elderly individuals. If you have a cough or phlegm lasting two weeks or more, or persistent mild fever or fatigue, seek medical attention promptly.
Q
2 What do I need to be cautious about in my daily life?
Regular health checkups, including chest X-rays, are crucial for early detection of TB. Early identification allows effective treatment, reducing the risk of severe illness and preventing the spread to others.
Q 3 Can TB be cured by treatment?
Yes, TB can usually be cured with a course of multiple anti-TB medications over 6 to 9 months. It is crucial to follow your doctor's instructions and complete the full course to avoid drug resistance and ensure effective treatment.
Q 4 What kinds of respiratory infections are there?
Common respiratory infections include diseases such as COVID-19, seasonal flu, RS virus infection, and bacterial pneumonia. They often spread through droplets from coughs or sneezes.
Q5
How can I prevent respiratory infections?
Effective infection control measures include hand washing and cough etiquette. Wash your hands frequently, especially after being outdoors, before and after cooking, and before eating. Cover your nose and mouth with a mask, tissue, handkerchief, or sleeve when you cough or sneeze.
National immunization programs for COVID-19, seasonal flu, and pneumococcal infections are available for people at higher risk, including the elderly and those with pre-existing medical conditions. Contact your local health department for more details.
ORGANIZER
SUPPORT | <urn:uuid:72f7504c-6bc3-4b34-b41a-df569a5e6b9a> | CC-MAIN-2025-05 | https://www.mhlw.go.jp/content/001316017.pdf | 2025-01-22T18:59:02+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363457.40/warc/CC-MAIN-20250122163143-20250122193143-00137.warc.gz | 909,249,999 | 547 | eng_Latn | eng_Latn | 0.992149 | eng_Latn | 0.995829 | [
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CAS HANDBOOK FOR STUDENTS
TABLE OF CONTENT
VISION
To provide a legacy in education which promotes qualities of open-mindedness, tolerance and respect for others, which will provide a best practice model for the future of students from all nations in Gabon.
MISSION
To become Africa's most enterprising school, focusing on sustainability and innovation to play a significant role in Gabon's and in Africa's education.
VALUES
EXCELLENCE
We strive for excellence in every aspect of life: in human relations, in one's abilities and expectations.
RESPECT
We respect ourselves, our environment, and each other.
VIRTUES
We value truth and honesty, tolerance, integrity and responsibility.
VISION
Transmettre un héritage dans le domaine de l'éducation qui valorise les qualités d'ouverture d'esprit, de tolérance et du respect de l'autre, offrant ainsi un modèle de pratiques exemplaires pour l'avenir de tous les élèves vivant au Gabon, quel que soit leur pays d'origine.
MISSION
Devenir l'école la plus dynamique d'Afrique, mettant l'accent sur la pérennité et l'innovation, afin de jouer un rôle important dans l'éducation au Gabon et dans toute l'Afrique.
VALEURS
EXCELLENCE
Dans tous les aspects de la vie : dans les relations humaines, dans les aptitudes personnelles et les attentes.
RESPECT
Le respect envers nous-mêmes, envers les autres et notre environnement.
VERTUS
nous valorisons la vérité et l'honnêteté, la tolérance, l'intégrité et la responsabilité.
I. IB LEARNER PROFILES
The aim of all IB programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB Learners strive to be:
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience.
Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a difference to the lives of others and to the environment.
II. A BRIEF GUIDE TO CAS
Creativity, Activity, Service (CAS) is intended to be a collection of enjoyable and challenging experiences determined by you to extend your abilities.
The CAS program aims to develop students who:
- enjoy and find significance in a range of CAS experiences
- purposefully reflect upon their experiences
- identify goals, develop strategies and determine further actions for personal growth
- explore new possibilities, embrace new challenges and adapt to new roles
- actively participate in planned, sustained, and collaborative CAS projects
- understand they are members of a local and global communities with responsibilities towards each other and the environment.
CAS Strands
CAS stands for Creativity, Activity and Service. Experiences will be comprised of these strands and can follow one or even a mixture of all three.
Creativity: Arts, and other experiences that involve creative thinking. (Must have an end product.)
Activity: Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program.
Service: An unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.
Learning Outcomes (LO)
There are also 7 Learning Outcomes that must be achieved by you, the student. Not every experience has to hit a Learning Outcome every time, but all 7 do need to be achieved at least once, over the 18 month period of CAS.
Each LO has been broken down to make it easier for you to understand whether an experience is CAS worthy or not and will help you write your reflection statements.
A. Identify your own strengths and develop areas for personal growth.
What it REALLY means: when you leave your comfort zone, you learn things about yourself. For example, when you organised the fundraiser for Gabon, were you patient with other people? If not, why not? Maybe you could try to improve this area of personal growth. When you saw those homeless people in Libreville, were you shocked? If yes, why? Could this help you improve your perception of the world and help you become a more open-minded individual?
B. Demonstrate that challenges have been undertaken, developing new skills in the process
What it REALLY means: what have you done to push yourself? What was unfamiliar about it? What skills do you think you developed? For example, have you run a marathon? Set yourself a goal before embarking on an experience and develop new skills to achieve your goal.
C. Demonstrate how to initiate and plan a CAS experience.
What it REALLY means: this one's easy! When you are organising your CAS events or activities, just make sure you keep notes on how you organised them who you contacted and what the organisational process was like.
D. Show commitment to and perseverance in CAS experiences.
What it REALLY means: all IB diploma students are thinking the same thing – why do we have to do this when we have so much to do already? You are not alone. We know this sounds unbelievable now, but you will benefit from it so much in the future. Whatever happens, keep going! Take one step at a time and you will reach your end goal.
E. Demonstrate the skills and recognize the benefits of working collaboratively.
What it REALLY means: participate in team activities. Simple. One of the best and most fun parts of CAS is the team work. This can range from learning a new collaborative activity such as Salsa to being involved in a volunteer group. You are stronger when you work in a team. Think of Cristiano Ronaldo or Lionel Messi – they are soccer stars but without their teammates they wouldn't have accomplished what they have today.
F. Demonstrate engagement with issues of global significance.
What it REALLY means: there are so many global issues right now it's hard to know which one to support most. Global warming, the refugee crisis, homelessness, cancer research, sustainability, plastic, wildlife? Pick one per year and think about what you can do to help that cause from where you are. Plan it. Initiate it. Do it. You can also have a look at the UN Sustainable Development goals and see which issue you are interested in and can tackle.
G. Recognize and consider the ethics of choices and actions.
What it REALLY means: your parents have been telling you this for as long as you can remember and your teachers joined a little later: the things you do and the choices you make have consequences. Think about the CAS activities you are doing and how they affect others. Is what you are doing right or wrong? How?
III.
-
-
-
-
-
-
-
-
-
-
STUDENT RESPONSIBILITIES
Thoroughly familiarise yourself with the ERV CAS handbook and timelines.
Meet with your CAS coordinator according to the timeline, at least three times over the duration of your CAS program. Be sure to come prepared.
Base your choices on your interests, skills, talents and areas for growth to stay motivated. Challenge yourself!
Balance your experiences between creativity, activity and service.
Initiate or engage in at least one CAS project (page 9) in collaboration with others that extends over at least one month.
Use the CAS stages (page 10) as much as possible when considering, planning and undertaking your CAS experiences. Be sure to apply these to service and to
the CAS project.
Ask questions along the way when you need assistance or clarification.
Keep your portfolio in Managebac up to date.
Participate in meaningful reflection (page 12) in Managebac as a way to capture your
experiences and
summarize your evidence linked to the learning outcomes.
Enjoy CAS! That is most important — to participate in experiences which assist your personal growth and offer you a world of possibilities.
IV.
THE CAS STAGES
The CAS Stages are used with the CAS project, CAS Service, and may be used with other CAS experiences.
The five CAS stages are as follows:
- Investigation: Students identify their interests, skills and talents to be used in considering opportunities for CAS experiences, as well as areas for personal growth and development. Students investigate what they want to do and determine the purpose for their CAS experience. In the case of service, students identify a need they want to address.
- Preparation: Students clarify roles and responsibilities, develop a plan of action to be taken, identify specific resources and timelines, and acquire any skills as needed to engage in the CAS experience.
- Action: Students implement their idea or plan. This often requires decision-making and problem-solving. Students may work individually, with partners, or in groups.
- Reflection: Students describe what happened, express feelings, generate ideas, and raise questions. Reflection can occur at any time during CAS to further understanding, to assist with revising plans, to learn from the experience, and to make explicit connections between their growth, accomplishments, and the learning outcomes for personal awareness. Reflection may lead to new action.
- Demonstration: Students make explicit what and how they learned and what they have accomplished, for example, by sharing their CAS experience through their CAS portfolio or with others in an informal or formal manner. Through demonstration and communication, students solidify their understanding and evoke response from others.
V.
THE CAS PROJECT
Students must be involved in at least one CAS project during IB CAS.
A. CAS project
- A collaborative "team" effort with other students or members of the community
-
A series of CAS experiences
- Lasting minimum one month from planning to completion
- Involve one or more of the three strands of CAS
- Use the CAS stages (page 9) as a framework
- Challenges students to show initiative
- Demonstrate perseverance/commitment
- Develop skills of cooperation, problem solving, and decision making
- Not to be undertaken without supervisor approval
B. Examples of CAS projects
- Creativity: A student group plans, designs and creates a mural.
- Activity: Students organize and participate in a sports team including training sessions and matches against other teams.
- Service: Students set up and conduct tutoring for people in need.
- Creativity and activity: Students choreograph a routine for their marching band.
- Service and activity: Students plan and participate in the planting and maintenance of a garden with members of the local community.
- Service and creativity: Students identify that children at a local school need backpacks and subsequently design and make the backpacks out of recycled materials.
-
Creativity, activity, and service: Students rehearse and perform a dance production for a community retirement home.
VI.
CHOOSING A CAS EXPERIENCE/PROJECT
Choose your CAS projects and activities according to your interests but remember that all projects/activities must meet the CAS guidelines detailed below.
All projects and activities must
…
-
Have measurable goals:
This means that you can clearly state your goals before beginning and provide valid evidence of them at the end.
Entail planning and organization: This means that you complete and submit a proposal to your advisor, prior to beginning, which considers the time,
resources and skills needed for success.
- Be documented and verifiable: This means that you use ManageBac to record, and have an adult supervisor, who is not a parent, to provide a current email address, phone number and timely feedback/reviews.
-
Involve you in learning new skills and meeting new challenges: This means that you are doing something you have never done before, or expanding your
current abilities, knowledge or practices to new areas or levels.
Demonstrate effort and commitment: This means that you show commitment to achieving the goals you have set by investing the necessary time, energy and
attention.
Show reflection and self-review:
This means that you evaluate your own participation
using the
8
Learning
Outcomes to
demonstrate your
achievements and reflect upon your personal development.
VII.
WHAT'S THE DIFFERENCE BETWEEN A CAS EXPERIENCE AND A PROJECT?
A. Projects
-
Require collaboration:
You plan and
work cooperatively with at least two other students
for the duration of the endeavor.
CAS Students Handbook
Author(s): IBDP Coordinator
Date: September 2020
Next revision: September 2021
-
-
-
- Are of significant duration: You and your partners commit to the endeavor for a minimum of four weeks.
- Provide opportunities to engage with issues of global importance: You and your peers engage in exploring a topic or area of concern within local, national and/or international communities.
VIII. GUIDELINES FOR CAS EXPERIENCES/PROJECTS
- CAS experiences must be distinct from, and may not be included or used in the student's diploma course requirements
-
CAS should be done on a regular basis, preferably weekly
- There should be relatively equal balance between Creativity, Activity, and Service
- CAS needs to be eighteen continuous months. Students will need to do weekly Creativity, Activity, and Service for all terms in Year 12 and until Easter in year 13 (October 2018 – March 2020)
- CAS cannot be made up; it must be a regular continuous commitment. Though hour counting is discouraged, CAS should be minimum ten hours approximately for each strand a term (30 hours total each term)
IX. IS IT CAS-ABLE?
It is important to consider the spirit of CAS! The purpose is lost if this becomes an hour counting exercise, rather than a rewarding experience.
Here are some examples of what would NOT count as CAS:
- Any class, activity or project that is already part of your Diploma Program
- An activity for which you are personally rewarded (financially or some other benefit like receiving a grade or credit) unless the benefit is passed on to a worthy cause
- Doing simple, tedious and/or repetitive work (like shelving books or cans, or clerical tasks)
- Working in elderly care facilities when you:
– Have no idea how the facility works
– Are just making sandwiches
– Have no contact at all with the elderly
– Actually do no service for the elderly
- A passive pursuit such as a visit to a museum, art exhibit, vacation tours, concert/sports event, unless it clearly inspires work in a related activity in which a student is already engaged and provides some benefit beyond self
- All forms of duty within a family
- Work experience that only benefits the student
- Fund-raising with no clearly defined end in sight
- An activity where there is no leader or responsible adult on site to evaluate and confirm student performance. This adult cannot be a member of your family.
- Activities that cause division amongst different groups in the community (e.g. work on a political campaign or attending a demonstration)
X. NEW VERSUS EXTENDED ACTIVITIES (EXPERIENCES)
Valid CAS experiences fall into two categories:
New activities activities
.
A. New activity
A NEW activity is defined as
a new experience for you
that allows for your
.
in one or more of the Learning Outcomes
Involvement in new activities could look like the following:
CAS Students Handbook
Author(s): IBDP Coordinator
Date: September 2020
Next revision: September 2021
and
Extended growth
- Taking up a new sport or other physical skill that you have little or no prior experience in.
- Participating in a new form of creative expression in which you have no prior experience, such as learning to play a new musical instrument, acting in a play, or learning a new art technique.
- Participating in a new community service activity that you have never done before, such as serving food at a food kitchen, tutoring in an after-school program, or volunteering at an animal shelter.
B. Extended activity
An EXTENDED activity is defined as an activity that you have prior or current experience but that allows for expansion of your knowledge, experience or participation in one or more of the Learning Outcomes.
Extending, developing or sharing your prior experience or current involvement in creative, physical or service activities could look like the following:
- Extended Creativity: Plan and execute a community mural; tutor younger/less proficient students in a musical instrument; or design and set up a web page for a charity organization.
- Extended Action: Create and implement a skills improvement plan for your school volleyball team; plan and lead a basketball clinic for elementary students; or choreograph and perform an original dance.
- Extended Service: Plan and implement a community awareness campaign, drive or fundraiser for your cause/charity; recruit, coordinate and support new volunteers for your cause/charity; or identify and make improvements to an existing community service program.
C. Reflection
Being reflective is one attribute of the IB learner profile: "We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development."
Students reflect on CAS experiences to deepen and develop the experiential learning process.
Elements of reflection
Reflection is a dynamic means for self-knowing, learning and decision-making. Four elements assist in the CAS reflective process. The first two elements form the foundation of reflection.
- Describing what happened: Students retell their memorable moments, identifying what was important or influential, what went well or was difficult, obstacles and successes.
- Expressing feelings: Students articulate emotional responses to their experiences. The following two elements add greater depth and expand perspectives.
- Generating ideas: Rethinking or re-examining choices and actions Increases awareness about self and situations.
- Asking questions: Questions about people, processes or issues prompt further thinking and ongoing inquiry.
XI. YOUR CAS PORTFOLIO
All CAS students are expected to maintain a CAS portfolio as evidence of engagement with CAS and achievement of the seven (eight) CAS learning outcomes. The CAS portfolio is used to plan your CAS program, reflect on your CAS experiences, and gather evidence of involvement with CAS. It is also used to showcase your CAS achievements and should be a source of pride.
Here at ERV, your CAS portfolio is electronic through Managebac – a system that was actually developed by former IB students! For more information about Managebac, please go to: http://help.managebac.com/support
The CAS coordinator (Mr R Welford) will communicate with students through Managebac and it is the student's responsibility to regularly check it for updates. In addition, students must consistently keep their reflections and evidence up to date in their Managebac portfolios.
A. Managebac - A step by step approach
Students are to ensure the following rules are followed for each experience on managebac:
- Descriptions and Goals box: Here you must write a description of what you are about to do. You must write here a description of the experience, what you will be doing and why you want to do it.
Finally set yourself a
goal/target
of what you want to achieve.
(This must be written in the pre-tense - as if planning to do it in the future.)
- Before you go ahead with your experience/project you must await the approval of your advisor. (You will find that the circle next to your experience title will change to a thumbs up)
(As a general rule, religious activities promoting a religion will not be allowed. The same rule applies for political activities.) If any doubts please contact the CAS Coordinator.
- Once approved, please ensure you are regularly completing the experience and gathering evidence. This can be in the form of photos/witness statements/videos etc
- All evidence must be uploaded on managebac by you.
- As you are working on your experience/project you should be reflecting on a regular basis. If the experience only lasts a few days then one reflection should suffice. If the experience/project runs for a prolonged period of time, then multiple reflections would be required. These need to be uploaded on managebac by you.
- Once you have completed an experience/project and you are sure you are finished, you must inform your supervisor so that they can write an advisor report commenting on your effort, commitment and progress. If you were working with another teacher or department, then it is your responsibility to obtain the advisor report from that other teacher or department.
- Finally, once all the above steps are completed, your advisor will click the completed button on managebac. The thumbs up symbol will now change from this to a green tick. At this point, no amendments can be made.
CAS Students Handbook Date: September 2020 Author(s): IBDP Coordinator Next revision: September 2021
B. Interviews
Over the 18 months of CAS, you will be formally interviewed about your CAS. This is because CAS requires this and this will be uploaded to managebac.
It is also an opportunity for your advisor to find out about you and how you are getting on.
Are there issues? Do you need extra support with something?
Interviews in CAS
- Initial Interview - Beginning of course
- 1st Interview - halfway through Year 12
- 2nd Interview - Beginning of year 13
- Final Interview - End of CAS course
An initial interview at the start of the course will be completed by the CAS Coordinator. Your advisor will then conduct and document interviews with you on at least 2 occasions during the 18 month CAS course.
A final Interview will then be completed by the CAS Coordinator.
XII. STUDENT DEADLINES
A. Year 12 students
- October Initial CAS Interview (with coordinator) + CAS discovery, group projects, understanding LOs
-
November
Planning and developing experiences,projects
-
February
1st CAS Interview with Advisor
Experiences and projects will be ongoing throughout all of year 12
CAS Students Handbook Date: September 2020 Author(s): IBDP Coordinator Next revision: September 2021
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Buddhist Banking & Finance: A Philosophy for Sustainable Value Creation
Janek Ratnatunga 1
We currently live in a world of constrained resources, growing populations and climate emergencies that indicate that humans are exceeding the planetary boundaries placed on them as a species. If critical tipping points are reached, our very survival is at stake. Make no mistake, however, life on this planet will continue to thrive; it is just that we humans will not be around to enjoy it.
If all the insects suddenly go extinct, it is a different story, however. This is because approximately 80 percent of all of the world's plant life are angiosperms, or flowering plants. In order to reproduce, these plants must have pollen physically transferred from a male anther to the female stigma within a flower. In rare instances, wind, water or animals such as birds and bats do the trick. But the vast majority of the pollinating work is done by insects, including bees, beetles, flies and butterflies. Without pollinators, most plants on the planet will disappear (Hadhazy, 2015).
What about Earthworms? Ecologists consider earthworms "keystone species" because of how much they influence the physical, chemical and biological properties of the soil. Earthworms are recyclers. They play a crucial role in breaking down organic matter and fertilising the soil. Earthworms are also "soil engineers". As they move through the soil, earthworms loosen and mix it up, helping to aerate and drain it. This brings nutrients to the surface, making the soil more fertile, and helps prevent flooding and erosion (Johnson, 2017).
As Charles Darwin said, "It may be doubted whether there are many other animals which have played so important a part in the history of the world, as have these lowly organised creatures (Darwin, 1881).
Given the mounting toll of fouled oceans, overheated air, missing topsoil, and mass extinctions, we might sometimes wonder what our planet would be like if humans suddenly disappeared. It is very possible that, over time, the seas would again fill with fish; our concrete cities would crumble to dust from the force of tree roots, water, and weeds, and ultimately, the planet will revert back to its original state before mankind arrived. How long would it take for our traces to vanish? And if we could answer this question, would we be more in awe of the changes we have wrought, the damages we have caused, and of nature's resilience?
Why have we become a parasite on this planet, rather than integrating ourselves into the ecosystem?
The answer is rampant consumerism, uncontrolled growth, and excessive greed.
The Buddhist Approach to Sustainable Development
Buddhism stresses three kinds of relationships—those between humans and nature, those between human beings and the relationship with oneself. Buddhism considers human beings and the
1 Institute of Certified Management Accountants.
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Vol. 17 · No. 1 2019
environment to be interconnected at the deepest level, inextricably linked and interdependent. This interconnectedness of all life, is starkly visible in global problems such as climate change and deforestation.
Buddhist philosophy, based on respect and concern for all life, accords closely with the concept of sustainable development; as it means creating social harmony and equality, protecting the environment and ensuring economic prosperity. Buddhism itself is essentially about bringing all these elements of life into balance, whether on a personal level or a community or global level. What this means fundamentally is that we cannot build happiness or prosperity upon the destruction or disregard of other life, including the natural environment, for ultimately, we ourselves will suffer the consequences.
It must be remembered that Buddhist philosophy originated over 2,500 years ago, well before even the first industrial revolution (IR 1.0) of 'mechanisation', where human and animal labour was replaced by machines. Since then we have had IR 2.0, that of 'automation'; as a result of major breakthroughs in power generation and distribution, wireless and wired communication, and mass production techniques. In this period, there was a heavy reliance on coal and petroleum for the generation of power, for both industries, automobiles and our consumerist lifestyle. We now know that this very need to drive automation and its resultant products and services can be directly traced to climate change. Had the Buddhist philosophy of both protecting the environment whilst ensuring economic prosperity been adhered to, the world would not be in such a crisis situation today.
Since the 1950s we have had IR 3.0, that of 'digitisation', with the development of digital systems, communication and rapid advances in computing power, which have enabled new ways of generating, processing and sharing information. Whilst this has provided most people on Earth to own a computer that is connected to the internet, it has also caused massive solid waste management issues, with mountains of discarded phones, printers and television sets. Again, had the Buddhist philosophy of both protecting the environment whilst ensuring economic prosperity been adhered to, these consumer and business products would have been designed with their entire life-cycle been considered in the design phase.
Therefore, it is vital that the key principles of Buddhist philosophy be adhered to as we enter IR 4.0, that of 'cyber-integration', involving entirely new capabilities for people and machines - in which technology becomes embedded within societies and even our human bodies. The Buddhist view that human beings and the environment to be interconnected at the deepest level, inextricably linked and interdependent, is no more evident when we integrate ourselves at the 'thought' level with our machines.
Today, mainly as a consequence of all these industrial revolutions, all of the macro and micro economics signs, as well as other environmental and socio-economic factors, indicate that mankind critically needs both a system transformation and a value transformation in transitioning towards a more sustainable industrial system.
But we have known of this need for transformation for a long time.
The "unlimited growth" myth of the profit-led Western cultures started being questioned and the conception of "sustainable development" took its place in the middle of the 20th century. However, the stock-market crash of 1987, the global financial crisis of 2008, the uncontrolled printing of the US Dollar (that pumped 75 Billion into the banking system to ease a liquidity shortage in Sept 2019) indicate that the unlimited growth myth is alive and well. Meanwhile, the catastrophic climate events such as tsunamis, hurricanes and floods are getting more intense; drought and famine is affecting large parts of the planet; and the disposal of the mountains of waste that arises from our consumerist lifestyle is at national emergency levels in many countries.
JAMAR
Why are we still with our heads in the sand?
The view that has originates from Buddhist philosophy is that the un-healthiness of the world today is in direct proportion to our inability to see it as a whole. Companies may not be fully aware of the full range of potential value outcomes, both positive and negative.
Most existing business models are based on creating, delivering and capturing economic value, with limited or no attention being given to environmental and social value.
Our business heroes are those that have created good and services that have delivered economic value via satisfying consumer lifestyle needs. For example, the greatest inventor of the 20th century is said to be Henry Ford, who, with flow production techniques, gave transportation to the masses with his Model T Ford. No consideration was given to the significant damage that the massproduction and sales of motor cars would do to air quality and ultimately, our climate. Similarly, the greatest inventor of the 21st century is said to be Steve Jobs, who single-handedly connected the world with his smart phone. No consideration was given to the mountains of solid waste that has resulted due to the discarding of outdated iPhones.
The Major Principles of Buddhist Banking and Finance
This changing business environment almost demands that a philosophical approach to sustainable value creation be adopted. A wider range of stakeholders must be engaged in the debate over state, industry and consumer needs and resource limitations; and also, environmental and societal impacts.
This emphasis on environmental and social responsibilities of firms has also raised the need for businesses to consider sustainable value creation when undertaking investment appraisals. The decision to accept or reject a project (say, for the introduction of a product or service) must consider not only profit maximisation or cost minimisation, but the seven Buddhist banking and finance principles listed below. As expected in Buddhist philosophy, many of these principles are interconnected.
1. Promoting Sustainable Economic Growth
The holistic view promoted by Buddhist philosophy states that a rate of growth be maintained that does not create other significant economic problems, especially for future generations. There is clearly a trade-off between rapid economic growth today, and growth opportunities that remain in the future. Rapid growth today may exhaust resources and create environmental problems for future generations, including the depletion of oil and fish stocks, and global warming. Organisations using externally and internally sourced project finance (for investment in income producing assets) should adhere to this Buddhist banking and finance principle in investment evaluations.
2. Deterring Excessive Profit
The Buddhist philosophy of reducing one's desires, indicates that the generation of profits which are above the level necessary to retain an entrepreneur in the current line of business should be deterred. Opinions that profits are excessive are usually based on comparisons, either with the rate of return on capital obtainable in other industries with a comparable degree of risk. Bankers and other financiers providing project finance to business entities should ensure that entrepreneurs are not deriving excessive profit in conducting their business.
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Vol. 17 · No. 1 2019
3. Promoting Sustainable Marketing
The promotion of environmental and socially responsible products, practices, and brand values is a core principle of the Buddhist banking and finance philosophy, as excessive consumerism is deterred. Consumerism is the theory that an increasing consumption of goods is economically desirable. There is a preoccupation with, and an inclination towards, the production and marketing of consumer goods that merely replace an earlier design. This has resulted in mountains of solid and liquid waste of superseded products (e.g. the earlier model of the iPhone). In promoting sustainable marketing, organisations and consumers are encouraged to spend a little bit more on products and services that are locally sourced or 100% recyclable, and not be swayed by marketing messages that entice them to buy the 'latest' product that has the same 'use attributes' as its previous iteration.
4. Promoting Sustainable Design
This Buddhist banking and finance principle considers both environmentally sustainable design (also called eco design) and socially conscious design (also called social impact design), and is the philosophy of designing physical objects, the built environment, and services to comply with the principles of ecological sustainability and social responsibility. Here, a life-cycle approach to design is called for, to consider ecological and societal impacts, from raw material sourcing, construction and production until disposal of the production facility and the ultimate product or service. Sustainable life-cycle design integrates resources, technology, people and processes prior to, during and after the manufacturing or delivery of the product or service.
This includes operations and maintenance, opportunity costs, reliability and safety; and also, the management of solid, liquid and gaseous waste. The impact of the product or service on society, especially the level of emission of greenhouse gases in the production, delivery, use and disposal, is specifically considered in the design (e.g. avoiding single-use plastics in package design). Another consideration is the socio-economic context in which the product or service is delivered. A socially responsible product (or service) is one that society has deemed acceptable in the stream of commerce. For example, in some cultures a gun is not considered a socially responsible product--but in others in might be considered a socially responsible product.
5. Promoting Ecological Sustainability
This principle of Buddhist banking and finance takes a long-term perspective, recognising that human beings and the environment are interconnected at the deepest level, inextricably linked and interdependent. Here, the projects that are financed are aimed at conserving the productivity of the waters, the soil and the ecosystem, and reducing the impact on the natural environment and people's health to a level that the natural environment and humanity can handle; and the future generations ability to enjoy their ecosystem is not compromised.
6. Assessing Social Impact:
The social impact principle in Buddhist banking and finance includes the processes of analysing, monitoring and managing the intended and unintended social consequences, both positive and negative, of planned interventions (policies, programs, plans, projects) and any social change processes invoked by those interventions. The primary purpose of project financiers to assess the social impact is to bring about a more sustainable and equitable biophysical and human environment. Here financiers are deterred from supporting industries, products and services that are considered harmful to society or are a threat to its social responsibilities (e.g. Child labour).
7. Imposing a Social Tax:
This Buddhist banking and finance principle is imposed at the state level. A social tax is a financial obligation which is imposed on taxpayers; either to deter them from undertaking activities considered harmful to the environment or to society, or to obtain revenue required for monitoring, controlling or remediating such harmful actions. A carbon tax on greenhouse gas emissions or on excessive profits would be examples of such social taxes. Industries producing goods that are harmful to the environment would include those that produce and market singleuse plastics (such as printer cartridges, plastics straws and bags and cling-wrap products). These industries would face significant social taxes such that they re-consider the design aspects of their products and packaging, or leave the industry altogether.
How does this Compare with the Major Principles of Islamic Finance?
Islam also claims to have a set of values and goals that meet all the economic and social requirements of the human life. The Islamic laws are known as Sharia that means clear path. Note that whilst Islamic banking and finance principles is derived from Islamic law, Buddhist banking and finance principles are based on a philosophical (rather than legal) approach. The major principles of Islamic banking and finance are given below and compared with Buddhist banking and finance principles.
Profit and Loss and Risk Sharing:
Islamic banking and finance states that those at either side of a transaction are considered to be 'Partners'' and not debtors and creditors, and that they will share their profit and loss according to the part they played in the business, rather than having a guaranteed rate of the return. Buddhist banking and finance states that profits should be made in line with the risks undertaken, but must not be excessive.
Riba:
Islamic banking and finance states prohibits the charging of interest. Buddhist banking and finance allows interest to be charged as long as it is not excessive.
Gharar:
Islamic banking and finance states that Muslims are not allowed to participate in the ambiguous and uncertain transactions; and complete information should be shared with both parties so that the profit and loss will be equally shared. Buddhist banking and finance states that financiers should consider the impact of the investment they are supporting on the environment and on society.
Gambling:
Islamic banking and finance states that the acquisition of wealth through evil means or participation in gambling is prohibited. Buddhist banking and finance only discourage investment in projects that result in excessive profit, damage the environment, or are socially unacceptable.
Prohibited Industries:
Islamic banking and finance states that the industries that are harmful to society or have a threat to the social responsibilities are prohibited from being invested in. Buddhist banking and finance does not prohibit any activity, but recognises that what is acceptable or not by a society, is contextual.
Zakat:
Islamic banking and finance states that a property tax that should be charged to promote social responsibility and distribute wealth the amount among the needy. Buddhist banking and finance states that a social tax should be imposed at the state level to either deter industries from
undertaking activities considered harmful to the environment or to society, or to obtain revenue from them for the state to monitor, control or remediate such harmful actions.
Summary
Clearly there is a critical need for industry to change the way we make things and shift towards a more sustainable industrial system. As a species, we need to invest in assets that either create energy from renewable sources; or make products in machines that are driven by renewable energy sources. We also need to ensure that at the end of the useful life of these products, their recycling and/or waste disposal has been designed and costed into the product.
Ideally, such investments need to be financed with a holistic world-view of interconnectedness as espoused in Buddhist philosophy.
References
Adam Hadhazy (2015) "What If All of Earth's Insects Keeled Over?" Live Science, November 11, https://www.livescience.com/52752-what-if-all-insects-died.html
Sarah Johnson (2017), "Earthworms are more important than pandas (if you want to save the planet)", The Conversation UK, March 28, https://theconversation.com/earthworms-are-moreimportant-than-pandas-if-you-want-to-save-the-planet-74010
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Dropout prevention begins with middle school habits
* Talk about school and what your child is learning each day. Say that education is important to your family and you expect your child to work hard.
Many students who drop out of school between ninth and twelfth grade started down that path in sixth, seventh or eighth grade. Studies show that, without intervention, sixth grad ers are 75 percent more likely to drop out before graduation if they:
* Miss class 20 percent or more of the time.
* Fail math or English.
* Earn poor grades in a core course due to behavior issues.
The good news is that families can steer middle schoolers down the right path. Here's how:
* Emphasize that you believe in your child's ability to learn and be successful in school.
* Encourage your child to become involved in extracurricular activities. Students with ties to school beyond academics are more likely to stay in school.
* Expect your child to attend school every single day. Students should miss school only if they are sick or there is a family emergency.
* Work with teachers. Tell your child that you and the teachers are all on the same team and want the best for your middle schooler.
Source: A. O'Brien, "Middle School Moment," Frontline, WGBH Educational Foundation.
Copyright © 2024, The Parent Institute® www.parent-institute.com
Foster your middle schooler's independence
Middle schoolers don't morph into
responsible young adults overnight.
But they may not turn into them at all if adults always do everything for them.
Students in the middle grades are generally capable of taking responsibility for:
* Making lunches. Show your child how to pack a healthy lunch. Lay down some basic rules about what's OK—or not OK—to pack. Insist that your middle schooler prepare lunch the night before.
* Waking up on time. Have your middle schooler set an alarm clock to wake up to. Act as the "backup alarm" until your middle schooler gets the hang of it. If your child is too quick to hit "snooze" and doze off again, place the clock across the room from the bed so your child will have to get up to turn it off.
* Keeping track of schoolwork. Ask about your child's assign ments. But don't question your middle schooler constantly about progress. Be clear that turning work in on time is your child's responsibility.
Practical ideas for parents to help their children
Follow a game plan to limit your child's recreational screen time
In today's digital age, it's increasingly important for families to help middle schoolers manage their recreational screen time.
emitted by screens can interfere with the production of melatonin, a hormone that regulates sleep.
Excessive screen use can impact sleep, academic performance and overall well-being. Studies link excessive screen time to greater stress and poorer mental health.
Experts recommend practical strategies to help middle schoolers find a healthier balance. Here are four to try :
1. Have your child spend one week writing down the amount of time spent on recreational screen time activities. Challenge your child to reduce that time the following week.
2. Create a tech curfew. Your child should have at least 30 minutes of "unplugged" time to wind down before bedtime. The blue light
3. Establish digital-free zones and times where all family members leave their screen devices behind.
4. Don't use screen time as a reward or punishment. It'll make it seem even more important to your child.
Source: J. Nagata, MD, MSc, "Screen Time Use Among US Adolescents During the COVID-19 Pandemic," JAMA Pediatrics.
"Put down the phone, turn off the laptop, and do something—anything— that does not involve a screen."
—Jean Twenge, Psychology Professor
Here's why middle schoolers should make time for reading
Most middle schoolers spend more time on assignments than they did when they were in elementary school. With
and then set goals to get there in person someday.
the increased workload, reading for pleasure may be pretty far down on your child's list of priorities.
Here are a few reasons your middle schooler should make time for pleasure reading. Reading can:
1. Make your child an expert. Reading is the most effective way for your middle schooler to learn as much as possible about areas of interest.
2. Take your child places. Few people can afford to travel every place they'd like to go. But your child can always travel through a book
3. Make your middle schooler laugh. Appreciating the humor in books helps develop thinking skills. It also improves your child's own sense of humor.
4. Turn your child into a detective. A cold winter day is a perfect time for your child to grab a cup of hot chocolate and dive into a great mystery.
5. Introduce characters your child can relate to. Characters who are in the same age group face similar experiences, challenges and emotions, making middle schoolers feel understood and less alone in their own experiences.
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2
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Middle School
Parents still make the difference!
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December 2024
Are you showing your child how to be respectful?
One of the most effective ways families can encour age respectful behavior is to show children what it looks like. Are you model
ing respect for your middle schooler? Take this quiz to find out:
___1. Do you obey laws meant to protect people, such as obeying the speed limit? Do you talk to your child about the importance of doing so?
___2. Do you speak respectfully of teachers and all they do to help children learn?
___3. Do you demonstrate courtesy and accept people's right to beliefs different from your own?
___4. Do you make it a family rule to treat others as you would like to be treated?
___5. Do you demonstrate moral reasoning? Let your child see you wrestle with such questions as, "What is the right thing to do?" "How would I want to be treated in this situation?"
How well are you doing? More yes answers mean you are modeling respect and social awareness for your child. For no answers, try those ideas.
Practical Ideas for Parents to Help Their Children.
For subscription information call or write: The Parent Institute, 1-800-756-5525, P.O. Box 7474, Fairfax Station, VA 22039-7474. Fax: 1-800-216-3667.
Or visit: www.parent-institute.com.
Published monthly September through May. Copyright © 2024, The Parent Institute, a division of PaperClip Media, Inc., an independent, private agency. Equal opportunity employer.
Publisher: Doris McLaughlin. Publisher Emeritus: John H. Wherry, Ed.D. Editor: Rebecca Hasty Miyares.
Share a system to help your child do better on math tests
Math tests can be hard to prepare for. After all, there aren't any dates to remember or essays to write. To boost your middle schooler's performance,
share these math test strategies.
Before the test, students should:
* Practice. Your child can redo problems from assignments and quizzes—focusing on ones that were confusing or incorrect. Students should work on those math problems until they are confident they can solve them.
* Create a "formula sheet." Your child should write down all the formulas that will be needed. Then, your child can create flash cards to help memorize each formula.
1. Write down memorized formulas before starting the test.
2. Read directions carefully and show all work to earn every point possible.
3. Use estimation. If one step in the problem says to subtract 32 from 109, estimating indicates the answer should be around 80. Comparing answers to estimates lets your child know when to try again.
4. Use all available time. Your child shouldn't feel pressured by how quickly others finish.
5. Go back, check work and rework any problems that were challenging or confusing.
During the test, students should:
6. Look for careless errors. Are all of the decimal points in the right place? If the answer includes a graph, are the axes labeled?
Help your middle schooler balance activities & academics
Many middle schoolers are excited to dive into extracurricular activi ties. Activities are fun, build friendships and help students feel more connected to the school. They teach respect for peers and adult leaders. They steer students away from simply "hanging out." And they can be an important part of a successful college application.
However, there can be too much of a good thing. Academics are the most important part of school, so it's impor tant to help your child find the right balance.
Encourage your child to:
* Prioritize. Ask, "Which activities have you enjoyed in past years? Which were the most beneficial?" Don't settle for a response like,
"I loved doing everything!" To make smart decisions about extracurricular activities, your child will need to evaluate each objectively.
* List pros and cons. After narrowing down favorite activities, have your child list the positives and negatives of each one. For instance, lacrosse was fun, but it consumed too many weekends. Help your child see each activity with a clear and critical eye.
* Devise a plan. Keeping each activity's pros and cons in mind, help your child select one or two to join after the winter break. Then, after participating for a few weeks, reassess the situation. If your child is struggling in a class, you may need to make some changes. But if your child is thriving, you may have found just the right balance!
Q: I know I'm deciding too many things for my middle schooler. How can I make sure my child avoids making poor decisions and makes responsible choices?
Questions & Answers
A: Here's the short answer: You can't. Learning to make good decisions—and learning lessons from the bad ones—is part of growing up. So when your middle schooler makes a poor choice, don't see it as "letting" your child fail. Instead, view it as allowing your child to figure out what good decision-making is.
Of course, there are certain areas where your child should not be allowed to decide things. These include:
* Health and safety.
* Drugs and alcohol.
* Chores.
* School attendance.
Other areas, however, can be open for discussion—at least to a degree. Here are three:
1. Studying. A daily study time should be non-negotiable. But be flexible about how your child studies. If your child likes to work sprawled on the floor listening to music, allow it. Your child's grades will reveal whether it is effective.
2. Bedtime. If you've insisted on the same bedtime for years, revisit the issue. Let your child weigh in on an appropriate bedtime. If it's reasonable, allow it—as long as your child gets at least nine hours of sleep each night.
3. Bedroom. If you argue with your child about keeping the room clean, stop. Assuming it's not so horrible that the health department intervenes, let your child decide how tidy things should be.
It Matters: Motivation
Boost motivation as the winter break nears
Apply strategies to motivate your underachieving student
It's frustrating when you know your child has the ability to succeed but seems not to want to. This is the trap of underachievement.
Students have been in school for a few
months and winter break is right around
the corner. This is the time when it is easy for middle
schoolers to get distracted and lose focus.
To help your middle schooler remain motivated:
* Follow a consistent schedule that helps your child balance study time, leisure, and sleep. A struc tured routine helps reduce the likelihood of distractions.
* Highlight past successes. Say things like, "Yes, this is a very challenging project. But you did a great job on the last one because of all the time you put in. I know you can do that again with this project!"
* Adopt a "one day at a time" attitude. Encourage your child to focus on short-term goals rather than long-term ones. This makes tasks seem more manageable and less overwhelming.
* Spend quality time together. Making an ordinary day feel special can really improve your child's mood and attitude. "I got the ingredients for your favorite dinner. Finish your assignment and then come and help me make it. After dinner, we can watch a movie together."
* Encourage your child to get involved in a project that helps others. Community service helps middle schoolers shift the focus off themselves and onto others who have greater needs.
Families can do three things to get middle schoolers back on track:
1. Show you care about your child as a person, not just a student. If a long lecture about getting better grades were the trick to motivation, there would be no such thing as an underachiever. Make time to talk with your child about life, opinions or topics of interest. This helps your child feel valued—a key step in building motivation.
brought your grade up. I believe in you!" can work wonders.
2. Recognize improvements. It might not thrill you if your child earns a low C on a history quiz. But if the last quiz grade was a D, your child has made progress. A pat on the back with a simple, "You
3. Harness the power of friends. Consider enlisting the help of one of your child's friends. "Grant is in your history class. Maybe the two of you could study for the next test together."
Students should ask themselves questions when setting goals
Want your middle schooler to be a selfmotivated learner? Encourage your child to set goals for each double-check assignments and rubrics on the class website.
class. Have your child ask and answer these questions:
* "What do I want to achieve in this class over the next grading period?" This can be a higher grade or another achievement, such as turning in all assignments on time.
* "What is my plan for meeting this goal?" Your child could make a study chart and follow it. Or,
*
*
Middle School
Parents still make the difference!
* "How will I avoid distractions or barriers that may conflict with my goals?" Your child could turn off unneeded devices during study hours, clean out book bags and organize school papers each night.
Your child should write down the specific goals and the steps to take
to achieve them. Post the list where you can both see it. Check it fre
quently to see how things are going, and encourage your child to make
changes as needed.
*
December 2024
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MESSAGE OF THE EXECUTIVE SECRETARY OF THE CONVENTION ON BIOLOGICAL DIVERSITY CRISTIANA PAŞCA PALMER
on the occasion of
WORLD ENVIRONMENT DAY
5 June 2017
'Connecting People to Nature'
Reconnecting ourselves to nature is sometimes easier said than done. Many of us live in cities full of concrete and use devices such as smartphones and laptops that, while connecting us to other people, often serve to disconnect us from the simple wonders of the natural world.
And yet, several recent studies have concluded that those who are more connected to nature experience greater positivity, vitality and life satisfaction compared to those less connected to nature. A number of studies link biodiversity exposure to improved health and wellbeing.
That should not come as a surprise. Biodiversity matters for a lot of reasons. It matters for livelihoods. The evidence is clear on that. Biodiversity and healthy ecosystems provide the essential goods and services necessary for human survival. This includes food security, dietary health and resources for medical research. Biodiversity matters for our future.
For this reason, the United Nations General Assembly has, since 2009, adopted nine consecutive resolutions on Harmony with Nature. The core of this worldview recognizes the intrinsic value of nature, and the necessity to promote harmony with nature in order to achieve a just balance among the economic, social and environmental needs of present and future generations.
In light of rapid biodiversity loss over the last decades, achieving this balance becomes especially important. Maintaining the essential services that biodiversity provides requires immediate action and the collective engagement of all parts of society – governmental agencies, non-governmental organisations and the private sector alike. Biodiversity conservation is a pre-condition for achieving sustainable development. Accordingly, biodiversity needs to be integrated into all sectors and across sectors and be part of our mainstream political discourse.
People also depend on biodiversity in ways that are not always apparent or obvious. We know that human health ultimately depends on the ecosystem products and services – fresh water, food and fuel sources – required for human wellbeing and productive livelihoods. But a healthy biodiversity also provides us with a variety of social benefits, such as tourism and recreation. Thus it is intuitive that biodiversity and human wellbeing should be part of any conceptual framework that informs sustainable development.
On a recreational level, nature can offer us a respite from our hectic lives. A chance to unwind and reenergise. Protected areas, such as national parks, nature reserves and marine sanctuaries play a crucial role in maintaining a healthy environment for both people and nature.
email@example.com www.cbd.int
To that end, Canada, the official host of the 2017 World Environment Day celebrations, is offering citizens free access to their 46 national parks for a year to encourage them to 'connect with nature.'
The cornerstone of biodiversity conservation, protected areas are critically important. They provide valuable goods and services that contribute significant benefit to national economies. They contribute directly to the livelihoods of many of the poorest and most vulnerable people. They are also vital to the cultures and livelihoods of indigenous peoples and local communities.
Many protected areas are 'biodiversity hotspots'. These areas are especially rich in endemic species and particularly threatened by human activities, and are crucial for slowing the downward spiral in the populations and variety of animals and plants. In many cases, they are also ideal places for hiking, fishing, or simply relaxing and enjoying the wonders of nature.
But, whether you live near a national park, a forest or a green space in the middle of a city, this day implores us all to go outdoors. Personal connections with the natural world are powerful. And, there are many simple things that we can do to enhance our surroundings and preserve our environment. For example, we can gather friends together and spend a few hours picking litter off a beach or a city park. Regardless of what we do, by exploring our natural environment, we learn to fully appreciate its beauty and the joys of being in contact with it.
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education
Department:
Education
PROVINCE OF KWAZULU-NATAL
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CAPS Aligned Lesson Plans and Resources
TERM 4
TEACHER TOOLKIT
First Additional Language
ENGLISH
GRADE
2
ENGLISH
ENDORSED BY
English First Additional Language
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources
Published in 2020 by Jika iMfundo.
Jik'iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.
The Programme to Improve Learning Outcomes (PILO)
The Shed, The Pines, 9 Gordon Hill Road, Parktown, 2193
Tel: + 27 10 880 2431
Email: firstname.lastname@example.org
© The National Education Collaboration Trust (NECT)
A partnership involving business, civil society, government and labour that strives to improve education outcomes.
The National Education Collaboration Trust
Ground Floor, Block D, Lakefield Office Park, 272 West Avenue, Centurion, 0163
Tel: +27 12 752 6200
Email: email@example.com
Web: www.nect.org.za
No part of this publication may be reproduced without prior permission from the NECT.
ISBN: 978-1-990904-78-3
Materials development by the PILO team along with representatives from the districts and province.
Publishing management by The Word Horse, www.wordhorse.co.za
Design and typesetting by COMPRESS.dsl, www.compressdsl.com
These lesson plans were initially developed by the Gauteng Department of Education as part of the Gauteng Primary Literacy and Mathematics Strategy. They are being used in KwaZulu-Natal under a memorandum of agreement between the two provinces. They have been revised for the context of KwaZulu-Natal on the advice of district and provincial officials.
CONTENTS
A. ABOUT THE LESSON PLANS
The lesson plans in this book give you, the teacher, detailed information about how to teach a CAPSaligned lesson every day. By following the lesson plans, you will ensure that you cover the curriculum and give your learners the best possible chance of developing the knowledge and skills required for English First Additional Language in this grade. The particular CAPS concepts and/or skills being focussed on in an activity are noted in the plan for that activity. You should always make sure that you focus on teaching these concepts and/or skills. Section F of this document gives a record of the key English vocabulary the lesson plans help learners learn in this term.
The lesson plans have been designed for a nine week term. Should you use the lesson plans in a term that is longer or shorter than this, you will need to adjust your plans. There are lessons for every day for ten weeks. You might miss some of these days because of public holidays or unforeseen school activities, but you should have enough days in the term to make up any missed days.
The lesson plans are part of the teacher toolkit for English First Additional Language. The rest of the toolkit comprises a lesson and assessment planner and tracker; posters and readers which you will receive for your class; and a variety of Printable Resources such as flashcard templates provided in Section G after the lesson plans in this book. Details of the resources needed for the term are given in Section C Resource List, in the lesson plans themselves and in the planner and tracker.
1. Links to the CAPS
* These lesson plans are CAPS-compliant. Each lesson has been carefully designed to align with the CAPS requirements. These requirements can be found in the CAPS document for Foundation Phase First Additional Language Grade R–3.
* The CAPS content, concepts and skills that are being focussed on in each lesson are noted in the information about the lesson.
* The maximum time allowed for the First Additional Language (i.e. three hours) has been used.
* All the components for teaching and learning the First Additional Language as required by the CAPS are included in the lesson plans. Information about these components and about assessment is given below.
2
Grade 2 English First Additional Language
Listening and Speaking
Listening and Speaking (L&S) lessons develop the learners' understanding and use of English vocabulary, concepts and grammatical structures. Learners need to practise speaking English and this is the focus of the L&S component. Themes are covered in the work done using the posters, readers and DBE workbook The main theme this term is The Beach.
Note the following general points about Listening and Speaking lessons:
* Every lesson should begin and end with greetings. How to teach greetings is explained in detail in Section B Methodology Guidelines. Learners have already been taught how to greet in Grade 1 so this is added here to reinforce the same way of greeting that they have used in the previous grade.
* When learners learn songs, rhymes, poems and practise following and giving instructions, the teacher and learners combine language with a physical activity. All songs taught in the lesson plans can be found on the EFAL CD. This CD is for your use only. It is not meant to be played to the learners.
* Poster work forms an important part of the weekly L&S lessons. Each term different posters are used and these form part of the themes for the term. In Term 4, all grades use The Beach poster. This helps the learners to build on the vocabulary and grammar that they have learnt in the previous grade. The details of how to teach a poster lesson are in the Methodology Guidelines section and in the lesson plans. An A4-size The Beach poster can be found in the Printable Resources section.
* In Grade 2, Shared Reading falls under the Listening and Speaking component and has been allocated 30 minutes every week. Learners should be familiar with this component as it is also taught in Home Language. Listening to stories read by the teacher develops learners' language and literacy skills. DBE workbook texts are often used for Shared Reading lessons. Learners can follow in their workbooks as the teacher reads. The detailed methodology of how to teach Shared Reading is given in the lesson plans.
Reading and Phonics
Phonics
Phonics lessons have been allocated 30 minutes per week. CAPS suggests 15 minutes but this has been extended slightly to better support the development of phonic skills.
In their Home Language lessons, learners learn the letter-sound relationships of their Home Language and how to decode in their Home Language. In EFAL phonic lessons they learn the sound-letter relationships of English letters and hear how they differ from or are the same as those of their Home Language. They also learn how to build and sound out words in English. This helps them to decode when they are reading and spelling. The sounds that are covered in the term are in the Phonics programme below.
Flashcard templates of the phonic sounds taught each week can be found in the Printable Resources section. Learners can copy the words covered each week from the board or a list of these words can be stuck into their homework books. Weekly phonic words can be found in the Printable Resources section. Two spelling tests are given this term. A list of the phonic words with sentences to explain their meaning is provided in Section E of this document.
Group Guided Reading
Group Guided Reading is allocated one hour per week. In the EFAL lesson plans the same reader is used for all groups. The readers specified for this term are listed in the Resource List, and should be available as part of the LTSM provided.
In the time allocated for Group Guided Reading, learners work as a whole class to learn look-and-say words for 30 minutes each week. They then read in a small group with you for the other 30 minutes of the hour allocated to reading.
Every week learners are taught look-and-say words that have been taken from the graded reader for that week. These are words that have not previously been taught or cannot be decoded (sounded out) because all the phonic sounds in the word have not been taught. It is very important to use pictures, objects or actions to explain the meaning of the look-and-say words so that learners read with meaning.
Use flashcards of the look-and-say words to help learners in class. The words for each week are provided in the Printable Resources at the end of this book. The words are also printed on a reading sheet, which is given to each learner to take home to read. Learners practise reading the look-and-say words for homework and, ideally, the sheet should be pasted into their homework book. In the first whole class look-and-say lesson for a specific book, read the book to the learners so that they hear the whole story. This whole class activity is the preparation for the small Group Guided Reading session.
The methodology for teaching look-and-say words is given in detail in the Methodology Guidelines.
In Group Guided Reading, learners are divided into groups and each group has a turn to work with you. Listen to each member of a group read from the graded reader and ask questions to check understanding. While one group is reading with you, the rest of the class spends time on a writing task. While you are engaged with one group, the rest of the learners are kept busy with a constructive task.
Further details of how to manage a Group Guided Reading session are provided in the Methodology Guidelines section.
Writing
It is very important that learners have ample time to practise writing in English. This is a difficult skill for many learners to grasp. In Grade 2 they need to be able to construct simple sentences using phonic and known sight words, and with the correct punctuation and spelling. They should be able to transfer the punctuation skills learnt in Home Language into their English writing. The use of personal dictionaries will
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
3
help them to spell new words correctly. Learners should write any word that they don't know how to spell into these books, building up a list of words throughout the year. They can then refer to these words whenever they are completing a written activity. The methodology for teaching the necessary skills in writing activities is in the lesson plans. Sometimes learners will write in their exercise books and at other times they will write in their DBE workbooks. Written DBE workbook activities have also been given for homework on certain days. Please note that the DBE workbook pages change very little from year to year, but you should still check that the worksheet recommended for a particular lesson is still relevant in the edition of the workbook you are using.
Assessment
The programme of assessment in the lesson plans meets the requirements of Circular S1 as developed for the FAL in the Foundation Phase by the DBE, and distributed in October 2017.
The DBE's assessment programme for FAL for the fourth term is published in the planner and tracker. It shows that some activities are assessed using a rubric, while others are assessed using a checklist. The required rubrics and checklists are also provided in the tracker.
The lesson plans make it very clear when assessments using a rubric should take place, and what should be assessed. This information is also provided in the Programme of Assessment in the Lesson Plans in the planner and tracker. Assessments using the rubric take place during Weeks 5, 6, and 7 in the times normally allocated to the component being assessed.
Exemplars of assessment activities are described in detail in the planner and tracker. For some activities, the whole class completes an assessment activity at the same time (such as in Writing). However, in Listening and Speaking activities, while learners must all be assessed on the same materials in the same way, they cannot all be assessed at the same time. You will need to assess about a quarter of the class in different lessons. Which group should be assessed is clearly stated in the assessment lessons. While one group is being assessed, the other learners will have an activity which they can work on independently.
No specific lessons are allocated for assessment of skills that need to be assessed using the checklist. However, lessons in which learners are working on these skills are noted in the Programme of Assessment in the Lesson Plans given in the planner and tracker.
4
Grade 2 English First Additional Language
You can use these lessons to assess each learner according to the checklists provided.
All assessment activities are taught in the lesson plans, and no skill is assessed that has not been taught. You should ensure that all assessment activities are completed and marks recorded as required.
An assessment record sheet for you to copy and complete for all the learners in your class is provided in the planner and tracker that accompanies these lesson plans.
2. Broad guidelines for using the lesson plans
1. All the planning has been done for your Term 4 EFAL lessons. However you need to complete your own daily preparation. This means that every day you must do the following preparation tasks:
* Mark any work including assessment work that the learners completed in their books that day.
* Record the results of any assessment activities.
* Write down any comments/assessment notes.
* Read through your lesson plan for the next day so that you know how to teach the lesson. It is also often a good idea to share ideas with colleagues teaching the same lessons. Note the content, concepts and skills that are to be taught and the focus of each activity so that you are sure to direct your teaching toward these.
* Identify any flashcards, pictures or objects that you will need for the next day, and prepare them. The planner and tracker will be of great help here.
* Check that all your readers and DBE workbooks are ready to be used.
* Tidy your classroom.
* Note the date of completing the lesson in your tracker.
* Reflect on the lesson and make notes in your planner and tracker if appropriate.
2. The lesson plans must be used in conjunction with the following resources:
* The prescribed readers: A Present for Jabu and Seeds and Trees.
* The poster: The Beach.
* DBE workbooks (2017). The lesson plans refer to the 2017 edition of these workbooks. As the workbooks change very little from year to year, the same pages are likely to be relevant in subsequent years. However, you should
check that the page being referred to is still appropriate for the work being done.
* Other resources as reflected in the lesson plans.
3. The content in each lesson has been carefully sequenced. It is important that no lesson is skipped. Should you miss an EFAL lesson for any reason, you should continue the next time this component is done from where you left off.
4. As far as possible, ensure that your learners have the following resources for written work and please try and use 72-page books:
* Two 17 mm lined A4 or A5 books – one for the first half of the year and one for the second half of the year. Label these books as follows:
− Phonics and Writing Book 1
− Phonics and Writing Book 2 Phonics to be done in the front of these book and Writing to be done at the back.
* One 17 mm lined A4 or A5 book. Label this book as follows: Assessments.
* All books must be neatly covered and labelled.
* If you have ordered different exercise books, you can use them for the writing activities.
* Exercise books or special personal dictionary books can be used as personal dictionaries.
5. Generally, as shown in the table below, EFAL is allocated 30 minutes, but once in each week it is given an hour to ensure that learners get the time specified in the CAPS for EFAL. You might have to adjust the day on which you have this extended time to fit in with your school's timetable.
You can use the information in this table to help you plan your daily timetable for each week of the term.
carefully, otherwise you may not cover all that is expected in the lesson.
7. In Grade 2 the learners are given EFAL homework. Each week they practise reading four to six phonic words and express their understanding of the meaning of two of these words in a drawing. They also practise reading the look-and-say words that they have learnt in the Group Guided Reading lesson. DBE workbook activities have been given for homework on certain days. Allocate a few minutes at the end of the relevant lessons to discuss homework. Make sure that the learners understand what they have to do.
8. Support and extension activities: Identify learners that need additional practise to consolidate their learning. You may need to assist these learners before or after school, or during break. Don't keep the learners for more than 10 minutes of any break. If any learner completes a written activity ahead of the other learners be prepared to give them an enrichment activity. These are not in the lesson plan. This means that you need to think of a few enrichment activities yourself or get the learners to complete DBE workbook activities that have not been covered in the lesson plans. DBE workbook pages that can be used as extension activities in different lessons have been included in these lessons.
The DBE has published some excellent materials to support you in working with learners with learning barriers. Two such publications are:
* Directorate Inclusive Education, Department of Basic Education (2011) Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements. Pretoria. www. education.gov.za, www.thutong.doe.gov.za/ InclusiveEducation.
* Directorate Inclusive Education, Department of Basic Education (2010) Guidelines for Inclusive Teaching and Learning. Education White Paper 6. Special Needs Education: Building an inclusive education and training system. Pretoria. www.education.gov.za, www.thutong. doe.gov.za/InclusiveEducation.
6. Lesson pace: Make sure that you cover all aspects of the lesson in the allocated time. Allow sufficient time for the learners to complete the activities. It is important to manage the pace of the lesson
9. Lesson reflection: Briefly write down what worked well and what did not work so well so that you can use these daily notes to complete your weekly reflection in the planner and tracker.
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
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B. METHODOLOGY GUIDELINES
1. General points
* When learners are introduced to a First Additional Language it is important that they hear the vocabulary and grammar of that language repeatedly. This helps them to understand and use the language. For this reason, vocabulary and grammar are repeated in different ways throughout these lesson plans: the same vocabulary is used in the poster lessons, instructions and reading; whole lessons or parts of lessons are repeated twice or three times in a term; and work is revised during the first week of the term, and during the last week of the term. There is also regular revision of the vocabulary, grammar, instructions, questions, phonic sounds and written activities to give the learners plenty of opportunity to learn to understand, use, read and write the First Additional Language.
* When you give an instruction for an activity that you think the learners may not understand, try to demonstrate its meaning or give it in the LoLT and then in English. It is important that the learners hear the same explanation in English as this helps develop their understanding of English.
* It is important not to encourage parroting in the learners when they learn a First Additional Language. For this reason, for example, in each Listening and Speaking poster-based lesson, sentences are repeated only three times.
* Questions must be asked the way they are set out in each lesson plan so that the correct language structure is taught.
* It is important to have all the suggested resources for Listening and Speaking lessons as seeing an object, picture, poster or an action helps learners to link meaning to the word and/or sentence. The objects/pictures needed are clearly noted in each lesson.
* There are a number of language games that can be played when you have extra time in Listening and Speaking lessons. Examples of these are:
−Simon says: Put your hands in the air. Touch your head. Move your feet, etc.
−Do this/Do that: Say: Do this (e.g. put one hand in the air) and learners must copy you. When you say Do that the learner must not do the action. Any learner who does the Do that action, is out of the game.
Grade 2 English First Additional Language
−I spy with my little eye something beginning with … .
− Eency, weency spider (on EFAL CD).
− Here is the church (on EFAL CD).
− Twinkle, twinkle little star (on EFAL CD).
2. Guidelines for repeated activities
Listening and Speaking: Greetings
* Settle the class. The learners should be standing quietly behind or next to their chairs.
* Greet the learners by saying: Good morning, children.
* Learners answer: Good morning Mrs/Mr/Miss ... .
* Ask the question: How are you, children?
* Learners reply: I am fine, thank you. How are you?
* You reply: I am fine, thank you.
* At the end of the lesson say: Goodbye, children. See you tomorrow.
* Learners answer: Goodbye, Mrs/Mr/Miss ... . See you tomorrow.
Listening and Speaking: Poster work
* Prepare the learners for the lesson. They must be sitting facing the poster. They must all be able to see the poster.
* Say: This poster is about the ... .
* Ask: What can you see in the poster?
* Any learner can answer whatever they see.
Encourage the learners to speak in sentences.
* Point to the picture of the new vocabulary word and say the word.
* Point to the picture of the new vocabulary word again and ask: Who/What is this?
* The learners answer with the word.
* Follow the same procedure with all the new vocabulary words that are indicated in the lesson plans. Also do actions to explain the words where possible.
* Say the first sentence and point to the part of the poster illustrating that sentence.
* Repeat the first sentence and point to the part of poster illustrating the sentence.
* Ask the first question.
* Answer the question with the learners.
* Ask the first question again.
6
* All or some of the learners answer the question.
* Ask the same question for a third time.
* Select a few learners to answer the question.
* Repeat the same procedure for the second question.
* Repeat the same procedure for the other sentences.
Preparation for Group Guided Reading: Learning look-and-say words
* Settle the learners so that you have their attention.
* Explain that you are going to teach learners how to read a number of words. Once they know how to read enough words, they will be able to read a book, so they must pay close attention.
* Hold up one flashcard at a time and clearly say the word twice, while learners look and listen.
* Ask if the learners know what the word means. Get them to show their understanding through using an action or by explaining the meaning. If possible, show learners the real object or a picture of the flashcard word.
* Learners now read the word – you can ask the whole class, different groups of learners or individual learners to read the word.
* Introduce the next word in exactly the same manner.
* Flash between the two words, asking different learners to read the words.
* Continue in the same way until all the words for the lesson have been covered.
* Tell the learners to take out their reading sheets or to open their homework books at the reading sheets.
* Learners must use one colour to tick or circle the words that they have learnt to read.
* For homework, they must practise reading these words aloud to someone at home or in their community.
Group Guided Reading: Organising groups
* Divide each class into five or more groups depending on the number of learners in the class. If possible, there should be about ten learners in a group. Classes with large numbers will need to have more learners in a group and/or more groups. The lesson plans are based on five groups per class, so it will be easiest to work with this number of groups.
learners read and then place them in groups with other learners who read with a similar level of fluency and have similar skills in decoding and comprehension. Classes will have different ability groups. Some classes may have one strong group, two average groups and two weak group. Other classes may have one strong group, three average group and one weak groups.
* Monitor the group members' reading and reallocate learners to other groups if they develop at a different pace from the other members of their initial group.
Group Guided Reading: Working with each group
* In each group, each learner reads two sentences from the reader and answers questions about what s/he has read. In some weeks a learner will read one sentence and answer a question about what s/he has read.
* Ask the questions given in the lesson plans to make sure that all learners are reading for meaning and understand what they have read.
* You should try to have other English reading books that learners can read during Group Guided Reading time if they cope well with the reader. You will then be able to assess whether or not they can recognise the lookand-say words in other books, and can decode and understand what they are reading. Always remember to ask questions after the learners have read any part of a book so that you know that they understand what they are reading. Reading without meaning is pointless. It is important to continually be aware of how the learners are reading as you may need to change learners to different groups.
* Groups will take turns reading during the 30 minute sessions. As noted above, learners not reading will have a writing task to complete.
* The lesson plans give you detailed steps of how to manage the Group Guided Reading session, and tell you which of the four groups to work with during each lesson. If you have divided learners into a different number of groups, you will need to adjust the group reading turns accordingly.
Paired and Independent Reading
* Learners should be divided into ability groups. To allocate learners to a group, listen to the
* In Grade 2 Term 4 the learners do paired and independent reading. They have done this in Home Language so should know what to do.
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
7
8
* Organise learners into pairs for paired reading. In most sessions put learners together of similar reading ability. Occasionally you can place an average reader with a strong reader and an average reader with a weak reader. For independent reading the learners read on their own.
* Hand out the books and explain that learners doing paired reading should take turns to read aloud to each other, and to discuss the pictures and the story. Tell them that they must read quietly so as not to disturb the rest of the class.
Spelling Words
The following method can be used by the learners to help them learn the words for the spelling test:
* Look at the word, e.g. fat.
* Sound out the word, e.g. f-a-t.
* Cover the word with one hand.
* Write the word, e.g. fat.
* Check the word that they have written to see if they have spelt it correctly.
* If it is incorrect, start the process again until they write the word correctly.
* Allow learners to read inside or outside the classroom.
C. RESOURCE LIST
The resources below are part of the toolkit provided with the lesson plans. You will also need various other resources as noted in the lesson plans.
* Printable Resources (See Section G)
6. A4 poster: The Beach
1. Flashcard templates: Phonic letters/sounds
2. Flashcard templates: Look-and-say words
3. Reading sheet: Homework look-and-say words
4. Phonic sheet: Homework words
5. Worksheet for Reading: Written comprehension
Grade 2 English First Additional Language
* Posters: Class-sized wall poster The Beach
* CD: EFAL
* Readers: For Group Guided Reading A Present for Jabu and Seeds and Trees
* Term 4 CAPS Planner, Tracker and Assessment Resources
D. WEEKLY LESSON PLANS
WEEK 1
TOTAL TIME
3 hours
ACTIVITY DESCRIPTION
Focus of the lesson: Learns the present tense with plural nouns, adjectives and vocabulary
* Brief greetings.
* Say: This poster is about the beach.
* Prepare the learners for the lesson. They must be sitting facing The Beach poster. They must all be able to see the poster.
* Ask: What can you see in the poster?
* Point to the picture of the yachts and say: Yachts. Explain to the learners that a yacht is a boat that has sails. The wind makes the yacht move.
* Any learner can answer whatever they see.
* Point to the picture of the yachts and ask: What are these?
* Point to the yachts again and say: Pretty yachts. Explain the word pretty to the learners in LoLT.
* The learners answer: Yachts.
* Say: The small children dig in the brown sand and point to the poster showing the small children digging in the brown sand.
* Ask: What do the small children do?
* Repeat: The small children dig in the brown sand and point to the poster showing the small children digging in the brown sand.
* Answer with the learners: The small children dig in the brown sand.
* All or some of the learners answer: The small children dig in the brown sand.
* Ask: What do the small children do?
* Ask the same question for a third time.
* Repeat the same procedure for Question 2: Who digs in the brown sand?
* Select a few learners to answer the question.
* Repeat procedure for all the sentences below.
* Reflect on the lesson.
Week 1
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
9
Focus of lesson: Builds up and breaks down words beginning with cr, dr, fr, gr
* Settle the class so that you have the learners' attention. They should have their homework books and pencils on their desks.
* Show the learners the picture of crash so that they understand the meaning of the word.
* Say: Listen carefully to the beginning of the following words. You will hear two sounds that sound like one sound.
* Say: Crash. Then sound out the word cr-a-sh.
* Sound out the word with the learners.
* Write crash on the board and sound it out again, pointing to each sound as you say that sound: c-r-a-sh.
* Follow the same procedure with the following words: crab, crib, crop, drag, drum, drug, grab, grin and fresh.
c-r-a-b; c-r-i-b; c-r-o-p; d-r-a-g; d-r-u-m; d-r-u-g; Don't write the word with dashes on the board – just point to each letter as
* Write the words on the board: crab, crib, crop, drag, drum, drug, grab, grin, fresh.
* Ask individual learners to break the words into their sounds.
* Break the words into their sounds with the learners: g-r-a-b; g-r-i-n; f-r-e-sh. you say the sound.
* Learners copy the words (crash, crab, crib, crop, drag, drum, drug, grab, grin, fresh) or paste the list into their homework books.
* The following method can be used by the learners to help them learn the words:
* Explain the homework to the learners and make sure that they understand what to do: They must read the 10 words and learn how to spell them.
− Look at the word, e.g. fat.
− Cover the word with one hand.
− Sound out the word, e.g. f-a-t.
− Write the word, e.g. fat.
− If it is incorrect start the process again until they write the word correctly.
− Check the word that they have written to see if they have spelt it correctly.
− Use this process when learning all words.
* Reflect on the lesson.
HOMEWORK
* Reads ten words and learns how to spell the words (crash, crab, crib, crop, drag, drum, drug, grab, grin, fresh).
10
Grade 2 English First Additional Language
Week 1
Focus of lesson: Listens to a story, answers questions and names some objects in the pictures
* Settle the learners. They should all be able to see the reader, Present for Jabu.
* Ask: What can you see? (We can see two girls and one boy.) What are the children doing? (They are smiling.)
* Show the learners the cover of the book.
* Read the words Present for Jabu pointing to each word.
* Ask individual learners the following questions. Encourage them to answer in full sentences:
* Read pp. 2–16.
− Page 2 – What do the mothers come home in? (They come home in a taxi.) Who waits for them? (The children wait for them.)
− Page 6 – Whose mother does not get out of the taxi? (Jabu's mother does not get out of the taxi.)
− Page 4 – How many mothers get out of the taxi on Monday? (Three mothers get out of the taxi.)
− Page 8 – Did Jabu's mother get out of the taxi on Wednesday? (No, she did not get out of the taxi.)
− Page 14 – Did Jabu's mother get out of the taxi on Friday? (No she did not get out of the taxi.)
− Page 10 – Did Jabu's mother get out of the taxi on Thursday? (No she did not get out of the taxi.) )
− Page 16 – What was the present? (The present was a baby brother.)
* Reflect on the lesson.
ACTIVITY DESCRIPTION
Focus of lesson: Learns look-and-say words
* Settle the learners so that you have their attention.
* Hold up one flashcard at a time and clearly say the word twice, while learners look and listen.
* Explain that you are going to teach learners how to read a number of words.
* Ask if the learners know what the word means. Get them to show their understanding through using an action or by explaining the meaning. If possible, show learners the real object or a picture of the flashcard word.
* Learners now read the word – you can ask the whole class, different groups of learners or individual learners to read the word.
* Draw the learners' attention to the apostrophe in the words Lesedi's and Neo's. Explain to them that this apostrophe means that something belongs to Lesedi and Neo. It is theirs. The apostrophe tells us this.
* Introduce the next word in exactly the same manner.
* Continue in the same way until all the words for the lesson have been covered.
* Flash between the two words, asking different learners to read the words.
* Tell the learners to take out their reading sheets or to open their homework books at the reading sheets.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community
* Learners must use one colour to tick or circle the words that they have learnt to read.
* Reflect on the lesson.
Week 1
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Group 1
* Listen to each learner read a page from the reader A Present for Jabu pp. 2–4.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: What do the mothers come home in? (They come home in a taxi.) Who waits for them? (The children wait for them.)
* Informally assess learners and make notes.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
HOMEWORK
* Reading sheets: Learners practise reading words aloud to someone at home or in the community.
* Reads ten words and learns how to spell the words (crash, crab, crib, crop, drag, drum, drug, grab, grin, fresh).
12
Grade 2 English First Additional Language
Week 1
Focus of lesson: Puts jumbled sentences in the right order to make a paragraph and copies it
Before the lesson: Write the following sentences on the board:
− First we played with a red ball.
− We ate our lunch.
− Today we went to the beach.
− Then we swam in the sea.
− After our swim we built a sand castle.
− We went home.
* Prepare the learners for the lesson. They must have their Phonics and Writing books, crayons and pencils on their desks.
* Read the sentences on the board twice, pointing to each word.
* Say first in LoLT and then in English: These sentences are in the wrong order. We are going to put them in the correct order and then you will copy the paragraph into your books.
* Ask a learner to tell the class which sentence is the first sentence in this story, i.e. which sentence comes first.
* Write the sentences in the correct order and read them to the learners.
* Ask different learners to tell the class the second, third, fourth, fifth and sixth sentences. If learners give an incorrect sentence ask them try again.
* Learners copy the paragraph into their books.
* Reflect on the lesson.
* Take in the books and mark the sentences.
Week 1
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Groups 2 and 3
* Listen to each learner read a page from the reader A Present for Jabu pp. 2–4.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: What do the mothers come home in? (They come home in a taxi.) Who waits for them? (The children wait for them.)
* Informally assess learners and make notes.
* Reflect on the lesson.
14
Grade 2 English First Additional Language
Week 1
WEEK 2
TOTAL TIME
3 hours
ACTIVITY DESCRIPTION
Focus of the lesson: Learns the past tense, pronouns, adjectives, adverbs and vocabulary
* Brief greetings.
* Say: This poster is about the beach.
* Prepare the learners for the lesson. They must be sitting facing The Beach poster. They must all be able to see the poster.
* Ask: What can you see in the poster?
* Point to the picture of the crab and say: A
* Any learner can answer whatever they see.
* Point to the picture of the crab and ask: What is this?
crab.
* The learners answer: A crab.
* Point to the boat where the boy is paddling it and say: paddled. Do the action of paddling a boat to show the learners what we do when we paddle a boat.
* Follow the same procedure with a boat and a surfboard.
* Tell the learners that he is paddling the boat and holding the crab carefully. Explain to the learners that carefully means that the boy didn't grab the crab because he could hurt it or it could pinch him, so he picked it up with care, thinking about what he was doing.
* Repeat: He held the crab carefully and point to the poster showing the boy holding the crab carefully.
* Say: He held the crab carefully and point to the poster showing the boy holding the crab carefully.
* Ask: What did he do?
* Ask: What did he do?
* Answer with the learners: He held the crab carefully.
* All or some of the learners answer: He held the crab carefully.
* Select a few learners to answer the question.
* Ask the same question for a third time.
* Repeat the same procedure for Question 2: Who held the crab carefully?
* Reflect on the lesson.
* Repeat procedure for all the sentences below.
Week 2
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Builds up and breaks down words beginning with bl, cl, sl, fl
* Settle the class so that you have the learners' attention. They should have their homework books and pencils on their desks.
* Show the learners the picture of flag so that they understand the meaning of the word.
* Say: Listen carefully to the beginning of the following words. You will hear two sounds that sound like one sound.
* Say: Flag. Then sound out the word fl-a-g.
* Follow the same procedure with the following words: flat, slap, bled, fled, slit, cloth, clap, club, black.
* Write flag on the board and sound it out again, pointing to each sound as you say that sound: f-l-a-g. Don't write the word with dashes on the board – just point to each letter as you say the sound. Sound out the word with the learners.
* Write the words on the board: flag, flat, slap, bled, fled, slit, cloth, clap, club, black.
;
* Ask individual learners to break the words into their sounds.
* Break the words into their sounds with the learners: f-l-a-g; f-l-a-t; s-l-a-p; b-l-e-d; s-l-i-t; c-l-o-th; c-l-a-p c-l-u-b; b-l-a-ck. Don't write the word with dashes on the board – just point to each letter as you say the sound.
* Learners copy the words (flag, flat, slap, bled, fled, slit, cloth, clap, club, black) or paste the list into their homework books.
* The following method can be used by the learners to help them learn the words:
* Explain the homework to the learners and make sure that they understand what to do: They must read the 10 words and learn how to spell them.
− Look at the word, e.g. fat.
− Cover the word with one hand.
− Sound out the word, e.g. f-a-t.
− Write the word, e.g. fat.
− If it is incorrect start the process again until they write the word correctly.
− Check the word that they have written to see if they have spelt it correctly.
− Use this process when learning all words.
* Reflect on the lesson.
HOMEWORK
* Reads ten words and learns how to spell the words (flag, flat, slap, bled, fled, slit, cloth, clap, club, black).
16
Grade 2 English First Additional Language
Week 2
Focus of lesson: Listens to a story and retells the story
* Prepare the learners for the lesson. They should sit at their desks with their DBE workbooks open to p. 54.
* Continue this process for all the sentences.
* Read the story and point to the picture after each sentence, e.g. Today the bus left without us. Point to the picture where the bus has left the children behind. Get all the learners to point to this picture.
* Repeat the story in the same way.
* Help any learner who needs help.
* Ask different learners to tell the class what happened in the story. They can use the pictures to help themselves remember. Ask as many learners as you can to retell the story.
* Reflect on the lesson.
ACTIVITY DESCRIPTION
Focus of lesson: Learns look-and-say words
* See Methodology Guidelines: Preparation for Group Guided Reading and follow the guidelines to teach the look-and-say words.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community.
Week 2
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Group 4
* Listen to each learner read a page from the reader A Present for Jabu pp. 6–10.
Wednesday? (No, she did not.) Whose mother got out of the taxi? (Neo's mother or Lesedi's mother.) • If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: Did Jabu's mother get out of the taxi on Tuesday or
* Informally assess learners and make notes.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
HOMEWORK
* Reading sheets: Learners practise reading words aloud to someone at home or in their community.
* Reads ten words and learns how to spell the words (flag, flat, slap, bled, fled, slit, cloth, clap, club, black).
18
Grade 2 English First Additional Language
Week 2
Focus of lesson: Writes a paragraph of 3 sentences on the picture on pp. 16/17 in A Present for Jabu
Before the lesson: Write the following words on the board: baby, happy, friends, brother, sister, hospital.
Prepare the learners for the lesson. They must have their Phonics and Writing books, crayons and pencils on their desks.
* Read the words on the board with the learners.
* Read the sentences to the learners and then erase them.
* Say: You must write a paragraph of at least three sentences about what is happening in this picture. (Show them the picture on page 16/17.) You can use the words on the board to give you some ideas. For example, you could write the following (Write these sentences on the board as you say them): My mom had a baby. I am a big brother. My friends came to see him. We are happy.
* Tell the learners to look at the picture to get ideas. Remind them to use capital letters and full stops. When they are finished they can draw a picture.
* Walk around and help when necessary.
* Learners can bring their personal dictionaries to you if they don't know how to spell a word.
* Take in the books and mark the paragraphs.
* Reflect on the lesson.
HOMEWORK
* Reading sheets: Learners practise reading words aloud to someone at home or in their community.
* Reads ten words and learns how to spell the words (flag, flat, slap, bled, fled, slit, cloth, clap, club, black).
Week 2
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Groups 5 and 1
* Listen to each learner read a page from the reader A Present for Jabu pp. 6–10.
Wednesday?
* Ask learners the oral comprehension questions:
Did Jabu's mother get out of the taxi on Tuesday or
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
(No, she did not.)
Whose mother got out of the taxi?
(Neo's mother or Lesedi's mother.)
* Informally assess learners and make notes.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
20
Grade 2 English First Additional Language
Week 2
WEEK 3
TOTAL TIME
3 hours
ACTIVITY DESCRIPTION
Focus of the lesson: Gives a simple recount about the beach, talks about the poster, uses simple language structures and develops vocabulary
* Brief greetings.
* Say: I am going to tell you about the day I went to the beach.
* Prepare the learners for the lesson. They must be sitting facing The Beach poster. They must all be able to see the poster.
* Tell the learners a short story (4 or 5 sentences) about what you did at the beach. You could say something like this: On Sunday I went to the beach. I swam in the blue sea. Then I ate an ice- cream. I made a sand castle. Then I went home.
* Then the learners must tell the learner sitting next to them about their day at the beach so that all learners get a turn to say something.
* Ask a few learners to tell the class about what they did at the beach. It does not matter if one or two copy a sentence from your story but try to get them to look at the poster and say something different to you.
* Reflect on the lesson.
Week 3
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Groups common words into word families
* Settle the learners. Their desks should be clear.
* Ask twelve learners to come to the front of the class and give each learner one of the following flashcards: shop, din, lap, red, mop, fled, in, map, hop, bin, nap, fed.
* Hold the flashcards: chop, thin, clap and fled.
* Show the learners the flashcard chop. Point to the last two letters in chop and say: These two letters say op
* Remind the learners that these words rhyme; they belong to a family.
* Ask one learner to come forward and take all the words that the twelve learners are holding that end with op. This learner takes these flashcards: mop, hop, shop.
* Follow the same procedure for thin, clap and bled.
* Write the words on the board in the following order: shop, din, chop, lap, red, mop, fled, thin, in, map, clap, hop, bled, bin, nap, fed.
* Ask different learners to repeat the activity until the lesson is finished.
* Learners copy the words (shop, din, chop, lap, red, mop, fled, thin, in, map, clap, hop, bled, bin, nap, fed) into their homework books or paste in the list.
* Explain the homework to the learners and make sure that they understand what to do: They must read the words and write the words that rhyme on the same line.
* Tell the learners they must write the words that rhyme on the same line for homework.
* Reflect on the lesson.
HOMEWORK
* Reads 16 words (shop, din, chop, lap, red, mop, fled, thin, in, map, clap, hop, bled, bin, nap, fed) and writes the words that rhyme, that belong to a family, on the same line.
22
Grade 2 English First Additional Language
Week 3.
Focus of lesson: Listens to a story and retells the story
* Prepare the learners for the lesson. They should sit at their desks with their DBE workbooks open to p. 50.
* Repeat the story in the same way.
* Read the story and point to the picture after each sentence so that the learners understand the story. Continue this process for all the sentences.
* Ask different learners to tell the class what happened in the story. They can use the picture to help themselves remember. Ask as many learners as you can to retell the story.
* Reflect on the lesson.
* Help any learner who needs help.
ACTIVITY DESCRIPTION
Focus of lesson: Learns look-and-say words
* See Methodology Guidelines: Preparation for Group Guided Reading and follow the guidelines to teach the look-and-say words.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community.
Week 3
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Group 2
* Listen to each learner read a page from the reader A Present for Jabu pp. 12–16.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: What did Jabu's mother get out of? (She got out of an ambulance.) What was the present? (It was a baby brother.)
* Informally assess learners and make notes.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community.
HOMEWORK
* Reading sheets: Learners practise reading words aloud to someone at home or in the community.
24
Grade 2 English First Additional Language
Week 3
Focus of lesson: Writes sentences using correct punctuation, spelling, nouns and pronouns and tenses Before the lesson: Write the following sentences on the board:
− I play
− She runs
− I am swimming in the
− Then she
− He
− He eats
− They
− She
− They sat
− We
* Read the first sentence, pointing to each word as you read it: I play. Write the word soccer after I play and read this word soccer.
* Prepare the learners for the lesson. They must have their Phonics and Writing books and pencils on their desks.
* Say: You must complete each sentence.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
* Take in the books and mark the sentences.
* Reflect on the lesson.
HOMEWORK
* Reading sheets: Learners practise reading words aloud to someone at home or in their community.
Week 3
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Groups 3 and 4
* Listen to each learner read a page from the reader A Present for Jabu pp. 12–16.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: What did Jabu's mother get out of? (She got out of an ambulance.) What was the present? (It was a baby brother.)
* Use the words read as part of the 50–60 words that you need to assess individual learners on for the checklist. Each time learners read you can use the words read as part of the total they must be able to read.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community.
* Informally assess learners and make notes.
* Reflect on the lesson.
26
Grade 2 English First Additional Language
Week 3
WEEK 4
TOTAL TIME
3 hours
ACTIVITY DESCRIPTION
Focus of the lesson: Gives a simple recount about the beach, talks about the poster, uses simple language structures and develops vocabulary
* Brief greetings.
* Say: I am going to tell you about the day I went to the beach.
* Prepare the learners for the lesson. They must be sitting facing The Beach poster. They must all be able to see the poster.
* Tell the learners a short story (4 or 5 sentences) about what you did at the beach. Say something different to last week. You could say something like this: During the holidays I went to the beach. I walked in the blue sea. Then I dug in the sand with my spade. I drank a coke. Then I went home.
* Then the learners must tell the learner sitting next to them about their day at the beach so that all learners get a turn to say something.
* Ask a few learners to tell the class about what they did at the beach. It does not matter if one or two copy a sentence from your story but try to get them to look at the poster and say something different to you.
* Reflect on the lesson.
Week 4
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Recognises vowel digraphs
* Settle the learners. Their desks should be clear.
* Say: Seed. Sound it out: S-ee-d.
* Say: I am going to say a word and I want you to tell me what sound you hear in the middle of the word. I will do an example first. Listen carefully.
* Say: There is an E sound in the middle of the word.
* Then ask the learners what sound they hear in the middle of the following words: rain, brain, sail, train. All of these words have the A sound in the middle.
* Follow the same procedure with the following words: meet, reed, green, cheek.
* Then ask learners what sound they hear in the middle of the following words: boat, coat, goat, loaf. All of these words have the O sound in the middle.
* Say the words again and ask different individual learners to tell the class the sound they hear in the middle of the words. Ask as many learners as you can.
* Then ask learners what sound they hear in the middle of the following words: fine, five, size, wipe. All of these words have the I sound in the middle.
* Reflect on the lesson.
Grade 2 English First Additional Language
Week 4
Focus of the lesson: Reads a story, answers multiple choice questions and fills in the missing words (cloze procedure)
Before the lesson: Make copies of the Worksheet: Written comprehension in the Printable Resources section for each learner in the class
* Prepare the learners for the lesson. Their DBE workbook should be open to p. 50 and they should have a copy of the worksheet and a pencil on their desks.
* Then read Section A's question number 1 and tell the learners that they have to circle the correct answer, i.e. they must circle either A, B, or C.
* Read the story with the learners.
* Once the learners have circled an answer read the question again and tell them the correct answer. They can mark their own work.
* Read Section A's question 2 and 3 and the learners must circle their answers.
* Show the learners where the answer is in the passage and tell them when they answer the other questions they must look for the answers in the passage.
* Read Section B and the learners answer these questions. Explain to the learners that they must fill in the missing words in the short paragraph. The sentences must make sense and they must look at p. 50 for the answers.
* Learners can mark their own work.
* When the learners have finished answering all the questions read each question again and write the answer on the board.
* Take in the worksheets and give support to learners who need it.
* Reflect on the lesson.
ACTIVITY 2
GROUP GUIDED READING: ASSESSMENT GROUP 1
This assessment activity can be found in the planner and tracker
Week 4
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Writes a paragraph of 3 sentences on a day at the beach
Before the lesson: Write the following words on the board: sea, ice-cream, sandcastle, ate, beach, see, lay, towel.
* Prepare the learners for the lesson. They must have their Phonics and Writing books, crayons and pencils on their desks.
* Say: You must write a paragraph of at least three sentences about going to the beach. You can use the words on the board to give you some ideas. For example, you could write the following (Write these sentences on the board as you say them.): I went to the beach. I swam in the sea. Then I ate an icecream. I went home.
* Read the words on the board with the learners.
* Read the sentences to the learners and then erase them.
* Learners can bring their personal dictionaries to you if they don't know how to spell a word.
* Tell the learners to look at the poster to get ideas. They can also write the sentences that they used in the L&S lesson about a day at the beach. Remind them to use capital letters and full stops. When they are finished they can draw a picture and read their sentences to each other.
* Walk around and help when necessary.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
* Take in the books and mark the paragraphs.
* Reflect on the lesson.
DAY 5
ACTIVITY 1
GROUP GUIDED READING: ASSESSMENT GROUP 2
This assessment activity can be found in the planner and tracker
30
Grade 2 English First Additional Language
Week 4
WEEK 5
Week 5
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
WEEK 6
ACTIVITY DESCRIPTION
Focus of lesson: Learns from mistakes made in formal assessment
* Learners must have their assessment books and pencils on their desks. Settle the class so that you have their attention.
* Revise the word families and the words with short vowels. (Short vowels are the sounds of the following
* Write the date and numbers 1–10 next to the margin on the board.
letters a, e, i, o, u not the name of the letters.)
* Sound out the words with the learners.
* Write the answers on the board so that the learners can see where they made mistakes.
* Learners check if they wrote the word or words correctly. If they wrote the incorrect word or words, they must write the correct word or words next to the incorrect word or words.
* Reflect on the lesson.
32
Grade 2 English First Additional Language
Week 6
Focus of lesson: Writes familiar words and sentences from dictation and uses punctuation correctly
Prepare the learners for the lesson. They must have their Writing books and pencils on their desks.
* Write the numbers 1–5 on the board.
* Read the following sentences to the learners:
* Say: I am going to say a sentence and you must write it next to the number I say. Remember capital letters and full stops.
1. The man hits the drum.
3. Run on the step.
2. The cloth is red.
4. His leg bled.
* Write the sentences on the board and the learners mark their own work.
5. The flag is big.
* Learners write the correct sentence next to any sentence that they get wrong.
* Reflect on the lesson.
DAY 5
ACTIVITY 1
READING: WRITTEN COMPREHENSION ASSESSMENT
This assessment activity can be found in the planner and tracker
Week 6
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
WEEK 7
TOTAL TIME
3 hours
DAY 1
ACTIVITY 1
LISTENING AND SPEAKING: ASSESSMENT GROUP 5
This assessment activity can be found in the planner and tracker
ACTIVITY DESCRIPTION
Focus of lesson: Builds up and breaks down words beginning with sm, sn, sp, st
* Settle the class so that you have the learners' attention. They should have their homework books and pencils on their desks.
* Show the learners the picture of snap so that they understand the meaning of the word.
* Say: Listen carefully to the beginning of the following words. You will hear two sounds that sound like one sound.
* Say: Snap. Then sound out the word sn-a-p.
* Sound out the word with the learners.
* Write snap on the board and sound it out again, pointing to each sound as you say that sound: s-n-a-p. Don't write the word with dashes on the board – just point to each letter as you say the sound.
* Follow the same procedure with the following words: snap, smog, smell, sped, spin, spit, spot, stab, step, stop.
* Break the words into their sounds with the learners: s-n-a-p; s-m-o-g; s-m-e-ll; s-p-i-n; s-p-i-t; s-p-o-t; s-t-a-b; s-t-e-p; s-t-o-p. Don't write the word with dashes on the board – just point to each letter as you say the sound.
* Write the words on the board: snap, smog, smell, sped, spin, spit, spot, stab, step, stop.
* Ask individual learners to break the words into their sounds.
* Explain the homework to the learners and make sure that they understand what to do: They must read the 10 words and learn how to spell them.
* Learners copy the words (snap, smog, smell, sped, spin, spit, spot, stab, step, stop) or paste the list into their homework books.
* The following method can be used by the learners to help them learn the words:
− Sound out the word, e.g. f-a-t.
− Look at the word, e.g. fat.
− Cover the word with one hand.
− Check the word that they have written to see if they have spelt it correctly.
− Write the word, e.g. fat.
− If it is incorrect start the process again until they write the word correctly.
* Reflect on the lesson.
− Use this process when learning all words.
HOMEWORK
* Reads ten words and learns how to spell the words (snap, smog, smell, sped, spin, spit, spot, stab, step, stop).
34
Grade 2 English First Additional Language
Week 7
Focus of lesson: Listens to a story, answers questions, names some things in pictures and retells the story
* Settle the learners. They should all be able to see the reader, Seeds and Trees.
* Ask: What can you see? (We can see a girl, a boy, seeds, trees.)
* Show the learners the cover of the book.
* Read the words Seeds and Trees pointing to each word.
* Ask individual learners the following questions. Encourage the learners to answer in full sentences:
* Read the book to the learners.
− Page 2 – What is growing on the thorn tree? (Seeds/green seeds are growing on the thorn tree.)
− Page 6 – What is growing? (A plant/a little plant is growing.)
− Page 4 – Where are the seeds? (They are on the ground.)
−
Page 8 –
What has grown?
(A new thorn tree has grown.)
− Page 12 – What do seeds need? (They need water.)
− Page 10 – What do seeds need? (They need soil.)
− Page 14 – What do seeds need? (They need sun.)
* Reflect on the lesson.
* Ask individual learners to retell the story to the class.
ACTIVITY DESCRIPTION
Focus of lesson: Learns look-and-say words
* See Methodology Guidelines: Preparation for Group Guided Reading and follow the guidelines to teach the look-and-say words.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: Learners practise reading words aloud to someone at home or in the community
Week 7
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Group 1
* Listen to each learner read a page from the reader Seeds and Trees pp. 2–4.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: Where did the seeds grow? (They grew on the old thorn tree.) Where were the seeds? (They were on the ground.)
* Informally assess learners and make notes.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
36
Grade 2 English First Additional Language
Week 7
Focus of lesson: Uses skills taught in HL to organise information in a simple graphic form
* Settle the learners. They must have their Phonics and Writing books and pencils on their desks.
* Write a date and a sentence next to the date on the board, e.g. 2010 – I was born.
* Say: Today you are going to draw a time line of your lives. We are going to talk about the dates that things happened in your lives and write them on a time line.
* Explain to the learners that the date 2010 is the year that children who are eight years old in Grade 2 in 2018 were born.
* Next to the second short horizontal line write 2011 – I walked
* Draw a vertical line on the board. Then draw 4 short lines horizontally beginning at the vertical line. Next to the first short horizontal line write 2010 – I was born.
* Next to the third horizontal line write 2017 – I was in Grade 1.
.
* Next to the fourth short horizontal line write 2018 – I am in Grade 2.
* Read the timeline with the learners. Point out the vertical and short horizontal lines so that the learners know that they must write the dates and information next to the short horizontal lines like you have done on the board.
* Explain the information on the time line to the learners. Explain that for each date there is something important that happened in their lives. Also explain that the dates must be written in an order from the earliest date to the latest.
* Learners copy the time line, i.e. the dates and the important thing that happened in their lives into their books. The learners who are older or younger than eight years old must write the correct date for when they were born. Help them to do this. (You will also have to change the dates if you use this LP in a year other than 2018.)
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and learn the spelling words.
HOMEWORK
* Reading sheets: Learners practise reading words aloud to someone at home or in the community.
* Reads ten words and learns how to spell the words (crash, crab, crib, crop, drag, drum, drug, grab, grin, fresh).
Week 7
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Groups 2 and 3
* Listen to each learner read a page from the reader Seeds and Trees pp. 2–4.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: Where did the seeds grow? (They grew on the old thorn tree.) Where were the seeds? (They were on the ground.)
* Informally assess learners and make notes.
* Reflect on the lesson.
38
Grade 2 English First Additional Language
Week 7
WEEK 8
TOTAL TIME
3 hours
ACTIVITY DESCRIPTION
Focus of lesson: Revises Term 4 language structures and vocabulary
* See Methodology Guidelines: Poster Work.
* Reflect on the lesson.
Week 8
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Builds up and breaks down words with consonant blends and revises some Grade 2 sounds
* Settle the class so that you have the learners' attention. They should have their Phonics and Writing books and pencils on their desks.
* Say the following words one at a time: then, snap, smell, spit, crab, drug, grab, fresh, chat, ship Write the words on the board and the learners mark their own work. If they get a word wrong they must write the correct word next to the incorrect word.
* Say: Write numbers 1–10 in your book, one number under another. I will say a number and a word and you must write the word next to the number I say.
* Reflect on the lesson.
ACTIVITY DESCRIPTION
Focus of lesson: Listens to a story, answers questions, names some things in pictures and retells the story
* Settle the learners. They should have their DBE workbooks open to page 42.
* Read the title Friends pointing to the word.
* Ask: What can you see in the picture?
* Read the story to the learners.
− Whose birthday is it? (It's Jabu's birthday.)
* Ask individual learners the following questions:
− What does Ken give Jabu for his birthday? (A red truck)
− Why don't they eat too many sweets? (Because sweets are not good for their teeth.)
− What do the friends eat? (They eat food.)
* Ask individual learners to retell the story to the class. Learners can also act out the story.
* Reflect on the lesson.
* This can be used as an informal assessment activity.
Grade 2 English First Additional Language
40
Week 8
Focus of lesson: Learns look-and-say words
* See Methodology Guidelines: Preparation for Group Guided Reading and follow the guidelines to teach the look-and-say words.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community.
ACTIVITY DESCRIPTION
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Group 4
* Listen to each learner read a page from the reader Seeds and Trees pp. 6–14.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: What did the children have? (They had a new thorn tree.) What do seeds need in order to grow? (They need soil.) What do the seeds need in order to grow? (They need water.) What else do the seeds need in order to grow? (They need sun.)
* Informally assess learners and make notes.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
Week 8
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Writes sentences using correct punctuation, spelling, nouns and pronouns and tenses
Before the lesson: Write the following sentences on the board:
− The boys
− She is running
− I walked
− Then she
− He
− He talks
− They
− She
− The cats
− We
* Read the first sentence, pointing to each word as you read it: The boys. Write the word ran after The boys and read the word ran.
* Prepare the learners for the lesson. They must have their Phonics and Writing books and pencils on their desks.
* Say: You must complete each sentence.
* Take in the books and mark the sentences.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community.
* Reflect on the lesson.
HOMEWORK
* Reading sheets: Learners practise reading words aloud to someone at home or in the community.
42
Grade 2 English First Additional Language
Week 8
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Groups 5 and 1
* Listen to each learner read a page from the reader Seeds and Trees pp. 6–14.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners the oral comprehension questions: What did the children have? (They had a new thorn tree.) What do seeds need in order to grow? (They need soil.) What do the seeds need in order to grow? (They need water.) What else do the seeds need in order to grow? (They need sun.)
* Informally assess learners and make notes.
* Reflect on the lesson.
* Explain the homework to the learners and make sure that they understand what to do: They must practise reading these words aloud to someone at home or in their community and read the ten spelling words and learn how to spell them.
Week 8
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
WEEK 9
TOTAL TIME
3 hours
ACTIVITY DESCRIPTION
Focus of the lesson: Gives a simple recount about any of the posters, talks about the poster, uses simple language structures and develops vocabulary
* Brief greetings.
* Say: You are going to choose a poster and then tell the class what is happening in the poster. I want you to say 3 or 4 sentences about the poster you chose.
* Prepare the learners for the lesson. They must be sitting facing the Grade 2 posters. They must all be able to see the posters.
* Ask a few learners to tell the class which poster they chose and something about what is happening in the poster.
* Reflect on the lesson.
* Ask as many learners as you can.
ACTIVITY DESCRIPTION
Focus of lesson: Builds up and breaks down words with consonant blends and revises some Grade 2 sounds
* Settle the class so that you have the learners' attention. They should have their Phonics and Writing books and pencils on their desks.
* Say the following words one at a time: drag, dish, thin, hut, big, sad, hot, met, but and box.
* Say: Write numbers 1–10 in your book, one number under another. I will say a number and a word and you must write the word next to the number I say.
* Write the words on the board and the learners mark their own work. If they get a word wrong they must write the correct word next to the incorrect word.
* Reflect on the lesson.
Grade 2 English First Additional Language
Week 9
Focus of lesson: Listens to a story and acts out the story talking while they are acting
Settle the learners.
* Read the story, Present for Jabu, to the learners.
* Ask the learners to act out the story talking about what they are doing whenever they can.
* Put the learners into groups of three.
* Walk around and encourage the learners to speak.
* Reflect on the lesson.
ACTIVITY DESCRIPTION
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Group 2
* Listen to each learner read a page from the reader Seeds and Trees.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners any oral comprehension question that is appropriate for the page that they read.
* Informally assess learners and make notes.
* Reflect on the lesson.
Week 9
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Focus of lesson: Writes sentences correctly spelling words and using punctuation
* Before the lesson: Write the following words on the board: slap, fled, cloth, ship, fresh, step, snap,
stab
* Read each word with the learners.
* Prepare the learners for the lesson. They must have their Writing books and pencils on their desks.
* Say: You must write a sentence with each word. Remember sentences begin with a capital letter and end with a full stop. There are eight words. You must write eight sentences.
* Reflect on the lesson.
* Take in the books and mark the sentences.
ACTIVITY DESCRIPTION
Focus of lesson: Individuals from the group read pages in a book; rest of the class does Paired/Independent Reading
Paired/Independent Reading: Whole class
Organise learners for Paired or Independent Reading.
* Hand out the books.
* Allow learners to read inside or outside the classroom.
* Explain that learners doing Paired Reading should take turns to read aloud to each other, and to discuss the pictures and the story. They should do this quietly.
Group Guided Reading: Group 2 and 3
* Listen to each learner read a page from the reader Seeds and Trees.
* If necessary, support learners by helping them sound out the words, reminding them of any look-and-say words on the page they are reading, and suggesting they use the pictures to assist them in understanding what they are reading.
* Ask learners any oral comprehension question that is appropriate for the page that they read.
* Informally assess learners and make notes.
* Reflect on the lesson.
46
Grade 2 English First Additional Language
Week 9
E. SENTENCES TO EXPLAIN PHONIC WORDS
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
F. RECORD OF KEY VOCABULARY
By the end of Term 4, the learners should know the following words as well as those done in Term 1, 2 and 3:
* Nouns
crab, surf board, yachts, boat, flask, present, home, taxi, seeds, thorn, plant, ambulance, soil, time line, tents, food, fire, night, torches, rain, lightening
* Adjectives
warm, pretty
48
Grade 2 English First Additional Language
* Adverbs
carefully, soon
* Verbs
know, says, grow, wait, gets out of, plant, wait, scared, left, started, reached, cook, see
* Phonic words
All phonic words given in list in Section E with sentences to explain them
G. PRINTABLE RESOURCES
1. FLASHCARD TEMPLATES: Phonic words
chop
shop
mop
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
50
hop
thin
din
Grade 2 English First Additional Language
in
bin
clap
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
52
lap
map
nap
Grade 2 English First Additional Language
every
day
home
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
54
children
wait
Monday
Grade 2 English First Additional Language
Lesedi's
out
Neo's
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
56
Tuesday
soon does
Grade 2 English First Additional Language
your
says
Wednesday
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
58
Thursday
Friday
ambulance
Grade 2 English First Additional Language
present
for
baby
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
60
brother
Thorn
Tree
Grade 2 English First Additional Language
see
green
seeds
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
62
growing
old
ground
Grade 2 English First Additional Language
near
little
plant
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
64
new
you
me
Grade 2 English First Additional Language
What
need
know
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
66
soil
they
water
Grade 2 English First Additional Language
now
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
3. READING SHEET: Homework look-and-say words
68
Grade 2 English First Additional Language
4. PHONIC SHEET: Homework words
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
5. WORKSHEET FOR READING: Written Comprehension
DBE workbook p. 50
Name_____________________________________
Section A
Choose the correct letter for the answer
1. The children are at a school
A. concert
B. camp
C. gala
2. The children cook their food on a
A. fire
B. stove
C. gas cooker
3. They see lots of
A. zebra
B. lions
C. animals
Section B
Fill in the missing words in the paragraph. The paragraph must make sense.
The children go for walks at ________________. They use their ________________ for light. They see lots of animals.
70
Grade 2 English First Additional Language
6. LINE DRAWING OF THE POSTER: The Beach
Teacher Toolkit: CAPS Aligned Lesson Plans and Resources Term 4
Jik'iMfundo is a programme to improve learning outcomes, funded by the National Education Collaboration Trust, the KwaZulu-Natal Department of Education and others.
THE PROGRAMME TO IMPROVE LEARNING OUTCOMES
The Shed
9 Gordon Hill Road
The Pines
Parktown
2193
Tel: +27 10 880 2431
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Population Trends of Walleye, Sauger, Yellow Perch and Double-crested Cormorants on Lake of the Woods, Minnesota
by
Tom Heinrich Large Lake Specialist
January 31, 2008
Introduction
Double-crested cormorants (Phalacrocorax auritus) are a native species in the Lake of the Woods area. In 1939, a commercial fisherman reported to Carlander (1939), "One fall a few years ago, 87 drowned cormorants were taken from one fyke net" on Lake of the Woods. The first attempt to count cormorants on the Minnesota portion of Lake of the Woods was done in 1956, when 130 nesting pairs were counted (K. Haws, MN-DNR Bemidji, pers. comm.). The cormorant population remained fairly stable through 1976 when 100 nesting pairs were counted. Starting in 1981, cormorant nests were counted at least every other year. These counts documented a rapid expansion in nesting cormorants through 1989, when the population peaked at 4,784 nesting pairs. The Lake of the Woods cormorant population has been fairly stable in Minnesota since 1989, ranging from 2,852 to 4,378 nesting pairs. The number of resident nonbreeders and seasonal migrants has not been evaluated.
Counts were conducted on the Ontario portion of Lake of the Woods in 1983, 1984, 1986, 2000 and 2005. Not all sites were counted each year (T. Mosindy, OMNR Kenora, pers. comm.). It is substantially more difficult to locate every nesting colony in Ontario, as there are approximately 14,000 islands in 600,000 acres of water. Counts of nesting cormorants in Ontario have not been systematic, and did not capture the period of population expansion. The first count of nesting cormorants (1983) found 6,021 pairs. Subsequent counts were all lower than what was counted in 1983. The largest nesting colony in Ontario is located on the Three Sisters archipelago where counts have ranged from 1,775 (1986) to 4,531 (1983) pairs. This colony is significant as it is located only 2 miles from the Minnesota portion of Lake of the Woods. Ontario biologists feel that the cormorant population on the Ontario portion of Lake of the Woods is stable at between 3,100 and 6,000 nesting pairs. As in Minnesota, the number of non-breeders and migrants is not known.
Some local fisheries stakeholders, in both Ontario and Minnesota, have occasionally expressed concern that cormorants were negatively impacting the walleye and sauger populations of Lake of the Woods. Fishery managers from Ontario and Minnesota did not agree with these comments since walleye and sauger recruitment was consistent, harvest of walleye and sauger were at or above sustainable levels, and anglers were experiencing good catch rates.
As the continental cormorant population expanded through the 1990s, several studies were conducted that found cormorants did have a negative impact on the fish populations of several water bodies (Lantry et al. 2002, Rivers and Jacobson 2004, Rudstam et al. 2004). As results of these studies became public, local concern that the cormorants on Lake of the Woods were impacting the fish populations increased. In response to this concern, the Lake of the Woods County Board established a Cormorant Committee during the spring of 2006 to review potential solutions to the perceived cormorant problem. This report was produced to consolidate available information on trends in walleye, sauger, yellow perch and forage fish populations, in the Minnesota portion of Lake of the Woods, and to review if fishery trends could be correlated to changes in cormorant abundance.
Cormorant Abundance and Fish Consumption
Cormorant abundance has been monitored at least every other year, since 1981, on the Minnesota portion of Lake of the Woods through counts of nests. Figure 1 shows how cormorant abundance changed through the period of population expansion from 1976 to 1989. After 1989, the cormorant population stabilized (Figure 2). The low abundance documented in 1993 was due to an outbreak of Newcastle Disease during the winter of 1992-1993 (K. Haws. pers. comm.).
The daily consumption of food items varies by the life stage of cormorants. Rivers and Jacobson (2004) assumed adult cormorants consumed 1 pound per day and chicks consumed 0.73 pounds per day. To calculate total consumption, the period of time cormorants spent in the area was divided into discrete periods based on the life stages of cormorants present. Rivers and Jacobson (2004) described the length of each period. The pre-chick period (before chicks were hatched) is 64 days, chick stage (after hatch, before chicks consumed at the adult rate), 42 days, and the post-chick stage (when chicks consumed at the adult rate), 52 days. Rivers and Jacobson (2004) reported that there were 1.9 chicks produced per nest on Leech Lake. Total consumption will be an underestimate because resident non-breeding and migratory cormorants on Lake of the Woods have not been counted. The number of adults (7,474) and chicks (7,100) is based on the mean number of cormorant nests from 1989 to 2004 (the period of stable cormorant abundance), excluding 1993. Assuming their entire diet was composed of fish the average annual consumption by cormorants over this period on Lake of the Woods was 1,767,848 pounds of fish, or 5.5 pounds per acre (Table 1). Rudstam et al (2004) reported that cormorants negatively impacted walleye (Sander vitreus) and yellow perch (Perca flavescens) populations of Oneida Lake at a consumption rate of 3.5 pounds per acre, and Rivers and Jacobson (2004) reported that a consumption rate of 11.8 pounds per acre caused walleye and yellow perch populations to decline on Leech Lake.
Table 1. Average annual fish consumption (pounds) by cormorants on the Minnesota portion of Lake of the Woods. Number of cormorants used is the mean number of adults from 1989 to 2004 (excluding 1993) and assuming 1.9 chicks per nest. The number of chicks produced was added to the number of adults in the post-chick period, when chicks fed at the adult rate.
Total
1,767,778
Pounds per Acre (320,000 acres)
5.5
Lake of the Woods is shared between the State of Minnesota and the Canadian provinces of Ontario and Manitoba. No cormorants have been documented nesting on the Manitoba portion of Lake of the Woods, but biologists from Ontario feel that the Ontario nesting population of cormorants is stable at a level between 3,100 and 6,000 pairs. Assuming the higher figure, the Ontario population of cormorants is less than twice as high as the Minnesota population, while the Ontario portion of Lake of the Woods is approximately 600,000 acres, or almost two times larger than the Minnesota portion. While including the Ontario cormorant population would almost triple the total consumption of fish, the amount consumed per acre would change very little. For the purposes of this paper I am going to deal only with cormorants nesting in Minnesota.
Fish Recruitment
Fish recruitment is a very complex topic, and the specifics are beyond the scope of this paper. However, there are some generalities that should be highlighted. In general, mortality of young fish is very high but declines as the survivors get older. At some point on this continuum a bottleneck is passed and year class strength is established. As long as mortality sources are within a normal range, once year class strength is set, it should be possible to predict the abundance of future age classes based on the abundance of younger age classes. However, once year class strength has been established, any change in mortality would be expressed as a change in the relationship between the abundance of younger age classes and older age classes, and ultimately, the measure of year class strength. In the case of walleye and sauger (Sander canadense) on Lake of the Woods, this bottleneck occurs during their first summer, as year class strength can be predicted from data collected at the end of August. Conversely, summer sampling of young-of-year (YOY) yellow perch has not proven to be an effective way to predict yellow perch year class strength on Lake of the Woods.
Oneida Lake
Adult walleye and yellow perch populations on Oneida Lake declined through the 1990s, concurrent with cormorant population increases. The decline of adult walleye and yellow perch was attributed to increased mortality of sub-adult walleye (between age-1 and age-4) and yellow perch (between age-1 and age-3). After cormorants became established on Oneida Lake, the residuals between measured abundance and predicted abundance were all negative (see Figure 4, Rudstam et al. 2004). The only factor that could have caused the negative residuals was an increase in mortality between age-1 (the age that future abundance is estimated from) and age-3 or age-4. Age-1 abundance of both walleye and yellow perch during the period of the cormorant population increase was unchanged from earlier periods.
A cormorant diet study was conducted from 1995 through 2000 on Oneida Lake. This study found that between 40% (1995) and 81% (2000) of all cormorant prey items were walleye and yellow perch. Through the six years of the study, age-0 and age-1 walleye comprised 71% of all walleye eaten, while age-0 and age-1 yellow perch were 81% of all yellow perch consumed. Although the majority of walleye and yellow perch consumed by cormorants were age-0 and age-1, mortality at these ages appears to be compensatory. Consumption of the relatively small number of older walleye and yellow perch resulted in additive mortality and caused the decline in the walleye and yellow perch populations.
Leech Lake
Cormorant abundance increased from 1998 through 2004 on Leech Lake. Through the period of cormorant population increase, age-0 walleye and yellow perch abundance remained within the normal range, but the abundance of sub-adult walleye and yellow perch declined. Concurrent with the decline in the number of sub-adult walleye and yellow perch, the 2001 walleye year class was predicted to be very strong, while it actually turned out to be moderately weak. As on Oneida Lake, the overall abundance of age-0 walleye and yellow perch remain high, but high age-0 abundance has not resulted in strong year classes. Again, an increase in mortality between age-0 and recruitment to the gill net sample and year class strength index is likely.
Cormorant Control Results
Cormorant control measures have been undertaken on both Oneida Lake and Leech Lake. The target cormorant population on Oneida Lake has been set at no more than 100 resident adults and sub-adults, from 600+ individuals that had been using the lake. Cormorant control on Oneida Lake includes spring and fall hazing, egg oiling, nest destruction, killing of adults and exclusion devices. On Leech Lake the primary cormorant control measures are to reduce nesting habitat and to shoot adults. The goal is to reduce the number of nesting pairs from a high of 2,524 pairs to 500 pairs. Early indications on both lakes are that responses within the fish community are consistent with a reduction in mortality that could have been caused by cormorants.
Lake of the Woods Fish Assessment Tools
Two primary assessment tools are utilized to monitor percid populations on the Minnesota portion of Lake of the Woods. A standardized fall gill net assessment has been conducted annually since 1981. This assessment uses sites and methods established in a three-year survey conducted from 1968 to 1970. The period of fall gill net assessment overlaps the recent population change history of cormorants on Lake of the Woods. Products of the fall gill net survey include overall abundance, by species, and abundance of age classes, for species that are aged. From age class abundance, an index of year class strength can be generated. This year class strength index is useful for comparing the relative strength of year classes through time. For both walleye and sauger the year class strength index is based on the catch rate of age-2 through age-5 fish. This is important because on Oneida Lake it was found that the additional mortality causing the decline in the walleye population occurred after age-1, but before age-4. A weakness of the year class strength index is that it is a reflection of all sources of mortality. For instance, on Lake of the Woods anglers start to harvest walleye when they are 12 inches in length. Since age-2 walleye reach 12 inches in length during the fall, they are vulnerable to angler harvest for all four years in which their year class strength is measured. In this case, if angling were a major source of walleye mortality, changes in angling harvest would influence year class strength.
The second percid assessment tool is young-of-year (YOY) sampling conducted annually during July and August. YOY sampling is useful in predicting year class strength of both walleye and sauger. The most useful segment of YOY sampling is the trawling component, which is conducted in August. Though it has been conducted annually since 1983, seining has not yielded a useable predictive ability for walleye or sauger unless combined with trawling. The weakness of the trawl assessment is that it was not incorporated into sampling until 1990, after the cormorant population had stabilized on the Minnesota portion of the lake.
Lake of the Woods-Walleye
Overall walleye abundance in both Oneida Lake and Leech Lake declined during the period of cormorant abundance increase. Figure 3 shows how abundance of all age classes of walleye combined has varied on Lake of the Woods since 1968. Gill net catch per lift ranged from a low of 6.3 in 1982 to 26.6 in 1970. During the 1968 to 1970 study, walleye abundance increased sharply as a result of recruitment of the 1966 year class to the gill net sample. The 1966 year class of walleye is the strongest year class of walleye ever documented on Lake of the Woods (Figure 4). The line through Figure 3 shows that overall walleye abundance has not declined through time, and may have increased. Walleye year class strength has varied through time (Figure 4), but there is no increasing or decreasing trend in strength.
Another way to look at recruitment is to try to predict the fall gill net catch rate of an age group from the catch rate at an earlier age. I used the ratio of gillnet CPUE at age-1 to age-2 and to age-3. Figure 5 shows that the ratio of age-2 walleye to age-1 walleye declined between 1983 and 2001. This suggests that mortality between age-1 and age-2 has increased through time. Conversely, Figure 6 suggests that the mortality rate between age-3 and age-1 has declined during the same time period.
Year Class
Figure 5. The ratio of the catch per unit of effort of age-1 to age-2 walleye, by year class. The dashed line through the points is the best fit trend line.
Sport harvest of walleye in the 1968 to 1970 survey averaged 462,000 pounds, which was in the same range of magnitude as sport walleye harvest in the 1980s (Figure 7). However, a commercial walleye fishery existed also through 1985. During the 1968 to 1970 period an additional 97,000 pounds of walleye were harvested commercially. An insignificant walleye harvest occurred through, what was at the time, a very small winter sport fishery. Total sport and commercial walleye harvest from 1968 to 1970 averaged 559,000 pounds. From 1981 through 1985, the walleye summer sport harvest averaged 202,000 pounds and an additional 154,000 pounds were harvested commercially. Additionally, approximately 37,000 pounds of walleye were harvested through a developing winter fishery, for a total harvest of 393,000 pounds. After 1985 commercial harvest was removed, but the summer and winter fisheries continued to expand. The average sport harvest, from all sources, from 2001 to 2005 was 660,000 pounds. Current total harvests exceed that from both the early 1980s, and the late 1960s.
Walleye harvest rates through the sport fishery are generally lower from 1998 through 2006 than in the previous periods (1968-1970, 1981-1984) (Figure 8). Release rates were not published from the surveys conducted from 1968 through 1970 or the surveys completed in 1981 through 1984, so comparison of release rates cannot be made. Observations by MN-DNR personnel indicate that very few walleye were released prior to implementation of experimental and special regulations forcing the release of some sizes.
Lake of the Woods Walleye Discussion
On both Oneida Lake and Leech Lake the overall abundance of walleye, as measured in annual sampling, declined as cormorant populations increased. On both lakes, it appeared that the decline in abundance was caused by increases in mortality between age-0 or age-1 and age-4 (Oneida Lake) or recruitment to the year class strength index (age-2 through age-5, Leech Lake). On Lake of the Woods there have been short-term declines in overall abundance, but abundance has rebounded following lows. Overall, the regression line through the gill net catch rates suggests an increasing trend in abundance, but the trend is not significant (p = 0.52).
The year class strength index, as used in Figure 4, is a very useful index as it reflects all sources of mortality that affect the year class through age-5. This is also a potential source of confounding factors. Walleye start to recruit to the sport fishery at age-2 and remain vulnerable through age-5. The increase in sport harvest documented since 1968 could increase mortality from age-2 through age-5. This would be manifested as declining year class strength through the period. Though a commercial fishery existed through 1985, this fishery was restricted by mesh size and minimum legal size. These restrictions did not allow female walleye to recruit to the commercial fishery until age-5 and male walleye recruited at age-6 (Schupp 1974). The commercial fishery therefore had very little effect on the year class strength index. A paired t-test between year class strength indices from the 1963 to 1968 year classes and the 1998 to 2003 year classes found no difference in mean strength between these periods (p = 0.57). The lack of change in year class strength index through time suggests that the increase in the cormorant population through the 1980s, and the increase in sport fishing harvest, did not significantly increase walleye mortality before age-5.
Figures 5 and 6 both suggest mortality changes between age-1 and age-2 (Figure 5) and age-1 and age3 (Figure 6). However, Figure 5 suggests an increase in mortality rate while Figure 6 suggests a mortality rate decline. Neither regression is significant (p=0.21 age-1 to age-2, p=0.64 age-1 to age-3) so there is no significant change in mortality rate during the period presented.
Walleye sport fishing harvest rates (HPUE) have declined from 1968 through 2006 (Figure 8). Release rates were not reported before 1998. Sport fishing equipment has undergone many changes since 1968. Both commercial launches and private fishing boats have gotten larger. Electronic navigation and fish finding devices are more frequently used and have become more accurate and reliable. These changes should have increased catch rates. Paired one-tailed t-tests for mean HPUE between the 1968 to 1970 data set and the 1981 to 1983 series found the harvest rates were not significantly different (p=0.07). When the 1968 to 1970 data series is compared to 2004 to 2006, the HPUE in the earlier data series was found to be significantly higher than the later time series (p=0.05).
Not quantifiable from the available data is how angler behavior has affected catch and harvest. Anglers have generally become more release oriented recently, whereas in the late 1960s anglers were much more harvest oriented. The degree to which walleye that were released in the later surveys would have been harvested during the 1960 to 1970 period cannot be assessed. Schupp (1974) did report that anglers readily accepted walleye when they reached 12 inches in length. From 2004 to 2006 walleye recruited to the sport fishery when they reached 12 inches in length. This is unchanged from the earlier survey. A regulation, designed to reduce walleye harvest, was enacted prior to the summer 2005 fishing season. The regulation forced the return of all walleye between 19.5 and 28 inches in length and reduced the possession limit from 6 walleye to 4. Though this regulation would have affected HPUE in 2005 and 2006, earlier HPUE would have remained unaffected.
Lake of the Woods-Sauger
Information on sauger is somewhat more limited than walleye. Sauger were historically not a species of interest to the degree that walleye were, because they comprised a relatively small portion of sport and commercial harvests, and were felt to be relatively abundant.
Overall sauger abundance from 1968 to 1970 and 1981 to 2006 is presented in Figure 9. Sauger abundance has ranged from 4.5 sauger per lift (1981) to 20.1 per lift (2002). The regression line through annual abundance, as measured by fall gill nets assessment suggests stability in sauger abundance through time.
Sauger year class strength index values are available from 1982 to 2004 (Figure 10). Unlike walleye, sauger year class strength values are not available prior to the cormorant population expansion, but strengths through the expansion and after stabilization are available. There is not an increasing or decreasing trend in year class strength through time for sauger.
Sauger were historically less important to the commercial fishery than walleye. From 1968 to 1970 commercial sauger harvest averaged 15,800 pounds (Figure 11). In the five years prior to the removal of the commercial fishery from Lake of the Woods, commercial sauger harvest averaged 13,660 pounds. Sauger did not become a major component of the sport harvest until the winter fishery expanded. The winter fishery from 1968 through 1970 was very small and only 1,700 pounds of sauger were harvested annually. This fishery grew substantially through the 1970s and 1980 to where approximately 161,000 pounds of sauger were harvested during the winter of 1982. During the most recent five-year period (2001 to 2005), winter harvest of sauger averaged 250,000 pounds. Total sauger harvest averaged 48,000 pounds from 1968 through 1970, 192,000 pounds from 1981 through 1985 and 289,000 pounds from 2001 through 2005.Note that between 1981 and 1989 only two winter creel surveys were conducted. Blank years were filled with averages of preceding and succeeding years.
Lake of the Woods Sauger Discussion
The harvest history of sauger on Lake of the Woods is very different than that of walleye. Walleye have been heavily harvested since the early 1900s. In contrast, intensive sauger harvest did not start until the establishment of the winter fishery in the early 1980s. As such, data from the 1968 to 1970 assessment reflect a very lightly exploited population. As the cormorant population expanded on Lake of the Woods through the 1980s the winter fishery also expanded. Additionally, from 1986 to 1996 a commercial fishery specifically targeting sauger existed just across the border on the Ontario portion of Lake of the Woods. The Ontario commercial fishery ended after 1996 due to concerns that the sauger population was showing signs of over-harvest in the early and mid 1990s (Anonymous 1998).
Since the start of the increase in harvest on sauger in the late 1970s and early 1980s, the sauger population has remained stable. Overall abundance and year class strength do not show significant increasing or decreasing trends (p=0.92, abundance, p=0.96, year class strength). A significant decline in the sauger population took place from 1991 through 1997. The high sauger abundance in 1991 was likely the result of the moderately strong to strong year classes produced in 1987, 1989 and 1990. The rapid decline in overall sauger abundance after 1991, despite the presence of the strong year classes, can be attributed to the combined effects of the winter sport fishery in Minnesota and the sauger targeting commercial fishery in Ontario. With the elimination of the commercial fishery, the sauger population rebounded.
Lake of the Woods-Yellow Perch and Other Forage Species
Yellow perch are not a major component of the sport fishery on the Minnesota portion of Lake of the Woods. Until recently winter anglers would frequently discard yellow perch onto the ice rather than release them. Strong year classes are occasionally produced. When perch grow to 10 inches or longer most anglers accept them. Angler and sport harvest during the 1968 to 1970 survey averaged 30,000
pounds per year During the early 1980s, yellow perch harvest was only 7,000 pounds, but in the 1997 to 2003 period yellow perch harvest averaged 56,000 pounds.
Figure 12 shows that yellow perch abundance has varied widely since 1968. Catch per lift has varied from 6.0 (1968) to 29.9 (1984) per lift. The 1968 to 1970 assessment was a period of very low yellow perch abundance. Generally, low periods of abundance have been followed by sharp increases in abundance. Figure 12 suggests that overall yellow perch is increasing. This apparent trend is likely strongly influenced by the low abundance in the 1968 to 1970 survey and the relatively high abundance documented from 2001 to 2003. The increase in yellow perch abundance since 1968 is a significant trend (p=0.02).
Yellow perch have been aged since 1990, so year class strength information is more limited than it is for walleye and sauger. The period for which yellow perch year class strength is available is entirely within the period of cormorant population stability. Yellow perch year class strength has been quite stable since 1989, with only two weak and three strong year classes (Figure 13). The trend line through year class strength suggests that year classes have been getting stronger since 1989, though the trend is not significant (p=0.56).
Age-0 and age-1 yellow perch are major forage items for walleye and sauger on Lake of the Woods. The abundance of forage species, including yellow perch, has been measured through trawling since 1991 (trawling has been conducted since 1989, but sites were standardized since 1991, with minor modifications in 1995). In addition to forage species, the abundance of age-0 walleye and sauger is measured. Figure 14 shows how the overall abundance of forage species, expressed as biomass per trawling hour, has varied since 1991. Catch rates (number per hour reported in annual Lake of the Woods Large Lake Survey Reports) were converted to biomass by multiplying by the mean weight (g) of each species and life stage sampled.
Figure 14 shows that the overall abundance of forage items varies widely by year. The variability is not caused by variation in abundance of any species, but rather by all species and life stages in the sample. For example, age-0 yellow perch have ranged from being the largest single component of the sample in 2003 to being virtually undetected in 2004 (CV=171). Even in years when overall forage abundance is high, some life stages and species that frequently comprise a large portion of the sample can be present at very low abundance. Other major species in the sample such as emerald shiner (Notropis atherinoides) and trout-perch (Percopsis omiscomaycus) have had similar ranges of abundance. In general, coefficients of variation were quite high for all species and life stages sampled in the trawling program. The species with the lowest coefficient of variation in the trawling sample were age-0 walleye (CV=108) and age-0 sauger (CV=103). Age-0 walleye and sauger are a very small component of the overall biomass sampled.
Summary
The focus of this paper is to describe trends in walleye, sauger, yellow perch and forage fish populations and to test if any trends could be correlated to changes (increases) in cormorant abundance. Overall abundance of walleye, sauger and yellow perch is available from 1968 to 1970, and then annually since 1981. This period encompasses the entire range of changes in the cormorant population on the Minnesota portion of Lake of the Woods, from before population expansion, through the expansion in the 1980s, and through 13 years of population stability. If increased cormorant abundance caused an increase in additive mortality on walleye, sauger or yellow perch, the increased mortality would be expressed as high abundance in the late 1960s, declining abundance through the 1980s and stable abundance, though at a lower level than during the 1960s, to the present time. There is no declining trend in abundance in any of the three species. Due to the lack of a declining trend in abundance, it is highly improbable that the present level of cormorant abundance has negatively impacted the walleye, sauger or yellow perch populations on Lake of the Woods.
Year class strength indices are available for walleye and sauger. Walleye strength indices are available through the entire range of the cormorant population change, while sauger strength indices are available only from just prior to the cormorant population expansion. Since the greatest potential influence by cormorants on walleye and sauger populations would occur either before, or just as, these species have their strength indices scored, any additional mortality during early life would be reflected as lower year class strength indices. Though the strongest walleye year class produced during the period of this evaluation was produced while cormorants were present at very low levels, three weak and two moderate year classes were also produced during this period. Also, the second and third strongest year classes produced since 1963 (1991 and 2001) were produced after the cormorant population had expanded and stabilized. The trend in strength of year classes produced since 1963 is flat. There is no evidence in the year class strength indices to suggest that cormorants have been causing additive mortality to the walleye and sauger year classes on the Minnesota portion of Lake of the Woods.
Trawl data is only available since the cormorant population has stabilized and is therefore not useful to evaluate if forage item abundance has been negatively impacted by cormorants. It does however show that age-0 walleye and sauger are an extremely small component of the fish community, and may indicate why cormorants have not affected walleye and sauger population on Lake of the Woods. Other fish species of similar size are much more abundant than age-0 walleye and sauger. Since cormorants are an opportunistic feeder (Anonymous 2005), they are likely foraging on other species simply because they are more likely to encounter them.
Of all indicators examined for negative trends through time (due to increasing mortality) the only two that suggest increased mortality are predicting age-2 walleye abundance from age-1 abundance (Figure 5) and the decline in sport fishing CPUE. Predicting the gill net assessment abundance of age-2 walleye from the gill net abundance of age-1 walleye is problematic because neither age-1 nor age-2 walleye are fully recruited to the gill net sample. Since they are not fully recruited, and recruitment is based on size, any changes in growth would be reflected as differences in perceived abundance. In any case, the trend suggesting a decline in the number of age-2 walleye per age-1 walleye is not significant. Also, the trend of increasing number of age-3 walleye per age-1 walleye (Figure 6) through time is counter intuitive if the trend suggested by Figure 5 were real.
The significant decrease in walleye sport harvest rate since the 1968 to1970 survey may have several causes. Annual gill net sampling does not suggest a decline in abundance of the walleye population, so the cause is likely a change within the sport fishery. The increasing size of boats and greater sophistication of electronics should serve to increase angler catch, and thereby, harvest rates, through the period. Overall harvest has increased, but this increase in harvest has been driven by increased participation in the sport fishery. Currently the sport fishery alone is harvesting more walleye than were harvested by the combined sport and commercial fisheries during the 1968 to 1970 study. The larger annual harvest through a greater number of anglers simply leaves fewer fish per angler. Another potential cause is changing values within the fishery. Release rates were not reported for the 1968 to 1970 study, but anglers are currently more open to releasing walleye that they would have harvested during the earlier study. For instance, during the summer of 2006 the harvest rate was 0.31 walleye per hour and the release rate was 0.28 walleye per hour, for a total catch rate of 0.59 walleye per hour. Schupp (1974) reported that anglers started to harvest walleye when they reached 12 inches in length. If walleye that were shorter than 12 inches are removed from the release rate found in 2006, the release rate becomes 0.16 walleye per hour. It is likely that these fish would have been harvested during the 1968 to 1970 study. If this assumption is correct the harvest rate in 2006 would have been 0.47 walleye per hour and would have exceeded the harvest rate in two of the three years of the 1968 to 1970 study.
Literature Cited
Anonymous. 1998. Minnesota-Ontario boundary waters fisheries atlas for Lake f the Woods, Rainy River, Rainy Lake, Namakan Lake, Sand Point Lake. Minnesota Department of Natural Resources-Ontario Ministry of Natural Resources. 128 pp.
Anonymous. 2005. Environmental assessment: Reducing double-crested cormorant damage in Minnesota. United States Department of Agriculture-Animal and Plant Health Inspection Service, United States Department of Interior-Fish and Wildlife Service, Minnesota Department of Natural Resources, Division of Resource Management-Leech Lake Band of Ojibwe. 141 pp.
Carlander, K. D. 1939. Field notes and comments on summer survey work on Lake of the Woods and Upper Red Lake. Minn. Cons. Department.
Lantry, B. F., T. H. Eckert, C. P. Schneider, and J. R. Chrisman. 2002. The relationship between the abundance of smallmouth bass and double-crested cormorants in the eastern basin of Lake Ontario. Journal of Great Lake Research 28:193-201.
Rivers, P. and P. Jacobson. 2004. A preliminary analysis of the effects of double-crested cormorants on the fish populations of Leech Lake. Minnesota Department of Natural Resources Internal Document.
Rudstam, L. G., A. J. VanDeValk, C. M. Adams, J. T. Coleman, J. L. Forney, and M. E. Richmond. 2004. Cormorant predation and the population dynamics of walleye and yellow perch in Oneida Lake. Ecological Applications 14(1):149-163.
Schupp 1974. The fish population structure and angling harvest of Lake of the Woods, Minnesota 196870. Minnesota Department of Natural Resources. 21 pp. | <urn:uuid:67067188-bb45-4a8e-9e05-7dc9ed39b35b> | CC-MAIN-2022-33 | https://files.dnr.state.mn.us/areas/fisheries/baudette/cormorant_final.pdf?20220628-16 | 2022-08-09T17:22:07+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00340.warc.gz | 259,422,789 | 8,215 | eng_Latn | eng_Latn | 0.980032 | eng_Latn | 0.997834 | [
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* Visit www.gov.uk/flood
Check if you are at risk of flooding Sign up to receive free flood warnings Make a checklist of things you can take It's really easy to take these actions: • Call Floodline on 0345 988 1188
What can you do now? | <urn:uuid:7a6f3aa9-85ff-432a-9594-14f77b2f60a5> | CC-MAIN-2022-33 | https://www.ludgvan.org/wp-content/uploads/2019/12/Flood-Action-Guide_UPDATED.pdf | 2022-08-09T17:12:22+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00343.warc.gz | 763,814,700 | 561 | eng_Latn | eng_Latn | 0.990818 | eng_Latn | 0.994851 | [
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Afterschool Spotlight
HEALTHY EATING AND PHYSICAL ACTIVITY (HEPA) + SOCIAL AND EMOTIONAL LEARNING (SEL)
A World Fit for Kids!
Los Angeles, Calif.
Average number of students served during the school year
Students from low-income families
7,500
84%
Main funding sources:
f f Los Angeles Unified School District
f f After School Education and Safety grants
f f 21 st Century Community Learning Centers
f f Foundations
f f Corporations
A World Fit for Kids!
Training staff to model healthy behaviors to promote healthy eating and physical activity and social and emotional learning
Taking a comprehensive approach to wellness—which includes healthy eating and physical activity and extends to additional aspects of health, such as social and emotional skills and competencies—can provide the necessary supports to help healthy children grow into healthy adults. Afterschool and summer learning programs are well-situated to be a component of solutions that address the whole child. Children in quality programs have access to healthy snacks and meals, take part in physical activities, feel safe and supported by caring mentors, work collaboratively with peers, develop new skills, and gain confidence as they learn to set goals and make responsible decisions for themselves.
Overview
A World Fit for Kids! (WFIT) is an afterschool program with the mission of "preparing young people for fit and fulfilling lives." Working in underserved communities, WFIT brings programming that purposefully takes a social and emotional learning approach to provide physical activity, nutrition education, academic support, mentoring, and enrichment activities to 14 Los Angeles Unified School District Title I schools. To support students' overall health, WFIT promotes physical, mental, and emotional wellness, and encourages students to adopt healthy habits and become mentors and role models.
A typical day for students
Although students' schedules differ depending on their age and club, daily schedules typically incorporate a check in, an "energy break" or warm up, a healthy snack, homework help, and some form of physical activity such as a relay race or sports activity. WFIT trains "coach-mentors" to prepare mentees to succeed in and out of the program, helping them recognize steps to reach their goal, develop a plan, and make modifications based on challenges. Along the way, coach-mentors prime mentees to reflect on the experience and celebrate the skills they used to overcome a challenge, including resilience, optimism, and discipline.
Outcomes
An external evaluation by the Kaiser Group found that WFIT had a positive impact on students' physical activity, nutritional intake and choices, selfconfidence, relationship with peers, and teamwork skills. Students reported
1
that WFIT helped motivate them to be physically active (77 percent), drink more water (80 percent), and feel more confident (80 percent of high schoolers and 75 percent of middle schoolers). Of teen mentors surveyed who completed the Mentors in Motion training since 2003, 96-100 percent graduated from high school and 76 percent were enrolled in or had completed community college or university degrees.
Program characteristics
WFIT uses a train-the-trainer model, allowing the program to share its expertise incorporating healthy behaviors and a personal empowerment program model in any existing program. Mentors in Motion SM is a research-based training model that prepares high school coach-mentors to work closely with elementary and middle school students, learning how to serve as role models and develop individualized activities that accommodate mentees' interests and special needs. Coach-mentors first identity their personal and health goals and strategies to reach them, using the process to model healthy behaviors and positive social skills as they help mentees achieve their goals.
Students often join WFIT during elementary school as a mentee and continue in the program through high school, where they have an opportunity to apply for an internship as a coach-mentor. Mentees look to coach-mentors as someone they can trust, and who can show them how to manage their emotions, make healthy decisions, and view physical activity and healthy eating as easy and fun. As a coach-mentor, students learn to lead, listen, and serve as role models.
Program history
In 1993, A World Fit for Kids! was founded to bring a physical activity and empowerment program to children and families in underserved communities. Since then, WFIT has trained more than 10,000 classroom teachers and served more than 460,000 children and families.
Recommendations
for training staff to model healthy behaviors:
f f Cultivate an environment that promotes youth leadership opportunities. Train-the-trainer allows high school mentors to develop the skills to be role models. The cycle is self-sustaining and provides the social and physical developmental needs for all ages.
f f Train your team members to intentionally integrate physical activity in a variety of activities and create a positive experience for students. Everything counts!
Challenges
National public health issues among children today are physical, and social, and emotional. The National Survey of Children's Health found that close to 1 in 3 children are overweight or obese, placing them at a higher likelihood for a number of health issues including asthma and high blood pressure. Additionally, 45 percent of children in the U.S. have experienced at least one adverse childhood experience (ACE), which has been linked to negative health outcomes and behaviors.
There are linkages between children's physical and social and emotional health.
While one does not automatically lead to the other, research has found that children who are obese are more likely to suffer from low self-esteem, depression, and anxiety, and studies have shown the association between ACEs and a higher likelihood of being overweight and obese.
Issues in childhood have long reaching
effects. ACEs have been linked to negative health issues in adulthood, such as a higher likelihood of drug abuse and heart disease, and obesity in childhood has been associated with a higher likelihood of obesity in adulthood. At a national level, the estimated lifetime economic costs of ACEs are $124 billion and obesity is $150 billion.
Read A Big-Picture Approach to Wellness: Afterschool Supporting Strong Bodies and Minds to learn more.
afterschoolalliance.org
2
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Preschool and Pre-K Mission:
To inspire the love of learning through dance, music and art!
Preschool and Pre-K Vision:
We believe the Arts are an essential foundation for strong academic learning. Learning dance, art and music strengthens the child's ability to focus, reason and learn. These will be taught in a fun environment while encouraging each child to learn their way, build good communication skills and understand classroom structure and respect.
Preschool
*Students will be introduced to an integrated monthly theme and character trait (honesty, kindness, etc,) that teaches the pre-school child about different aspects of his/her world and how to live well in it.
*Science: Students will explore the monthly themes through hands on Science activities that also incorporate early mathematical, color, and art concepts.
*Literacy: Theme related books, letter/sound recognition
*Music: The Kindermusik class and the at home materials will explore the monthly theme through instruments, listening and movement. Music is a proven medium to strengthen mathematical reasoning and literacy in children. For more information see the Laugh and Learn video at:https://www.kindermusik.com/kids-music-classes/preschoolers/
*Dance: Students will learn the basics of dance technique in order to create a strong muscle base. Dance coordination and strengthening aids the child's brain development. Students will also be encouraged to explore their creativity through improvisational dance!
Pre-K
*An integrated monthly theme and character trait (patience, responsibility, etc.) that expands the pre-K child's understanding of his/her world and how to live well in it.
*Literacy: Theme related books. Letter/sound recognition and simple writing taught together with Art.
*Art: Using the Monart Method students will produce a weekly work of art that corresponds to the letter/sound of the week. This method increases a child's focus, concentration and problem solving abilities as she/he learns to see and draw basic shapes. For more information, see:https://monart.com/student-gallery-3-5-years/
*Math: Math skills needed for Kindergarten will be interwoven into all subjects.
*Science: Students will strengthen their observation skills and gain a basic understanding of the scientific method through theme related experiments.
*Music: Music is a proven medium to strengthen mathematical reasoning and literacy in children. The pre-K Kindermusik school program and the at home materials use instruments, song, poems and movement to explore a different theme each month. Each theme focuses on a specific genre of music, instruments related to the genre and a musical term such as quarter notes, crescendo/decrescendo, etc. For more information, see the Move & Groove video at:https://www.kindermusik.com/kids-music-classes/big-kids/
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The Heights Primary School 82 Gosbrook Road Caversham Reading RG4 8BH
Tel: 0118 357 0123
Email:
firstname.lastname@example.org
Headteacher: Mrs Karen Edwards
THE HEIGHTS HIGHLIGHTS
Achieving Success Promoting Individual Responsibility and Excellence 8 th November 2019 – Issue 203
Dear Parents and Carers,
I know it seems like an age ago now, but I hope you all enjoyed a lovely half-term together last week. I was thrilled that my 'children' still wanted to carve pumpkins with me! We had great fun – what do you think?
We've had a super week, jam packed with visits and trips and great learning experiences.
Year 2 had their long awaited visit to Windsor Castle on Wednesday and came back buzzing with stories about the Castle, what the flags mean and were amazed at the armour, weapons and the dolls house room. On the same day, I supported Mr Cook and Miss Hatchett on the Year 6 trip to the Imperial War Museum in London. We took the train and then tube to Lambeth North and had a fascinating and powerful investigation of the First World War Galleries.
The Year 6 pupils then went back into the Galleries after lunch, tasked with filming their own mini documentaries about something they felt they wanted to tell a story about and linked to peoples' experiences of and lasting impact of the War. It really was a fabulous day for both year groups that brought this topic to life. Thank you so much to all the staff for organising and leading these trips and for the parent volunteers who also helped.
William Marshall Plaque
Yesterday, we were invited by CADRA to celebrate the unveiling of a plaque commemorating the life of William Marshal who died 800 years ago. Marshal is one of our school Houses and we took 8 children from Marshal House in Key Stage 2 to the viewing point on Caversham Bridge to help 'unwrap' the plaque. The children really enjoyed learning more about the impressive life of William Marshal and his legacy, not only for Caversham, but our whole country. Thank you to Helen Lambert and CADRA for inviting us to be a part of such a lovely event and to Bhav Wood for helping to walk the children to and from Caversham.
Parent Consultations
Thank you for attending the Parent Consultation meetings with class teachers on Tuesday and Thursday this week. We hope you found them informative and helpful.
Parent Class Reps
I will be meeting with Parent Class Reps next Friday 15 th November at 9am.
Parent Survey
Thank you also for taking the time to complete the Parent Survey that we sent out to your before half-term. We find your comments to be really helpful as we continue to evaluate all that we do in school.
Quiz Night
The Heights Quiz Night is nearly upon us and takes place on Friday 15th November at Hemdean House, starting at 7:30pm. This has been a fantastic event in previous years and it would be great to keep up this tradition with your support. All money raised goes back into the school so do think about getting a ticket and join in for a fun evening!
Cross Country
The next South Oxfordshire Primary Schools Cross Country event is taking place this Saturday 9th November at Maiden Erlegh Chiltern Edge, starting at 10am. The event is for children in Years 1-6 and we are really hoping to field teams of at least 3 girls and boys in every age group. Mrs Edwards will unfortunately not be there to co-ordinate and support on this occasion. We hope lots of Heights pupils will get involved.
Children in Need
Children in Need is a national charity which we traditionally like to support. If children would like to support the charity they are welcome to come to school on Friday 15th November in their own clothes (non-uniform) or wear something spotty for a suggested voluntary donation of £1. This is not compulsory and children can wear school uniform as usual if they would prefer.
Flu Immunisations
The School Nursing Team will be in school next Thursday to administer the flu vaccine. If you haven't yet returned your consent form, please do so by Monday even if you don't plan to have your child vaccinated.
Key Stage 1 Assembly – Friday 15 th November
Next week's assembly will be for Key Stage 1 and will be led by children in Reception if you are able to join us.
Reception
This week in Reception, our theme has been Guy Fawkes and Diwali (which was celebrated over half-term). We learned about Diwali and what the Festival of Light means to Hindus and why we celebrate Bonfire Night. We really enjoyed the Diwali dances session we took part in on Wednesday, designing Rangoli patterns on the playground, dressing up in beautiful clothes and trying different foods in class. Thank you to all the staff and parents for helping us learn so much this week.
Year 1
This week we've focussed on the traditional tale of 'The Three Billy Goats Gruff'. We had lots of fun learning the story of 'The Three Billy Goats Gruff'. We had lots of fun learning the story, role-playing sequencing and performing it. We've also started to write the story with a different ending. In Maths, we're learning about the value of money (recognising different notes and coins) and how to use them in our Heights Primary Shop. In Science, we've been exploring different materials and investigating which bend, which are rigid and the properties of those that are the bendiest. In DT, we've started to saw wood and build our Tudor Houses and in Computing we're learning how to make photos move and speak and add special effects.
Year 2
This term we've been looking at non-chronological reports on Castles. We're going to plan and prepare a report for The Queen and were able to gain a lot of information for this when we visited Windsor Castle on Wednesday. We've started a unit on Tag Rugby in PE, have been making poppy collages ready for Remembrance Day in Art and concentrating on subtraction in Maths.
Year 3
This week we've been celebrating Parliament Week, focussing on developing our speaking and listening skills. We've looked at different methods of voting and discussing which are fair. We also learned what a motion is and are preparing to have a class debate. In Topic, we've been investigating the Pyramids and discovering how they were built and the different features of them – particularly the Pyramids of Djoser, Khufu, Unas, Khafre and Menkaure. In Maths, we are developing our understanding of division using our times table facts.
Year 4
This week, we completed a Big Write, writing stories which are based on folk/fairy tales but which the children have twisted. When we've written them we are ging to submit them to the Pearson 'Twist a Tale' writing competition. In Art, we're developing our design for our Mayan Glyph. In French, we're learning about the different ways to name transport and in PE we're starting a new unit on Hockey.
Year 5
This week our theme has been the Vikings. We've researched the Viking Lindisfarne attacks ad have considered what the features of a newspaper article are as well as how to make it engaging for the reader. We then used our research to write or own newspaper article. In Maths, we've revised our knowledge of fractions and decimals and recognising the links between these and percentages. In Science, we've started a new unit on 'Changes of Material' and have looked at what makes a soluble solution. We've learned what the terms 'dissolving' and 'melting' mean and have made predictions about what we believe are soluble and non-soluble substances. In PSHE, we've started a new topic on 'Celebrating Differences' and have started to research what is meant by 'culture'.
Year 6
In English this week we will be writing flashback stories using descriptive language and remembering the impact that the story 'Private Peaceful' is having on us. In Maths, we're continuing to learn about fractions, including fractions of quantities and how to divide fractions by whole numbers. We've been looking ahead to Remembrance Sunday, trying to gain a deeper empathy for those who have been affected by war and conflict. This was helped by our trip to the Imperial War Museum in London this week which was really interesting and thought provoking.
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Chapter 26 Cold War Conflicts Crossword Puzzle
U S 2 Chapter 26 Lesson Cold War Conflicts Chapter 26 Lecture The East and West in the Grip of the Cold War Chap 26 - Cold War Pt. 1.wmv P8CH26 2of2 Cold War Conflicts - Gameplay AMSCO CH26 1of2 Boyer APUSH Chapter 26 A Failed Empire: The Soviet Union in the Cold War from Stalin to Gorbachev CALL OF DUTY BLACK OPS COLD WAR ENDING - ALL ENDINGS (Good and Bad) CALL OF DUTY BLACK OPS COLD WAR All Cutscenes Full Movie (2020) HD APUSH: American History Chapter 26 Review Video
Call of Duty Black Ops Cold War
10 Satan's Final Deceptions Infecting the Church
Doing everything completely wrong in
ULTRA HD Horror All Cinematics Able Archer 1983: Brink Of Apocalypse
CALL OF DUTY ZOMBIES Full Movie Cinematic 4K
The Middle Eastern Cold War: Every Month (1952-2019)
Animated History
SAKI SAKI ? Chimpuk Dance Latest 2019 HD
Cold War Soviet Operations in Africa -
The Cold War in 7 minutes
Call of Duty Black Ops Cold War - America Ending (Stop The Nukes)
Time Strategy Games
How and Why Did The Soviet Union Collapse
(1945-1952) Ch. 26 AMSCO
What Was the Cold War?
Secrets Of War | Timeline
Top 10 Real
Ch 26 Triumph Part 1 The Cold War Crimes Of The CIA |
APUSH: Truman \u0026 Cold War
The Cold War Call of Duty Black Ops Cold War - Russia Ending (Russia Nukes World) Clash of Civilization - Samuel P. Huntington ( Post Cold War Theories ) in Hindi Saki Dockrill Memorial Lecture 2020: Do the Superpowers Matter in the Cold War? Chapter 26 Cold War Conflicts Start studying Cold War Conflicts (Chapter 26). Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Cold War Conflicts (Chapter 26) Flashcards | Quizlet Start studying chapter 26 cold war conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
chapter 26 cold war conflicts Flashcards | Quizlet Start studying US History Chapter 26: Cold War Conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
US History Chapter 26: Cold War Conflicts Flashcards | Quizlet Start studying US History: Chapter 26- Cold War Conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
US History: Chapter 26- Cold War Conflicts Flashcards ...
Chapter 26 Cold War Conflicts. Tools. Copy this to my account; E-mail to a friend; Find other ...
Quia - Chapter 26 Cold War Conflicts
Chapter 26 : Cold War Conflicts American Literature: Science Fiction Reflects Cold War Fears. Use the Web sites below to learn more about Ray Bradbury and The Martian Chronicles. When was The Martian Chronicles published? How does it reflect Cold War fears? What does the writing tell you about Ray Bradbury's view of American society at the time?
Chapter 26 : Cold War Conflicts : American Literature Learn cold war us history chapter 26 conflicts with free interactive flashcards. Choose from 500 different sets of cold war us history chapter 26 conflicts flashcards on Quizlet.
cold war us history chapter 26 conflicts Flashcards and ...
created an international interdependance - one country's actions affected others ... Truman saw the conflict with the Soviets as a need for a strong president
Chapter 26 - The Cold War. Printer Friendly. Global Insecurities at War's End - WWII
Chapter 26 - The Cold War | CourseNotes
Start studying Vocabulary for Chapter 26 Cold War Conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Vocabulary for Chapter 26 Cold War Conflicts Flashcards ...
Chapter 26 : Cold War Conflicts Chapter 26 Quiz. Ready to check your historical hunches? Test ... All these occurred in the U.S. during the Cold War EXCEPT (A) buildup of military arms (B) interrogations of citizens (C) protection of free speech (D) fear of nuclear war :
Chapter 26 : Cold War Conflicts : Chapter 26 Quiz
Chapter 26: Cold War Conflicts The Cold War and the danger of nuclear war define international affairs, especially after the Korean War. Fear of communism in the U.S. leads to accusations against innocent The United States and the Soviet Union emerge from World War II as two
Chapter 26 Cold War Conflicts Ppt - download.truyenyy.com
Chapter 26 : Cold War Conflicts Research Links. The Internet contains a wealth of information, but sometimes it's a little tricky to find what you need. By using the preselected Web sites provided below you will be able to narrow your search, answer assigned questions, and save precious time.
Chapter 26 : Cold War Conflicts : Research Links
Chapter 26: Cold War Conflicts The Cold War and the danger ... Chapter 26 Cold War Conflicts. United Nations (UN) organization designed to be a forum to prevent war and solve international problems, founded in
Chapter 26 Cold War Conflicts Ppt - bitofnews.com
Chapter 26 Cold War Conflicts Notes Cold War: rivalry between the United States and the USSR that did not erupt into actual war: Truman Doctrine: committed the United States to aid free peoples everywhere resisting communism: Marshall Plan:
Chapter 26 Cold War Conflicts Notes - e13components.com Mrs. Hefele's Social Studies Classes | World History, AP ...
Mrs. Hefele's Social Studies Classes | World History, AP ...
This quiz/worksheet combo will help you review what you've learned about the Cold War, including how it drew both sides into a series of wars and military conflicts around the world.
Quiz & Worksheet - Cold War Conflicts | Study.com
Chapter 26: Cold War Conflicts The Cold War and the danger ... chapter 26 cold war conflicts. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. rebeccafriedman. Terms in this set (64) Stalin resented the Western Allie's delay in attacking the Germans in Europe and that the United States had tried to keep its development of Page 2/5
U S 2 Chapter 26 Lesson Cold War Conflicts Chapter 26 Lecture The East and West in the Grip of the Cold War Chap 26 - Cold War Pt. 1.wmv P8CH26 2of2 Cold War Conflicts - Gameplay AMSCO CH26 1of2 Boyer APUSH Chapter 26 A Failed Empire: The Soviet Union in the Cold War from Stalin to Gorbachev CALL OF DUTY BLACK OPS COLD WAR ENDING - ALL ENDINGS (Good and Bad) CALL OF DUTY BLACK OPS COLD WAR All Cutscenes Full Movie (2020) HD APUSH: American History Chapter 26 Review Video
Call of Duty Black Ops Cold War
10 Satan's Final Deceptions Infecting the Church
Doing everything completely wrong in
ULTRA HD Horror All Cinematics Able Archer 1983: Brink Of Apocalypse
CALL OF DUTY ZOMBIES Full Movie Cinematic 4K
The Middle Eastern Cold War: Every Month (1952-2019)
SAKI SAKI ? Chimpuk Dance Latest 2019 HD
Cold War Soviet Operations in Africa -
Animated History Call of Duty Black Ops Cold War - America Ending (Stop The Nukes) The Cold War in 7 minutes How and Why Did The Soviet Union Collapse Top 10 Real Time Strategy Games What Was the Cold War? APUSH: Truman \u0026 Cold War (1945-1952) Ch. 26 AMSCO Ch 26 Triumph Part 1 The Cold War Crimes Of The CIA | Secrets Of War | Timeline
26 Cold War Conflicts Start studying Cold War Conflicts (Chapter 26). Learn vocabulary, terms, and more with flashcards, games, and other study tools.
The Cold War Call of Duty Black Ops Cold War - Russia Ending (Russia Nukes World) Clash of Civilization - Samuel P. Huntington ( Post Cold War Theories ) in Hindi Saki Dockrill Memorial Lecture 2020: Do the Superpowers Matter in the Cold War? Chapter
Cold War Conflicts (Chapter 26) Flashcards | Quizlet Start studying chapter 26 cold war conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
chapter 26 cold war conflicts Flashcards | Quizlet Start studying US History Chapter 26: Cold War Conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
US History Chapter 26: Cold War Conflicts Flashcards | Quizlet Start studying US History: Chapter 26- Cold War Conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
US History: Chapter 26- Cold War Conflicts Flashcards ... Chapter 26 Cold War Conflicts. Tools. Copy this to my account; E-mail to a friend; Find other ...
Quia - Chapter 26 Cold War Conflicts
Chapter 26 : Cold War Conflicts American Literature: Science Fiction Reflects Cold War Fears. Use the Web sites below to learn more about Ray Bradbury and The Martian Chronicles. When was The Martian Chronicles published? How does it reflect Cold War fears? What does the writing tell you about Ray Bradbury's view of American society at the time?
Chapter 26 : Cold War Conflicts : American Literature
Learn cold war us history chapter 26 conflicts with free interactive flashcards. Choose from 500 different sets of cold war us history chapter 26 conflicts flashcards on Quizlet.
cold war us history chapter 26 conflicts Flashcards and ...
Chapter 26 - The Cold War. Printer Friendly. Global Insecurities at War's End - WWII created an international interdependance - one country's actions affected others ... Truman saw the conflict with the Soviets as a need for a strong president
Chapter 26 - The Cold War | CourseNotes
Start studying Vocabulary for Chapter 26 Cold War Conflicts. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Vocabulary for Chapter 26 Cold War Conflicts Flashcards ...
Chapter 26 : Cold War Conflicts Chapter 26 Quiz. Ready to check your historical hunches? Test ... All these occurred in the U.S. during the Cold War EXCEPT (A) buildup of military arms (B) interrogations of citizens (C) protection of free speech (D) fear of nuclear war :
Chapter 26 : Cold War Conflicts : Chapter 26 Quiz
Chapter 26: Cold War Conflicts The Cold War and the danger of nuclear war define international affairs, especially after the Korean War. Fear of communism in the U.S. leads to accusations against innocent The United States and the Soviet Union emerge from World War II as two
Chapter 26 Cold War Conflicts Ppt - download.truyenyy.com
Chapter 26 : Cold War Conflicts Research Links. The Internet contains a wealth of information, but sometimes it's a little tricky to find what you need. By using the preselected Web sites provided below you will be able to narrow your search, answer assigned questions, and save precious time.
Chapter 26 : Cold War Conflicts : Research Links
Chapter 26: Cold War Conflicts The Cold War and the danger ... Chapter 26 Cold War Conflicts. United Nations (UN) organization designed to be a forum to prevent war and solve international problems, founded in
Chapter 26 Cold War Conflicts Ppt - bitofnews.com
Chapter 26 Cold War Conflicts Notes Cold War: rivalry between the United States and the USSR that did not erupt into actual war: Truman Doctrine: committed the United States to aid free peoples everywhere resisting communism: Marshall Plan:
Chapter 26 Cold War Conflicts Notes - e13components.com Mrs. Hefele's Social Studies Classes | World History, AP ...
Mrs. Hefele's Social Studies Classes | World History, AP ...
Copyright : beta.strelkamag.com
Read Online Chapter 26 Cold War Conflicts Crossword Puzzle
This quiz/worksheet combo will help you review what you've learned about the Cold War, including how it drew both sides into a series of wars and military conflicts around the world.
Quiz & Worksheet - Cold War Conflicts | Study.com
Chapter 26: Cold War Conflicts The Cold War and the danger ... chapter 26 cold war conflicts. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. rebeccafriedman. Terms in this set (64) Stalin resented the Western Allie's delay in attacking the Germans in Europe and that the United States had tried to keep its development of Page 2/5 | <urn:uuid:8742fbb6-8f64-44e8-acb1-be61bada7b31> | CC-MAIN-2022-33 | https://beta.strelkamag.com/meranda/pointer/adobe.php?pass=chapter-26-cold-war-conflicts-crossword-puzzle-pdf&hexcode=b02cc89b90257a0e470134715a40dd80 | 2022-08-09T17:59:53+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00345.warc.gz | 148,266,615 | 2,735 | eng_Latn | eng_Latn | 0.970499 | eng_Latn | 0.984351 | [
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Scooter Sponge Relay (6)
Equipment
- 1 Baby Pool (filled with water)
- Star Sponges
- 4 Scooters
- 4 Buckets
Set-Up
- Place 4 scooters in a line about 2 feet apart.
- Place baby pool filled with water and sponges on center line.
- Place one bucket next to each scooter.
Rules
- Divide class into 4 teams
- On signal, the first person from each team begins scooting toward the baby pool
- Relay begins by one student from each team sitting on a scooter
- Students take one sponge and then scoot back to the line.
- Students will place the sponge in the bucket and then switch with the next person in line.
- Students will continue until there are no more sponges left.
- Put all sponges back in the pool and play again!
- The team with the most sponges at the end wins.
- Students may scoot going forward or backward
- Please remind them to look behind them if they are scooting backwards
Leaky Cup Relay (2)
Equipment
- 4 Cups (With Holes)
- 4 Small Buckets
- 1 Large Red Trash Can (filled with water)
Set-Up
- Place 4 buckets at the starting point, each bucket about 2 feet away from each other
- Place red trash can about 30 feet away
Rules
- Divide class into 4 teams
- Give the first person in line a cup
- Each team stands behind a bucket
- On your signal, the first person in line will run down to the red trash can and fill the cup with water
- They will then place the cup on top of their head, return to the line and pour any remaining water in their bucket and switch places with the next person in line.
- Students will continue until the station is over and the team with the most water in their bucket at the end of the station wins
- Please remind students to run in a straight line there and a straight line back
Sponge Ring Relay (3)
Equipment
- 4 Sponges
- 4 Small Buckets
- 1 Large Red Trash Can (filled with water)
Set-Up
- Place four buckets about 3 feet apart
- Place red trash can about 30 feet away
Rules
- Divide class into 4 teams
- On your signal, the student with the sponge will run down to the red bucket and dip the sponge in the water.
- Give the first person in each line a sponge.
- Students will carry the sponge by pinning it between their chin and chest.
- Once they return to their bucket they will ring the sponge out and give it to the next person in line.
- Students will continue taking turns until the station is over.
- The team with the most water in their bucket at the end of the station wins.
Half Pipe Water Transfer Relay (4)
Equipment
- 16 Half Pipes
- 8 Small Buckets
4 Cups
-
Set-Up
- Place two medium buckets filled with water about ten feet apart, each with two cups inside (two teams will share one medium bucket to fill their cups)
- Place four small buckets about 30 feet away, directly in front of each team
Rules
- Divide class into 4 teams
- One student will scoop the water in the cup and pour it at the beginning of the pipes.
- 4-5 Students will hold the half pipes in a row to make a path toward their bucket.
- The person pouring the water will do three cups-fulls and then switch with someone on their team. They will continue switching every three cup-fulls until the station is over.
- The object of this activity is to transfer water to a bucket by pouring it onto the pipes.
- Students must hold the pipes together to prevent the water from leaking
- The first team to fill the bucket wins or the team with the most water in their bucket at the end of the station wins.
Fill the Bottle Relay (5)
Equipment
- 4 Sponges
- 4 Poly Spots
- 4 Bottles
- 4 Chairs
- 1 Large Red Trash Can
Set-Up
- Place 4 poly spots about 3 feet apart and put one sponge on top of each spot
- Place large trash can about 15 feet in front of poly spots
- Place 4 chairs about 15 feet in front of red trash can and place one bottle on each chair
Rules
- Divide class into 4 teams
- Each team will stand in a line behind their poly spot
- The first student in line will begin by sitting in the chair with the bottle on top of their head.
- The second student in line will start with the sponge.
- On your signal, the student with the sponge will run and dip it in the large trash can and then run to the person sitting in the chair.
- The student with the sponge will then squeeze the water into the bottle on top of the other student's head.
- The student with the sponge will then sit in the chair with the bottle and the other student will return to the line with the sponge and give it to the next person.
- This will continue until the end of the station and the team with the most water in their bottle wins.
- Volunteers: Please help students hold the bottle on their head, especially as it gets heavier.
Equipment
- Car Wash
- 3 scooters
- Hose
Set-Up
- Hook hose up to car wash
Rules
- Students will stand in line with a partner
- When a scooter is available, one student will sit on the scooter and the other student will carefully push their partner through the car wash.
- The next time the students have a turn they will switch places
***Please reiterate the importance of pushing their partner carefully so no one gets hurt!
PKES Car Wash (1)
Popsicles/Water Break/
Hula Hoops/ Chalk/Pictures (3)
Equipment
- Popsicles
- 2 Coolers
- 2 Scissors
- Table
- Hula Hoops
- Trash Can
- Picture Backdrop
Set-Up
- Place popsicles and ice into coolers and put underneath the table
- Try to have popsicles cut for each group and laying on the table when they arrive at this station
- Extra popsicles will be stored in the cafeteria
- Students may get water from the water fountain in the cafeteria
- Refill coolers after each zone
- Students may use hula hoops
- Students may have their picture taken in front of the backdrop by their teacher/parent.
- Students may draw on the sidewalk with chalk
Obstacle Course & Slide (3)
Equipment
- 2 Mats
- Inflatable
Set-Up
- Place one mat at the entrance and one mat at the exit
Rules
- Only allow a few students in at a time
- Please do not allow students to wrestle
- Once the first few have had a chance to get ahead, allow a few more in
- Please do not allow students to do any flips
Equipment
- Parachute
- Foam Balls
Set-Up
- Spread out parachute
- Have bucket of foam balls nearby for easy access
Rules
- Have students spread out evenly around the parachute
o Popcorn
- Activities
[x] Place all of the balls in the center of the parachute
[x] Students will begin shaking the parachute and pop the "popcorn"
o Volcano
[x] Have students grab parachute with both hands and kneel down
[x] Place all foam balls in the middle of the parachute
[x] On your signal students will lift parachute up
[x] Just before the parachute reaches its peak yell "down!"
[x] Students will pull down and return to the kneeling position
[x] The balls will shoot up into the air like lava from a volcano
[x] All students must go up and down at the same time for it to work
[x] Once all balls are off of the parachute students collect the balls and lightly toss them back onto the parachute
[x] Continue until it is time to rotate
o Campfire Tent
[x] Students lift the parachute together, take a step in and bring the parachute behind their body and sit on the edge (on the inside of the "tent")
Parachute (6)
Paddle Balance Relay (1)
Equipment
- 4 Paddles
- 4 Buckets
- Various Size Balls
- 4 Cones
Set-Up
- Set up 4 buckets, each with one paddle and one of each type of ball
- Place 4 cones directly across, about 20 feet away
Rules
- Divide class into four teams and have them line up behind a bucket
- On the signal, the first person in each line will begin walking toward the cone without letting the ball fall off.
- The first person in each line will hold the paddle and balance the ball on top
- Students must walk up and around the cone and back while balancing the ball.
- If the ball falls, students must stop, put it back on the paddle and begin walking from the point where it fell off.
- Students then give it to the next person and sit down at the end of the line
- The first team to finish wins
- Move cones closer/further away depending on grade level.
- Change the type of ball used each round
- You may have to have one person go more than one time in order to make it even with the amount of students on other teams.
- If time allows, students can do the relay while walking backwards.
Shoe-Cup Relay Race (4)
Equipment
- 4 Cups (with rubber bands)
- 8 Buckets
- Ping Pong Balls
Set-Up
- Place 4 buckets about 3 feet apart on one end and 4 more buckets directly across from them about 20 feet away.
- Place an even number of ping pong balls in the first bucket in each line.
- Place a cup next to each bucket.
Rules
- The first person in each line will begin with the cup on their foot.
- Use the rubber band to wrap it around their shoe.
- On the signal, the first person in each line will place one ping pong ball in their cup and begin walking/hopping toward the bucket on the other side.
- Students must walk under control or the ball will come out.
- If the ball comes out, just have them put it back in and continue walking.
- Once the student reaches the bucket on the other side they must lift their foot and pour the ball into the bucket without using their hands.
- Once the ball is out of the cup they can return to the line and give their cup to the next person in line.
- Students will continue until all of their ping pong balls are gone.
- The first team to transfer all of their balls into the other bucket wins.
- If time permits, you can reverse the relay
- Have students walk down to the bucket, put a ball in the cup and bring ball back to original bucket.
- Extra cups will be provided in case any of them break throughout the day.
Cornhole (2)
Equipment
- 8 Cornhole Boards
- 48 Bean Bags (6 for each set)
Set-Up
- Set up all cornhole boards about 3 feet apart
- Place 6 bean bags in a bucket about 15 feet away from the boards
Rules
o Up to three students can play on a board at a time
o Students will take turns tossing their bean bags and try to get them to land in the hole or on the board
o Scoring
[x] 1 Point – Each bean bag that lands on the board
[x] 3 Points – Each bean bag that lands in the hole
[x] Play to 21 points
Ladder Golf (5)
Equipment
- 48 Bolas (6 for each set)
- 8 Ladder Golf Sets
o "Bolas" are the object that is tossed in the game of ladder golf
Set-Up
- Place six "bolas" at each ladder golf set
- Set up 8 ladder golf sets about 3 feet apart
Rules
- Ladder Golf
o Up to 3 students can play on each ladder golf set
o Students will alternate throwing their "bolas" until all have been thrown
o Scoring
[x] 3 Points – Top Rung
[x] 2 Points – Middle Rung
[x] 1 Point – Bottom Rung
[x] Play to 21 points
Equipment
- Projector
- Laptop
- Stereo System
- Just Dance Video
Set-Up
- Set up projector and sound system facing the projection screen.
- Open up Just Dance video from the desktop
Rules
- Please be sure to restart the video after each zone change
- Students will follow the dance moves on the screen the best they can
- The video should be long enough to play through each zone (1 hour long)
- Students may also use the restroom or get water during this time with their teacher's permission
Just Dance (2)
Open Stations (1)
Equipment
Mats, Golf Equipment Bowling Pins/Bowling Balls Soccer Goals/Soccer Balls Basketballs Horseshoe Targets/Horseshoes
Set-Up
Rock Wall
Soccer Shooting
Putt Putt
Bowling
Basketball Shooting
Horseshoes
Rules
- Students may go to any station they want and change stations when they want
- This is an open station format activity
- Station explanations will be provided at each station
o Only 5 people are allowed on the wall at a time
- Please monitor the Rock Wall
o Please allow proper spacing between each student
o Student's feet are not allowed to go above the red line
o Do not allow students to jump off on purpose | <urn:uuid:9560a3f9-c273-4b32-9fd4-36ee9158f92f> | CC-MAIN-2022-33 | https://www.pecentral.org/lessonideas/fielddays/PKESFieldDayStations2015.pdf | 2022-08-09T17:29:42+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00345.warc.gz | 812,278,133 | 2,878 | eng_Latn | eng_Latn | 0.992296 | eng_Latn | 0.997724 | [
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Let's restore the joy of learning!
By Nalaka Gunawardene
I shall never forget my first day in school – alas, for all the wrong reasons.
There I was, on that January morning in 1973: eager and curious, filled with anticipation to find out what school proper was like. Over three years of preschooling had prepared me socially and psychologically for the big day, but as it turned out, not well enough.
Although I was not a child prodigy, I could read and write basic Sinhala and English, and count up to at least hundred when I entered school. The credit for this went to Maria Montessori, Joyce Goonasekera and their disciples. Yet I entered a class of Grade One that included kids who had no literacy or numeracy skills whatsoever, and others who were struggling with their basic letters and numbers. The teacher was struggling too, with almost forty children packed into a small classroom that only had the basic furniture and a blackboard. A handful of slates (remember them?) were shared among all students, and one student went around distributing water to clean the slates.
No, this was not a resource-starved rural school, but a well established, decades-old suburban one. To me, the transition from a well-endowed preschool to this government school was a study in contrasts. The moment of truth, for myself, was when I wanted to read page after page of the Sinhala text book. The teacher told me sternly that I should read just one page a day – even though each page had only two or three words!
I could barely suppress my frustration and disappointment. As soon as I returned home, I broke down and sobbed. My parents, being school teachers themselves, empathised. They encouraged me to read as much as I wanted at home, while allowing other kids to catch up in school. And that's exactly what I did for the rest of my 13-years of primary and secondary schooling.
I don't think my experience was uncommon. Let's face it: the whole concept of a school is flawed. Education may be a great leveller among human beings,
but schooling in most parts of the world operates at the lowest common denominator level. How can you group together 30 or 40 children at random, expose them to the same curriculum, imparted at the same pace, and expect all to thrive? Some will keep up; others will lag behind; and a few will be completely bored out of their minds – like I was. No wonder George Bernard Shaw once declared, "The only time I interrupted my education was in school."
Yet there is not much that even the most dedicated teacher could do under such trying circumstances. Oddly enough, no one in healthcare would agree to prescribing the same medicine for patients with very different ailments, yet the one-size-fits-all approach is never questioned when it comes to education. Why?
I believe I was extraordinarily lucky. With one or two exceptions, I had teachers who gave me the maximum creative freedom that the rigid system allowed. So I put my ample spare time – within the classroom, and outside – into a variety of interesting pursuits. I read every bit of printed matter I could find. I produced both a weekly newspaper and a monthly magazine in my class, where I was the editor, reporter, feature writer, designer and printer all rolled into one. I participated in every known oratorical, essay writing and quiz competition, often winning prizes. I had published a book by the time I was 14, and was a regular contributor to a children's national newspaper by 15. (The modest earnings from these pursuits enabled me to buy the books and magazines I wanted.) By the way, I had good grades too.
But even in the 1970s and 1980s that I was in school, I was already an endangered species, and 16 years later, my kind seems to have dwindled further. Meanwhile, the Great Sri Lankan Rat Race has intensified, with more children running it and even more parents and teachers driving them. There is little time for extra-curricular activities, no spare moments to reflect on any information that is being poured into the young minds day and night, and certainly no time to have any fun. As characters in Somalatha Subasinghe's Vikurthi testified in one loud voice, there is only one slogan in our schools system: pass the damn exams or perish!
To me, this is nothing less than mass-scale, institutionalised child abuse . I am amazed that child rights activists have overlooked this aspect; even the few courageous people who dared to point out that child monk ordainment was a form of child abuse have missed out on this one. With all the good intentions in the world, our parents, teachers and the schools system are continuing this abuse that blights the lives of millions of young Sri Lankans.
If confirmation of this were needed, just ask any school-going child. The statistics also bear evidence of this: of every 100 who enter primary school, only three end up at a university. Yet our myopic system is so obsessed with that single goal, and does not care about what happens to the balance 97 per cent.
Students being coached for O' Levels and A' Levels and everything else are not very different from horses being trained for races. Mind you, the family honour and good fortune often rest on their winning the race by hook or crook! A grotesque fact in professional horse racing is that persistent losers are ruthlessly eliminated. Well, let's just be grateful that our trainers don't resort to such drastic action when a majority of their 'horses' fail to make the grade, or worse still, make the grade but don't get into our overcrowded universities! But they are abandoned and let loose into a society that quickly brands them as misfits: the unemployable unemployed.
One reason why this abuse has thrived is because no one listens to the most important voice in this debate: the average schoolgirl and schoolboy. The learner's perspective is completely missing in most educational policies or plans. There is so much emphasis on teaching, infrastructure, performance and resources. The handful of men and women who decide what should be taught in our schools hardly ever pause to think how their decisions affect the last link in the chain: the hapless, overburdened, over-driven student. Over 4 million of them.
Must things remain like this forever? Is there any hope that our much-tinkered (and much-maligned) education system could one day be more student friendly, more learning oriented and more responsive to the different needs of different students? Will those in charge of the system begin to treat students and teachers as something more than movable statistics? And most importantly, can we restore the joy of learning, the sense of wonder and fun of schooling?
These are the key questions I want to raise about the future of learning. I don't approach these issues from an academic perspective. In fact, I have a vested interest that I must declare: a young daughter who has just started in the kindergarten. I am anxious that, at the end of a dozen years of schooling, she is not transformed into an information-packed zombie with a closed mind. I want my child to have enough choice as to what she learns, how she learns,
and at which pace. I am interested in the future of learning because that will decide what kind of future my daughter will have.
The map of the future – some call it an 'undiscovered country' -- will have some technological landmarks and road signs, but technology will not solve our problems. Technology can certainly help improve learning, bringing more learning opportunities to more people as it has for centuries. The first great technological aid to education was the book – which removed the need for every learner to receive knowledge first hand from a human teacher in real time. The printing press dealt a further blow to the monopoly of knowledge by enabling easy duplication of books. That paved the way to the mightiest of all educational machines: the library. Today's computers, CD-ROMs and the World Wide Web are mere extensions of this process, further expanding our choice of medium, source and types of information.
I sometimes wonder what it must have been like, in the old days when books were uncommon, and access to learning was limited. I do respect my teachers, but don't think I'd want to become their household slave in exchange for knowledge and wisdom – as students in the east were once compelled to do. And we can imagine how some learned persons would have resented and resisted the emergence of books, printing and libraries, just as some people are criticising the Internet today. In both cases, it meant the end of monopolies or domination of knowledge by a handful of people. And if you think such people were found only in medieval times, think again: I can think of at least half a dozen Sri Lankan academics whose conduct reminds me of a rhyme used by generations of British students: "I'm the master of this college; what I don't know isn't knowledge."
Don't get me wrong: no amount of good books or libraries can substitute a good teacher. But each technological wave has redefined the role teachers play in the learning process. From being the sole repositories of information, knowledge – and, in exceptional cases, wisdom – teachers have become navigators of information and enablers of learning. And these functions are as important as the previous roles teachers have played.
Think of the best teachers you have had (or still have), and ask yourself if a computer could take his or her place. Here is a dictum that helps discern good teachers from the rest: any teacher who can be replaced by a machine – should be! Certainly, the ingenuity, intuition and creativity of my best teachers cannot be matched by the best products of artificial intelligence. At the same
time, I have had much more fun with some computer programs or websites than with the few unremarkable teachers I also had.
There is an old saying that the best educational set-up consists of a log with teacher at one end, and learner at the other. Unfortunately, our world is woefully short of teachers, and we are even running out of logs! Since good teachers are made and not born, cloning cannot provide us with a short-term solution. But we can turn to information and communications technologies to support and strengthen – not replace – teachers. As Sir Arthur C Clarke said two decades ago: "The teaching profession survived the invention of books and it should welcome electronic teaching aides. They will help remove the sheer drudgery, the tedious repetition, that is inevitable in so much basic education….By removing much of the tedium from the teacher's work, and making learning more like play, computers will – paradoxically – humanise education."
There is, however, a great danger that technological tools can distort priorities and lead decision-makers into believing that gadgets can fix all ills. I am not sure whether to laugh or cry when I hear the Isurupaya mandarins, and intellectuals who have been educated beyond their intelligence, talk loftily about providing computers and Internet to every school in Sri Lanka. Yes, we must bridge the Digital Divide -- but a multimedia computer with Internet connectivity is of little use to a school with leaking roofs – or with no roof at all. (And when the handing over ceremony is over, the machine will probably be locked up in the principal's room: such expensive machines are too precious to be used, you see!)
We must therefore take a few steps back from the digital hype and first address the 'Analog Divide' (to coin a phrase) that has for so long affected the less endowed schools. When a majority of schools are starved of teachers and books, priority investments should be in meeting these basic needs. Computers should be part of the solution, and not the only solution.
In drawing up my personal 'wish list' for the future of learning – for my daughter and all other children – I care less about filling the classrooms with analog or digital material, and more about achieving fundamental changes in approach and process. For a start:
* Let us switch from teaching to learning, and discard the perception of schools as exclusive centres of learning.
* Let parents become more closely engaged in their children's learning, not simply as providers of sustenance, but as partners in a learning process that involves both home and school.
* Let us increase the range of career choices that our children can aim at.
* Let there be less emphasis on cramming and passing exams, and more on developing skills, aptitudes, attitudes and values.
If you think these goals are either too ambitious or too idealistic, here are a few specific ones that I'd also like to see come true -- but doubt if our intellectuals and education officials will permit for a long time.
* Notwithstanding all the rhetoric about getting computers into schools, the ubiquitous calculator is still not allowed at term tests or public examinations (most other countries do). This is just one example of how retrogressive our system is.
* Reintroducing English as a medium of instruction has inspired much discussion, and we have seen bizarre arguments against it (raised mostly by hypocritical intellectuals whose own children, of course, study in English in international schools or at foreign universities). Has anyone asked students and parents what medium they prefer?
* Ideally, everybody should have equal access to education. But should we hold back each and every one of our school children until the last one has gained equal access to resources and facilities? Where do merit, perseverance and hard work figure in this equation? If in the name of equality we are crippling those who can run faster, is that not discrimination too?
If education is liberating, the greatest liberation would take place when our formal education system is freed from the crushing grip of officials at the Isurupaya Gulag. Education is far too important to be left in the (often suspect and incompetent) hands of these individuals. The centre can certainly define the vision, mission and broad framework, set standards and allocate resources. But if the country is serious about decentralisation and devolution, it must allow each school – the smallest unit in the system -- to decide what is best within a national framework and in consultation with students and parents. I don't expect such liberalisation to happen easily, for that will remove much of the authority and control from the few who enjoy it. We need to fight for this, outsmarting and outwitting the dinosaurs who should be driven to their well-deserved extinction.
In the end, learning is a cumulative process that weaves myriads of inputs, inspirations and choices. Opening and nurturing young minds is both a highly rewarding exercise and an act of great responsibility. But we will miss out a lot if the gravity of this task removes fun from the whole process. Our challenge is not only to make learning more holistic and balanced, but a whole lot more fun for all concerned.
Every morning when I send my daughter off to school, I remind her that school is a fun place. I want my little girl to experience the same joys of learning, the sense of wonder and fun of schooling that I once had. And I am willing to work hard for it, and even fight for it.
Nalaka Gunawardene became a journalist and science writer despite the best attempts by Sri Lanka's formal education system to turn him first into a scientist, and then into a lawyer. He considers himself lucky that his formal education lasted only 13 years, and that he had teachers who allowed him sufficient creative freedom.
He is now a benign subversive masquerading as a communications expert. When not pretending to be a UN consultant or documentary film producer, he is sharing the joys of learning with his 6-year-old daughter, Dhara. He can be reached at <email@example.com>
© Nalaka Gunawardene, October 2002 | <urn:uuid:5045cb1b-0140-49ac-8d1b-35e853afdeb7> | CC-MAIN-2022-33 | https://www.educationforum.lk/wp-content/uploads/2006/04/Nalaka_JoyLearning.pdf | 2022-08-09T18:02:41+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00346.warc.gz | 660,421,970 | 3,244 | eng_Latn | eng_Latn | 0.999318 | eng_Latn | 0.999386 | [
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Nutritional and Health Beneficial Properties of Brown Rice
Nishu, Monika Sood, Julie D.Bandral and Duwa
Division of Food Science and Technology, Faculty of Agriculture, SK University of Agricultural Sciences and Technology of Jammu, Chatha, Jammu
ARTICLE ID: 056
Brown rice is whole grain rice with the inedible outer hull removed and it has a dark colour due to the presence of intact bran layer. Brown rice has a mild, nutty flavour, chewier and is more nutritious than white rice. The nutritional components in brown rice mainly exist in the germ and bran layers, which are mostly removed by polishing. Brown rice is an excellent source of functional components which contains important nutrients such as bioactive components, B-complex vitamins, dietary fiber, and minerals which can provide and promote human health. It is a rich source of vitamins like thiamine (vitamin B1), riboflavin (vitamin B2), niacin (vitamin B3) and minerals like manganese, phosphorous, iron. Although, the main component of brown rice is carbohydrates, but it has a lower value of glycemic index which indicate low digestibitity of starch and is more beneficial to control blood glucose level in type II diabetes. Brown rice is a rich source of fiber which provides anti-carcinogenic effect in reducing the time of cancer-causing substances spent in contact with colon cells. Brown rice is a good protein source which contains essential amino acids in order to provide many health benefits.
Nutritional Composition of Brown rice:
Brown rice constitutes about 10.37 g moisture, 7.94 g protein, 2.92 g total fat, 3.5 total dietary fiber, 77.24 g carbohydrates, 0.85 g total sugars and 1.0-1.5 g ash. It contains about 1.47 mg Iron, 143 mg magnesium, 333 mg phosphorous. Brown rice contains moisture (9.90 per cent), protein (7.23 per cent), fat (2.06 per cent), ash (1.13 per cent), antioxidants (58.97 per cent), total phenols (1.8 mg GAE/g), β- carotene (0.11 µg/ g). Brown rice exhibits calorific value of 370 Kcal/ 100gm of its edible portion.
Health benefits of Brown Rice:
- Because of the low glycemic index of brown rice, they are highly useful for diabetic and obese people.
- Brown rice provides powerful plant compounds like flavonoids, phenols, a class of antioxidants that helps to protect the body from oxidative stress such as heart disease, premature ageing etc.
- Due to the presence of dietary polyphenols, they are known to possess a number of properties associated with reducing the risk of developing chronic non-communicable diseases.
- The antioxidants found in brown rice help to prevent cell injury caused by unstable molecules (free radicals) and reduce inflammation in the body.
- They play an important role in providing protection against cardio-vascular diseases, neuro-degenerative diseases, cancer and type II diabetes.
- Brown rice contains powerful bioactive components that might be effective for preventing cancer.
- Because of the gluten free property of brown rice, they are beneficial to gluten intolerant persons.
- Brown rice is a good source of magnesium which helps in lowering high blood pressure, reducing the frequency of migraine headaches, reducing the severe effect of asthma and also reducing the risk of heart attack and stroke.
- It is also a good source of selenium which plays an important role in boosting immune system of the human body.
Conclusion:
Brown rice is rich in vitamins, minerals, fibres and antioxidants than white or milled rice and hence consumption of brown rice brings higher potential to prevent malnutrition as well as chronic diseases such as diabetes, blood pressure, hyperglycaemia, heart diseases. It is concluded that, besides providing nutritional benefits, brown rice also provides health benefits to our body. They can be utilized as a bioactive component for the development of gluten free products which will be more beneficial to gluten intolerant persons. | <urn:uuid:97cab5ef-ebe5-4621-9c5f-067d2f8c4434> | CC-MAIN-2022-33 | https://justagriculture.in/files/newsletter/2022/july/56.pdf | 2022-08-09T18:00:23+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00344.warc.gz | 324,556,653 | 844 | eng_Latn | eng_Latn | 0.991454 | eng_Latn | 0.993211 | [
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The Fifth Commandment
The Fifth Commandment is the first dealing strictly with our relationship with one another and targets the first primary relationship we all experience, our relationship with our parents. Observe it below.
Honor your father and your mother, that your days may be prolonged in the land which the LORD your God gives you.
Exodus 20:12
❏ Circle what you are to do to your father and mother.
❏ Underline why God commanded them to do this.
What does 'honor' mean? _____________________________________________ _____________________________________________________________
How do we honor our parents? _________________________________________
_____________________________________________________________
How would honoring their parents cause the Israelites' days to be prolonged in the land?
_____________________________________________________________ _____________________________________________________________
Did you notice that there are no qualifications to this command, such as 'honor your parents if they're worthy of it'? This commandment is to be obeyed no matter how 'good' or 'bad' our parents are or have been. Why? Because in God's sovereign wisdom, He has established the family as the foundation for human society and the parents as His delegated authority in that institution. To dishonor our parents, then, is to dishonor God, defy His authority and reject His sovereign plan.
But what does it mean to 'honor' our parents?
Honoring Our Parents Means Respecting Them
It has become fashionable in some places to 'dis', or disrespect, others including parents, resulting in a breakdown of the family. But this commandment prohibits this growing trend. Study Leviticus 19:3, 32 below.
Glorify Your Parents
The Hebrew word for honor can also be translated 'glorify', and is used to describe how men are to bring glory to God. We can honor our parents by living in such a way as to glorify, not disgrace, them.
3 'Every one of you shall reverence his mother and his father, and you shall keep My sabbaths; I am the LORD your God.
32 'You shall rise up before the grayheaded and honor the aged, and you shall revere your God; I am the LORD.
Leviticus 19:3, 32
❏ Underline what everyone shall do.
❏ Circle what you shall do to 'your God'.
The word 'reverence' means to 'fear or respect'. To honor our parents is to have great respect, and even fear for their God given place of authority in the family. This point is made even more evident when you know that the Hebrew word for 'reverence' in verse 3, referring to our attitude toward our parents, and 'revere' in verse 32, referring to our attitude toward God, are the same.
Why is reverence for our parents so important to God? Because without it, you will be unable to fulfill the next step outlined below.
Honoring Our Parents Means Obeying Them
Respecting our parents is only the first part of the intended result ~ obedience. For God it is an imperative for children to obey their parents. Study the passage below.
Hear, my son, your father's instruction And do not forsake your mother's teaching;
Proverbs 1:8
❏ Circle what sons are to hear.
❏ Circle what they are not to forsake.
Why is it important for us to follow our parents' instructions? ________________
_____________________________________________________________
There was a television show many years ago entitled 'Father Knows Best' which actually showed the humorous side of the father we would all have liked to have had, played by the very likable actor, Robert Young. Though the show has slipped into nostalgia, its title is still remembered, evoking a sense of a time long past. But it expresses a belief that has a lot of truth in it, especially when 'mother' is included in the formula.
Why do parents know best? Because they've already made the mistakes they are trying to protect their children from! That's what experience is. Not that older people always know what is the right way, but by trial and lots of errors, they have at least learned what not to do. And that can save a lot of heartache, and even serious tragedies, for the less experienced. It is a wise child who knows this and who is willing to learn and apply what his parents and elders, who have completed more years in the 'school of life', teach him.
Jesus Honored His Parents
The example was set by Jesus who, at the age of twelve, spent an extended Passover in Jerusalem discussing the Scriptures with the teachers in the Temple, and then returned with His father and His mother to Nazareth until the start of His ministry when He was about thirty years of age. Study the passage of this account below.
51 And (Jesus) went down with them and came to Nazareth, and He continued in subjection to them; and His mother treasured all these things in her heart.
52 And Jesus kept increasing in wisdom and stature, and in favor with God and men.
Luke 2:51-52
❏ Circle how Jesus 'continued' with His parents.
❏ Circle how He kept increasing during those years with His parents.
If Jesus, who was God incarnate, lived in subjection to His earthly parents, how much more should we!
Dishonoring Of Parents was a Capital Offense
The Old Testament law revealed the severity of disobeying this commandment. The punishment was no mere probation, nor even limited time in a juvenile detention center, but execution. Yes, death! Study the punishment, below.
15
"He who strikes his father or his mother shall surely be put to death.
17 "He who curses his father or his mother shall surely be put to death.
Exodus 21:15, 17
❏ Circle the punishment for anyone who strikes their parents.
❏ Circle the punishment for anyone who curses their parents.
What is the significance of the severity of the punishment for this offense? ________
_____________________________________________________________
Less anyone think that this punishment reflected a sterner and more severe God of the Old Testament, it must be remembered that Jesus Himself confirmed this exact commandment and punishment in Matthew 15:4. That parents were to instill a deep respect for authority both inside and outside the home was evident. Children who disobeyed their parents did so under the threat of execution by a justice system established by God. He does not tolerate the rebellious child, and neither should we, for ultimately, the purpose of the Fifth Commandment is security and life ... for all children, for their families and for their communities.
How would instituting this punishment change your society today? ________________
_____________________________________________________________
Dishonoring of Parents Will Increase in the Last Days
1 But realize this, that in the last days difficult times will come.
2 For men will be lovers of self, lovers of money, boastful, arrogant, revilers, disobedient to parents, ungrateful, unholy,
2 Timothy 3:1-2
❏ Circle what kind of times will come in the last days.
❏ Contemplate each quality describing what men will be like.
From this passage, what kind of world can we look forward to as the day of Jesus'
return approaches? _____________________________________________ _____________________________________________________________
The last days will see, among other things, the breakdown of the family and the rise in wayward children. When you read the entire list (2 Timothy 3:1-5), it is as though mankind will abandon God's commandments entirely and become a law unto themselves. Evil will be rampant and life for the godly will become almost unbearable. Society will condone all manner of sin and denounce the righteousness of God.
In a reciprocal fulfillment of the Fifth Commandment's promise, the lives of these law breakers will be cut short when Jesus returns as Judge and King to bring eternal punishment upon those who treat His Commands with contempt.
'Let your father and your mother be glad, And let her rejoice who gave birth to you.'
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St. Johns County School District Wellness Policy
Background Information. The Wellness Policy is mandated by Public Law 108-265, which requires each school district participating in the National School Lunch Program and National School Breakfast Program to establish, maintain, and update a local wellness policy by the beginning of each school year.
Philosophy. St. Johns County School District is committed to providing school environments that promote and protect children's health, well-being, and ability to learn through curriculum, activities and life skills. Wellness is a result of health (knowledge), physical health, and social-emotional health. Good health is essential for learning and cognitive ability. Ensuring good health when children are of school age can boost attendance and educational achievement. In addition, healthy staff can more effectively perform their assigned duties and model appropriate wellness behaviors for students. This policy incorporates the eight interactive components of the Coordinated School Health Program.
Implementation. A district and school contact will be designated with the responsibility to ensure that the schools meet this policy. A review of the policy by an oversight committee will take place periodically to help assess compliance, progress, and determine areas in need of improvement. As part of that assessment, the school district will review the following:
- The policies of the National Alliance for Nutrition and Activity.
- Nutrition and physical education policies and program elements.
- Provision of environments that support healthy eating and physical activity.
- The Wellness Oversight Committee members to ensure a diverse group including district and school personnel, teachers of health and physical education, community school health professionals, parents, and students participate in the implementation and assessment of this policy.
Assessment Tool. Develop, utilize, and implement an assessment tool incorporating aspects of the School Health Index and Florida Healthy School Self-Assessment in the district tool.
Evaluation. The oversight committee will analyze data gathered from the above source and establish a system for communicating data and further revisions of the policy between team members, administration, school staff members, parents and community.
Component
Nutrition Services. Access to
a variety of nutritious and appealing meals within the School Food and Nutrition Service Department and at schools that accommodate the health and nutritional needs of all students. Healthy foods support student physical growth, brain development, resistance to disease, emotional stability and ability to learn.
Goals and Guidelines
School Meal Guidelines. Requires the use of products that are high in fiber (51% whole grain), low in added fats (less than 10% saturated fats and 0g trans fat), sugar and/or sodium, and served in appropriate portion sizes consistent with United States Department of Agriculture (USDA) standards. Menu and product selection shall include student, parent, staff and community advisory group input whenever possible.
Meal Services. Schools will schedule meal times that allow students adequate time to eat their breakfast and lunch. The National Association of State Boards of Education Policies and guidelines for reimbursable meals shall not be more restrictive than federal and state regulations require. Nutrition services shall support classroom activities and a "learning lab" concept for all elementary students that includes instruction in good nutrition practices that promote health and reduce obesity.
Breakfast. St. Johns County School District shall provide and encourage participation in the school breakfast program.
Special Dietary Needs. The district will provide meal substitutions or modifications for children who are considered disabled under Section 504 of the Rehabilitation Act of 1973 or the Individuals with Disabilities Act (IDEA) when the need is certified by a licensed physician. The school nurse, food service personnel, and parent should communicate closely to implement meal plans.
Free and Reduced Lunch. St. Johns County School District shall encourage and assist with participation of eligible students in the free and reduced price meal program.
Incentive, Rewards, and Punishment. School staff will be encouraged to not use food, especially that of low nutritional value, for student rewards and celebrations.
Competitive Foods. For the purposes of this policy, "competitive foods" are defined as any foods or beverages made available for sale to students other than those foods or beverages sold under the National School Lunch Program or School Breakfast Program. Competitive foods sold by the Food and Nutrition Services Department will comply with the Healthy, Hunger-Free Kids Act of 2010 – Smart Snack Rule.
Fundraising. The School Board recognizes certain school groups desire to sell food and beverages during the school day as a fund raising activity.
Elementary Schools: Elementary schools may not sell any competitive food or beverages during the school day as a fundraiser.
Middle and High Schools: Subject to the principal's approval, competitive food and beverage items may be sold one hour past scheduled lunch period. The competitive food and beverage items must meet the nutrition standards for competitive foods as defined in 7 CFR 210.11, the Smart Snacks Rule, and cannot consist of ready-to-eat combination foods of meat or meat alternate and grain products.
Vending machines, Beverages.
Vending may not occur where the National School Lunch Program or School Breakfast Program are in operation.
All beverage vending machines in high school public areas at school shall include within the embankment of machines:
Water
100% fruit juice
Beverages compliant with the Healthy, Hunger-Free Kids Act of 2010 – Smart Snacks Rule
Component
Health/Nutrition Education and Promotion.
Health/Nutrition curriculum will be part of the regular instructional program. It will be designed to motivate and assist students in maintaining and improving their health, enabling them to develop the skills and attitudes necessary for health-related problem solving and informed decision making.
Component
Physical Education and
Activity
Physical education and
All beverage vending machines in middle school public areas will not be turned on until one hour past the last lunch.
All beverage vending machines in the elementary school public area will not be turned on until the end of the school day.
Vending Machine, Foods/Snacks.
Vended competitive foods may not be sold where the National School Lunch Program or School Breakfast Program is in operation.
Vending of competitive foods / snacks is allowed. The competitive food and snack items must meet the nutrition standards for competitive foods as defined in 7 CFR 210.11, the Smart Snacks Rule, and cannot consist of ready-to-eat combination foods of meat or meat alternate and grain products.
All food / snack vending machines in high school public areas will not be turned on until one hour past the last lunch.
.
All food / snack vending machines in middle school public areas will not be turned on until one hour past the last lunch.
All food / snack vending machines in the elementary school public area will not be turned on until the end of the school day.
Nutritional Training. Training will be provided for food services and school site staff as well as students and families through inservice, lessons, pamphlets, school newsletters and websites.
Goals and Guidelines
Each school shall provide for an interdisciplinary, sequential skill-based health education curriculum/program based upon state standards and benchmarks. As a part of the curriculum, nutritional education shall be provided to students. Students shall also be taught communication, goal setting and decision making skills that enhance personal, family and community health.
Schools will provide information to families that encourage them to teach their children about health and nutrition. Students shall also have access to valid and useful health information and health products and services.
The district shall offer training opportunities for teachers and other school staff members in the area of health and nutrition education
Goals and Guidelines
Elementary and Middle School Physical Education Program. The comprehensive program for elementary and middle grades in the St. Johns County School District is based on state standards and benchmarks and shall include the following program outcomes:
physical activity shall be an essential element of each school's instructional program. The program shall provide the opportunity for all students to develop the skills, knowledge and attitudes necessary to participate in a lifetime of healthful physical activity.
Component
Healthy and Safe School
Environment. A healthy and safe environment for all - before, during, and after school - supports academic success. Safer communities promote healthier students. Healthier students do better in school and make greater contributions to their community.
Component
Social and Emotional Well-
1. Instruction in a variety of motor skills and physical activities designed to enhance the physical, mental and social or emotional development of every student.
2. Development of, and instruction in, cognitive concepts about motor skills and physical fitness that support a life-long healthy lifestyle.
3. Opportunities to develop positive social and cooperative skills through physical activity participation.
4. Instruction in healthy eating habits and good nutrition.
5. Use of physical fitness assessment instrument(s) to help students understand, improve and maintain their physical well-being.
Elementary schools will provide 150-minutes per week of physical education that shall consist of physical activities of at least a moderate intensity level and for duration sufficient to provide a significant health benefit to students (30 consecutive minutes) and delivered by instructional personnel approved to teach physical education.
Middle schools will offer physical education delivered by certified physical education teachers. Students will be required to take, as a minimum, the equivalent of one semester each year of physical education in grades 6-8.
High School Physical Education Program. Students in grades 9-12 shall participate in a physical education program that stresses physical fitness and encourages healthy, active lifestyles. Physical education shall be consist of physical activities of at least a moderate intensity level and for a time period sufficient to provide a significant health benefit to students, subject to the differing capabilities of students. The comprehensive program shall be delivered by certified physical education teachers and shall include the following program outcomes:
1. Development of, and instruction in, cognitive concepts about motor skills and physical fitness that support a lifelong healthy lifestyle.
2. Instruction in application of fitness assessment results to guide changes in a personal program of physical activity.
3. Instruction in utilization of technology to assess, enhance and maintain fitness and skills.
4. Instruction in cognitive concepts relating the role of physical activity in the prevention of disease.
Instruction in cognitive concepts relating the role of physical activity as a potential vehicle for social interaction and cooperative relations within school and family.
The district shall offer professional development opportunities to teachers related to physical education teachers.
Goals and Guidelines
School buildings and grounds, structures, buses and equipment shall meet all current health and safety standards, including environmental air quality, and be kept inviting, clean, safe and in good repair.
Schools and district offices shall maintain an environment that is free of tobacco, alcohol and other drugs.
Policies, procedures and appropriate training for students and staff shall support risk management issues, personal safety, violence prevention, and bully and harassment prevention contributing to a safe and secure learning environment.
Each work site, school and classroom shall work to create an environment where students, parents/guardians and staff are respected, valued and accepted with high expectations for personal behavior and accomplishments.
Goals and Guidelines
Each school shall provide a supportive environment that includes guidance counseling, and school social work services that encourage students, families and staff to request assistance when
Being. Programs and services that support and value the social and emotional well being of students, families and staff build a healthy school environment.
Component
Health Services. Services are provided for students to appraise, protect and promote health. A broad scope of services from qualified health care providers will be supplied, to respond to the health needs of students and staff.
Component
Family, School and Community Partnership.
An integrated school, parent, and community approach can enhance the health and well-being of students.
Component
Health Promotion for Staff.
The district will establish an environment that increases health awareness, promotes positive lifestyles, decreases risk of disease, needed and link them to school or community resources.
Students shall be taught skills to express thoughts and feelings in a responsible manner and how to give and receive support from others.
Students shall be taught how to recognize, to understand and respect individual differences and how to build positive interpersonal relations.
Students and staff shall be encouraged to balance work and recreation and be taught to become aware of stressors that may interfere with health development.
The district shall have procedures in place for crisis intervention and provide training for the team.
Goals and Guidelines
Primary coordination of health services shall be through the district Health Services Nursing Supervisor and will be implement via school nurses and the health services social worker following the policies and procedures in the health services manual.
St. Johns County School District shall collaborate with community health liaisons and resources to promote health and wellness for students, families, staff and community.
A coordinated program of accessible health services shall be provided to students and staff and shall include violence prevention, school safety, communicable disease prevention, health screening, including body mass index (BMI), community health referrals, immunizations, parenting skills, first aid and other priority health education topics.
Adequate number of staff are trained and certified to provide first aid and CPR at all school sites.
Training will be provided and evaluations will be conducted to ensure that all health staff are qualified and adequately trained.
Processes are in place to ensure that care of disabled or chronically ill students is coordinated among medical providers, parents, staff and faculty.
Goals and Guidelines
Family, student and community partners shall be included on an ongoing basis in both school and district wellness planning processes.
The equality and diversity of the school and district community shall be valued in planning and implementing wellness activities.
Community partnerships shall be developed and maintained as a resource for school and district programs, projects, activities and events.
Schools and the district shall actively develop and support the engagement of students, families and staff in community health and nutrition-enhancing activities and events at the school or community.
Goals and Guidelines
District school personnel will be provided and promote opportunities to improve their health status through activities such as health assessments, health education, and health-related fitness activities.
The District Wellness Committee will offer encouragement, reasonable incentives and a and enhances the quality of life for district school personnel.
worthwhile educational program to district school personnel. By implementing these programs year round, we hope to perpetuate a cultural shift toward better health and well-being.
The district will promote the use of on-site health centers for school district personnel.
The district's health insurance provider will collaborate and support the district's wellness measures recommended in this policy.
Health promotion will be provided to staff through the wellness website for employees, which contain health and benefit information, newsletters, and webinars.
A confidential Employee Assistance Program is provided and promoted to school staff.
The district will seek community partnerships with health and exercise facilities that can be used at a reduced cost for district school personnel. | <urn:uuid:7155f581-2519-4462-85d3-68df56343cd2> | CC-MAIN-2022-33 | https://www.stjohns.k12.fl.us/food/wp-content/uploads/sites/19/2015/03/Wellness-Policy-Final-Jan-15.pdf | 2022-08-09T17:12:05+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00348.warc.gz | 873,627,692 | 2,954 | eng_Latn | eng_Latn | 0.996765 | eng_Latn | 0.996792 | [
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Learning from Patients: The Science of Medicine
Reviewed by Michalis Hadjimarcou, University of Cyprus, Cyprus
The goal of this DVD is to show how information collected from patients often allows scientists to achieve a deeper understanding of the genetic and molecular basis of a specific disease. This level of understanding is crucial to developing treatments for disease and, consequently, to relieving patients' suffering.
two highly significant genetics topics, the proteins p53 and proteasome.
The first of two DVDs contains four captivating presentations from two prominent investigators in the field of biomedical sciences, delivered at the Howard Hughes Medical Institute's Holiday Lectures on Science in December 2003. The audience consisted of high-school students. In the first two presentations, Bert Vogelstein (Johns Hopkins University School of Medicine) explains the nature of cancer, what causes it and how it can be prevented and treated. In the final two presentations, Huda Y. Zoghbi (Baylor College of Medicine) presents her discoveries on two neurological disorders, spinocerebellar ataxia type I and Rett syndrome.
The second DVD contains the animations and video clips from the presentations; biographies of Vogelstein, Zoghbi, and two graduate students who work in research labs; and a set of five special features – a bioethics discussion with the active participation of the students, information about the use of animals in research (transgenic mice), an interactive activity that engages the viewer in pedigree analysis, and presentations on
The main target group of this DVD set is biology teachers and upper secondary-school students with an interest in the biological sciences and medicine. However, after watching these presentations, anyone could be inspired to follow a career in these fields. The viewer watches real-life scientists talk about their investigations to unravel the mysteries of diseases that could affect any one of us. The lectures are lively and interactive; they include excellent animations about the genetic, molecular and cellular mechanisms that cause the diseases as well as short video clips in which patients and their families talk about their problems and hopes. The student audience asks questions, providing the opportunity to have common questions answered by the specialists.
The viewer not only acquires scientific information about the diseases under investigation and the efforts to cure them, but also learns what it means to work in a research lab. People often think of scientists as eccentric individuals who hide away in their secret labs where they perform strange experiments that nobody understands. This impression is obviously wrong and the material in the DVDs does an excellent job revealing the truth about scientists and their work. Conducting research in a lab might mean a lot of hard work, but these DVDs show that it could prove to be a rewarding and fun experience. The life of a scientist in the lab is not a solitary one; instead, it involves collaboration among co-workers on a daily basis and even direct contact with patients.
In recent years, the world has experienced spectacular advances in the field of genetics and biomedical sciences. This progress has generated a number of crucial ethical questions as to how to manage an individual's genetic information. The bioethics discussion in the second DVD is very informative on this subject and could easily be used to promote similar activities in the classroom.
Details
Publisher: Howard Hughes Medical
Institute
Publication year: 2004
Ordering
This and other DVDs can be ordered free from the Howard Hughes Medical Institute:
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MAR THOMA DIOCESAN SUNDAY SCHOOLS
DIOCESE OF NORTH AMERICA
Grade 5 - 2021 Online Diocesan Examination.
Marks:100
Section 1: Fill in the blanks: (10 points)
Write the appropriate words in the blank space. (10 x 1 = 10 Points)
1. The Lord provided quail and manna for the Israelites for 40_ years (L5P22).
2. In a town called Capernaum, Jesus came upon a man named Matthew, who was a tax collector (L20 P79).
3. God asked Jonah to go to Nineveh, the great city. (L4 P16).
4. Mephibosheth had a young son whose name was Mica (L13 P52)
5. Jesus was _____________years old when he went up to Jerusalem with his parents. (Twelve, L15 P61)
6. David helped _____________________, the son of Jonathan. (Mephibosheth, L13 P 52).
7. From the Mount of Olives Jesus sent two of his disciples to get the donkey and her colt (L24P95).
8. ______________ was the father-in-law of Moses. (Jethro, L6 P25)
9. Upon the baptism of Jesus the heavens opened and the spirit of God came down from heaven like a dove (L16P64).
10. Elijah means ____________________. (The Lord is my God, L8 P34)
Section 2: Match the following: (10 points)
Write the appropriate letter of the matching word from Column B that corresponds with the word from Column A. (10 x 1 = 10 Points)
Section 3: Multiple choice. (20 points)
Circle or write the most appropriate response for the following questions. (20 x 1=20 Points)
1. Caleb was the son of _________________ (L7P30).
a. Jephunneh
b. Nun
c. Jehoshaphat
d. Amittai
2. Jesus was with ______________ when he talked about the poor women at the treasury (L19P74).
a. The Israelites b. Mary
c. his disciples
d. none of these
3. God sent an angel to rescue ____________ from the prison.(L22 P87)
a. Matthew
b. John
c. Peter
d. James
4. Then the devil tried to tempt Jesus with ____________ if he jumped from the temple (L17).
a. Food
b. water
c. power
d. Wealth
5. Jonah lived in the belly of the fish for ____________days (L4P18).
a.3
b. 7
c. 10
d. 20
6. Elijah prepared an altar with 12 stones to represent the 12 _______________________ (L8P33).
a. Gates in heaven
b. tribes of Israel
c. disciples
d. Kings
7. Who gave Moses advice about delegating people to judge minor cases/complaints of the people of Israel? (L6 P26)
a. God
b. His wife
c. Jethro
d. Joshua
8. Jesus came from Galilee to ______________to be baptized by John the Baptist
(L16P64).
a. Jerusalem
b. Canaan
c. Jordan
d. Damascus
9. After separating from Abraham, Lot decided to live in the land of
________________________(L2P5).
a. Haran
b. Sodom
c. Gomorrah
d. Canaan
10. Jesus was tempted by the Devil for ___________ days (L17P67).
a. 20
b. 30
c. 40
d. 50
11. Moses selected _______________ men and gave the specific instructions on how to spy the land (L7P30).
a. 10
b. 2
c. 12
d. 14
12. Saul's fourth son, ________________________, was killed after he tried to
become king of Israel(L13P51).
a. Mephibosheth b. Ammiel
c. Ishbosheth
d. Mica
13. ___________ was a testament to what it truly means to follow Christ
(L22P88).
a. John
b. Matthew
c. Peter
d. Jacob
14. One talent was equivalent to almost ______years of a Labourer's wage (L23P92).
a. 5
b. 20
c. 10
d. 13
15. Mephibosheth sought safety in ____________________(
L13P53).
a. Israel
b. Paran
c. Wilderness
d. Jerusalem
16.What did Jonah tell the sailors to do to calm the raging sea? (L4P17)
a. Don't worry
b. "Pick me up and throw me into the sea"
c. Leave me alone
d. Get out of the ship and swim.
17. Abraham pleaded with God _________________ times to save the people of Sodom & Gomorrah because of his concern for his nephew Lot (L2P10).
a. Three
b. ten
c. six
d. seven
18. Jesus tells the story about these animals to teach sinners that God seeks those who are lost. (L18 P72)
a. Sheep
b. Donkey
c. Goat
d. Lamb
19. When Moses sent people out to spy on the land of Canaan, who were the only people who came back with a positive mind-set? (L7 P 30)
a. Moses and Aaron
b. Joshua and Caleb
c. All of the spies
d. Aaron and Miriam
Saul had _________________ sons
20.
(L13P53).
a. two
b. four
c. six
d. seven
Section 4: Short Answers (15 Points)
Answer any FOUR of the following questions, answers should be brief and to the point (4 x 5 = 20 Points).
1. Why was Jesus unhappy with the way the rich people gave their gifts to God?
Who gave the gift that God liked the most and why?
What is the moral of the story?
(L19)
Ans. Rich people only gave a portion of what they had. (1 pt.)
The widow gave the gift that God liked the most. (1 pt.)
She put everything she had, and it came from her heart. (1 pt.)
She trusted in God to provide for her needs. (1 pt.)
Moral of the story is God cares about how we give than how much we give.
(1pt.)
2. What were God's specific instructions on gathering the Manna? (L7)
Ans. Gather enough food for each day - no more. (1 pt.)
Each day God would give that day's food. (1 pt.)
They were to trust him each day for the very food they ate. (1 pt.)
On the sixth day, he would provide two days' worth of food because they were supposed to rest on the next day as per the rules of Sabbath. (1 pt.)
If they disobeyed and tried to stock up, the food would melt or rot away. (1pt.)
3. How many spies did Moses send to the land of Canaan? What were the instruction on how to spy the land? (L 7, P 29)
Answer: Moses sent 12 men to spy out the land of Canaan.
The instruction on how to spy the land were
1. To check out what the land is like
2. whether the people who live in it are strong or weak
3. whether they are few or many
4. whether the land they live in is good or bad
5. whether the towns that they live in are un-walled or fortified
6. whether the land is rich or poor
7. whether there are trees in it or not
8. To be bold and bring some of the fruit of the land.
4. Describe how prophet Elijah prepared the altar at the contest at Mount Carmel (Lesson 8, pg 33,34)
Answer: Elijah prepared the altar at Mount Carmel in the following way:
1. First he repaired the altar of the Lord that had been broken down.
2. Elijah took twelve stones, according to the number of the tribes of the sons of Jacob. With the stones he built an altar in the name of the Lord.
3. Then he made a trench around the altar, large enough to contain two measures of seed.
4. Next he put the wood in order, cut the bull in pieces, and laid it on the wood.
5. He gives instructions to have the altar completely drenched in water. He said, "Fill four jars with water and pour it on the burnt offering and on the wood." 34 Then he said, "Do it a second time"; and they did it a second time. Again he said, "Do it a third time"; and they did it a third time. The water ran all around the altar, and filled the trench with water.
5. Who was Matthew and how did society view him?
How was Jesus' point of view about sinners different from that of the Pharisees? (L20)
.
Ans. Matthew was a tax collector. (1 pt.)
Society viewed tax collectors as evil because they collaborated with imperial Rome. (1 pt.)
Jesus's true mission was among lost people, not those who had already received the good news. (1pt.)
Jesus Christ reached out to the sinners and displayed his ultimate love and mercy. (2 pt.)
6. What plan of advice did Jethro give to Moses? (2pt) What were the qualities of the men that Moses should select? (3pt) (L6)
Ans. Jethro observed Moses' problem and suggested that he should share the responsibility with few other leaders, selected from among the people of Israel. (2pt)
These are the qualities that the men that Moses select should have:
a. Men who fear God (1pt)
b. Men who are trustworthy (1pt)
c. Men who hate dishonest gain (1pt)
Section 5: Memory Verses (15 Points)
Complete any FIVE of the following Memory verses (5 x 5 = 25 Points).
1. First of all, then, I urge that supplications, prayers, intercessions and thanksgiving be made for everyone. 1 Timothy 2:1 (L2)
2. No testing has overtaken you that is not common to everyone. God is faithful, and he will not let you be tested beyond your strength, but with the testing he will also provide the way out so that you may be able to endure it. 1 Corinthians 10:13 (L17)
3. Go and learn what his means, "I desire mercy, not sacrifice." For I have come call not the righteous but sinners". (L23)
4. Blessed is the king who comes in the name of the Lord. Peace in heaven, and glory in the highest heaven. Luke 19:38 (L24)
5. Be strong and bold; have no fear or dread of them, because it is the Lord your God who goes with you; he will not fail you or forsake you. Deuteronomy 31:6 (L21)
6. Pray without ceasing, give thanks in all circumstances; for this is the will of God in Christ Jesus for you (1 Thessalonians 5:17-18) (L25).
7. Do nothing from selfish ambition or conceit, but in humility regard others as better than yourselves. Philippians 2:3 (L13)
Section 6: MTC Foundation & Vision Multiple Choices
Circle the most appropriate response for the following questions. (10 x 1 = 10 Points)
1. _________________________ is one of the two Dominical Sacraments.
A. Confirmation
B. Ordination
C. Baptism (MTFV 118)
D. Marriage
2. The uniqueness of the Mar Thoma Church is that it is a ________ church
A. New
B. Accepting
C. Reformed (MTFV 121)
D. Exclusive
3. ___________ is the adoration of God.
A. Humility
B. Faith
C. Qurbana
D. Worship (MTFV Pg 116)
4. Those who worship God, worship in ___________________.
A. Joy and love
B. Spirit and truth (MTFV 116)
C. Peace and love
A. 1985
B. 1986
C. 1987
D. 1988 (MTFV 114)
D. Joy and Peace
5. In our Church, youngsters above the age of ________ years are expected to receive Holy Communion.
A. 10
B. 11
C. 12 (MTFV 119)
D. 13
6. Who initiated movements such as "home for the homeless, orphanage and destitute homes?
A. Juhanon Mar Thoma (MTFV 122)
B. Abraham Mar Thoma
C. John Mar Thoma
D. Abraham Malpan
7. Juhanon Mar Thoma became Metropolitan in what year?
a. 1950.
b. 1899.
c. 1947. (MTFV122)
d. 1937.
8. We have membership with several world bodies, especially the
____________________.
A. World Council of Churches (WCC) (MTFV P114)
B. Baptist Church of USA
C. Anglican Church of Canada
D. Church of North India
9. The highest activity of a man is ________________.
A. Baptism
B. Marriage
C. Holy Communion
D. Worship ((MTFV 116)
10. Parishes of North America and Europe were brought together in __________ to form a Diocese.
Section 7: MTC Foundation & Vision
Answer any one (1) of the following questions. Answers should be brief and to the point. (1 x 5 = 5 Points)
1) What is worship? What do we accomplish as individuals and as a community through our worship? (MTFV L:2)
* Worship is the adoration of God. Worship is the highest activity of man whose ultimate aim is God's glory. (2 pt.)
* True and full worship is always an act of the whole body of Christ and not limited physically to those present. (1 pt.)
* It is through worship that the life and witness of the Church are maintained and the community is united and built up. (1 pt.)
* The very nature of the church constitutes the need for corporate worship and the Church gives primacy to worship. (1 pt.)
2) In what way does Holy Communion benefit the participants? (MTFV L3)
* They feel a sense of unity, because everyone eats and drinks from the same cup. (1 pt.)
* It is a time of celebrating the joy of salvation to all. (1 pt.)
* It is a time of thanksgiving because everyone is indebted to thank God for sending His only Son. (1 pt.)
* It is a time of dedication to share their resources because Jesus became their model by offering Himself completely for the sake of sinners. (1 pt.)
* He revealed his sacrificial love through His death. (1 pt.)
3) State the work of Juhanon Mar Thoma Metropolitan (MTFV L5).
* He opposed the idea of building a new Aramana for him because he thought a large facility was not needed for one person and instead use that money to build homes for the homeless. (1 pt.)
* He associated himself with people and movements committed to work among these destitute. The first destitute home in 1949. (1 pt.)
* He organized the 'Beggar Relief Committee' at the Maramon Convention where volunteers were given boxes to collect money for distribution among the beggars. (1 pt.)
* He believed that social service activities are our Christian obligation. (1 pt.)
* First house built for the homeless and given to a Hindu, he focused on the person and individual's need, rather than the person's religion. (1 pt.) | <urn:uuid:323c6d9f-0e31-42b2-a95a-0d39bdc5e237> | CC-MAIN-2022-33 | https://austinmtc.org/wp-content/uploads/2022/05/GRADE-5-SS-Exam-Answer-key.pdf | 2022-08-09T17:48:33+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571056.58/warc/CC-MAIN-20220809155137-20220809185137-00348.warc.gz | 135,538,682 | 3,463 | eng_Latn | eng_Latn | 0.987987 | eng_Latn | 0.997149 | [
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The Changes Of African American Lives After Emancipation Proclamation
There have been many significant events that have happened in the history of America, from the first European settlement in North America in 1565, to the Seven Years' war and to the American Revolutionary war in 1775, but none have altered pre-existing conceptions of the white Americans directed towards former African American slavery than the Emancipation Proclamation speech from arguably, (according to nearly 100 historians and biographers who rated 43 US presidents on 10 qualities of presidential leadership), from the most influential American president in the history of America, Abraham Lincoln. With the Civil war nearing its end, Lincoln, against the wishes of several high-profile politicians, set an executive order on January 1, 1863, to which he proclaimed that "all persons held as slaves within any state or designated part of a state, …… shall be then, thenceforward and forever free." This proclamation became known as the Emancipation Proclamation.
The initial impact was stark, as upon the announcement of this hugely influential proclamation, provoked an increase in slaves escaping from their white owners, and turned the war into what was a political war, where Lincoln's main priority was the preservation of the Union to a moral war, inducing revised, existing perceptions and widely held beliefs from the white Americans about whether, religiously, their actions towards former African Americans were moral or not. But unlike many widely held beliefs about the Emancipation Proclamation, it must be said that it was never the expectation from Lincoln to abolish slavery but rather, the original purpose and still upon the proclamation of Emancipation, the main purpose for Lincoln was the preservation of the Union, also the realisation that in doing abolishing slavery, it would weaken the Confederacy, an organisation whose economy largely relied on the utilisation of slaves but to also, dissuade the European imperial powers from supporting the Confederacy whilst at the same time, former slaves would help strengthen the Union army. Now, it should be said that to say that Lincoln did not agree with the idea of the abolishment of slavery would be deeply insulting and further from the truth, but to say that the abolishment of slavery was the key aim in the Civil War would be foolish and to a certain extent, a danger would alter the true significance of the Civil War. edubirdie.com
However, Lincoln's original plan was to let the long-held principles of the South on their attitudes towards pro-slavery dissolve by itself, although the very thought of the Union becoming disbanded through the glory of the confederacy prompted Lincoln to swiftly act, and act with such impact that it has left rippling effects in their decisions politically, economically and the key factor that this essay will focus on, socially. As expected, the Emancipation Proclamation breathed new life into the freedmen, who finally had this unveiling that left them in an open playing field. But what is most interesting are the events that follow after the Civil War, particularly the Reconstruction Era, during which former African American slaves were looking for the answer to an extremely, difficult philosophical question. What is freedom? And more importantly, what freedom would compensate about a century's worth of humiliation, torture, suffering the prideful black community had to endure? At the same time, the North, the side who had announced the Emancipation Proclamation struggled to conclude where former African American slaves would function in society, but none more so than the South, whose economy relied so heavily on slavery, had become conflicted and desperate in attempting to find an
1 / 3
alternative that could match the economic generating machine, that was so prevalent in the Civil War. To summarise, the Emancipation Proclaim, transformed a war of armies into a conflict of societies, with slavery at the heart of it all. Former slaves were legally set free, but a lack of identity and a sense of direction led to a stagnant progression that was dreamed of, but never acted on, with society as a whole, unable to replicate the same ambition and desire shown by these former slaves.
In this essay, I will be using a wide variety of sources, such as key first-hand recounts from former slaves and other notable, involved figures, to visual sources and numerous other historians such as Eric Foner. My main thesis will be to question the effectiveness of the Emancipation Proclamation and this will be analysed through the events that followed soon after the Civil War, an era filled with controversy and polarising perspectives, formally known as the Reconstruction Era.
Firstly, to evaluate the effectiveness of emancipation one has to define it. Defining this word is arguably difficult, and would require a definite set of rules for it to be generalised and applied. However, the key problem with this fixed approach is that it fails to take into account is that no definition is definite, and through historical events and the natural order of time, definitions and terminology stands to be altered, exerting a difference in meaning than as previously expressed before. The most sensible and intuitive approach to take in this scenario is to define what freedom meant during the Reconstruction Era, but rather than accepting a former African American slave's intake on the concept of freedom, one must create a variable for freedom that is application and balanced. This may seem counter-intuitive, after all, shouldn't freedom be what former African American slaves insisted it to be? In some ways, that may be correct, but the underlying problem is that in reality, most former African American slaves did not understand or more importantly, experience a life under the influence of freedom: They were tortured and treated as inferior humans, and an effective tool to be capitalised especially in Cotton plantations. For many, the definition of freedom was to be presented with a fair opportunity to reunite with family lost through years of slavery, either by selling or escaping, to ensure their children had education to gain a deeper insight into life and develop as an individual and this should come to no surprise but to be abstained from ever experiencing violence and sexual exploitation that was an overwhelming presence in the institution of slavery and to also be able to secure occupations that could provide for one's family.2 This, it turns out, is an effective definition and concept of freedom. Unfortunately, even with the most ambiguous term such as freedom, will have limitations. An example of this would be that freedom does not protect itself from racial hatred, unequal opportunities or a factor that escalated even further than the reconstruction era, discrimination which continued towards the tail end of the 20th century. The realization of the newly found freedom that a former slave possessed was incredible, with exponential growth and development close by, and this is what the emancipation proclamation brought upon the freedmen. A complicated, frustrating dilemma that offered them to unleash their sealed wings and fly only to find out that there is a wider cage representing itself as an obstacle, one that cannot be escaped even with the power of freedom. And with this came inevitable exploitations from the South who seeked to revert back to an institution as equal to slavery or perhaps, close to it. edubirdie.com
However, all was not bleak as the opportunity for enlisting in the Union army, breathed sudden life into the illusion of the promise that came with the Emancipation proclamation, as many now former slaves, escaped their white masters and forged a new sense of purpose in their dreary lives. 180,000 blacks served in the Union Army. Initially, the enlistment to the army was the only
2 / 3
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route to "freedom" (the freedom we previously defined earlier), as the army presented them with an array of opportunities. Some included learning how to read and write, made possible by the establishment of literary clubs, whom were funded by the soldiers themselves. This enabled them to obtain a key desire fulfilled, and that was an access to education. Another advantage that must be deemed noteworthy is the changed perceptions towards the black soldiers as the Union realised the hugely significant contribution that they displayed in not only winning the Civil War, but also partially dictating the consequences of the direction that the United States of America would take after the Union's victorious leap over the Confederacy. For the first time in American History, black people were, at least socially treated equal to white people before the law, or to be more precise, military law of which was applied to all soldiers in the military.
As aforementioned, the open enlistment requested by the army, opened many doors for further advancement and opportunities for former slaves, with what many felt as an acceleration or jumping ahead in status and this was widely evident in the number of influential positions that former slaves held; forty-one delegates to state constitutional conventions, sixty legislators, three lieutenant governors, and four congressmen. This all suggested in a change of centurylong perceptions of African Americans of being idle, or with the case of women born into slavery, labelled as "Jezebels" (accused of tempting their white masters into sexual relations) to a race in need of assuming a "new status among us" as one senator observed in 1864. Although the black contribution did not leave long in the memory, it prompted a formation of a black community, one now capable of priding themselves with added history that was recognized by black people, but also universally. Such was the magnitude of pride on display that an Alabama planter reported in 1867, "They say, the Yankees never could have whipped the South without the aid of the negroes." edubirdie.com
Overall, the army allowed the momentum for the Emancipation Proclamation to increase and the popularity with which it was held in, escalated, as former African American slaves recognized the power and impact it held, as "freedom" granted them an indirect route to education, change in existing perceptions, but also an exciting opportunity to form a unique history, a history that they were in control of, which appealed to many Freedmen, as it brought upon them, a renewed sense of purpose, an objective, or boldly stated, a mandatory mission with which they must take to improve futures for their children, children who had to prepare themselves to carry this mission.
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UNCRC
An introduction to the United Nations Convention on the Rights of the Child
We want a Wales where children's rights are a reality for each and every child.
Rights
All rights, all children and young people, all of the time
Rights are something everyone has as a result of being born. No one has power to give them to you or take them away from you. There are no conditions attached to them.
Children and young people have rights under the Human Rights Act 1998. They also have rights under the UNCRC, which is an international human rights convention which the UK Government agreed to in 1991.
The UNCRC is an international agreement which protects the human rights of children up to the age of 18. It recognises not only their basic human rights but gives them additional rights to protect them from harm as one of the most vulnerable groups in society.
It covers everything from having a name and nationality to clean drinking water. Simply, these are things children and young people need to be happy, healthy and safe.
UNCRC stands for United Nations Convention on the Rights of the Child
The UNCRC is a list of rights that all children and young people, everywhere in the world have, no matter who they are, where they live or what they believe in.
All Governments who have signed up to the UNCRC, including the Welsh Government, have to make sure that children, young people and adults know about and understand the UNCRC.
As well as talking about children and young people's rights, the UNCRC sets out quite a lot of things that Governments across the world need to do to support children and young people to enjoy their rights. These include making sure that as many people as possible know and understand about rights and support children and young people to participate and have their voices heard when decisions are being made that affect them.
Rights are what children and young people are entitled to, needs are what you require. Governments should respect children and young people's rights and help them to know about and claim them.
Rights are associated with being, whereas needs are associated with having.
UNCRC
When we learn about rights we learn that not only do we have them ourselves but everyone else has them too. Therefore, when we are enjoying our own rights, we have a duty to make sure that we do so in a way that doesn't deny other people theirs.
So for example, if you are enjoying your right to participate in decision-making on issues that affect you (Article 12) by getting involved in a discussion with 6 other people, all 7 have the right to have their voices heard, even if their views are fundamentally different to yours.
The UNCRC has 54 articles:
It protects the rights of children and young people up to 18 years of age across the world.
Articles 1-41 set out rights about how children and young people should be treated so they are safe, healthy and happy.
The other 13 articles are all about how Governments and adults should work together to make sure children and young people can access and enjoy these rights (1-41).
These rights are the things that are important to make sure children and young people:
* ● are safe
* ● are not discriminated against
* ● have their best interests protected
* ● have the things they need to survive and develop
* ● and have a say in decisions that affect their lives.
In 2011 the Welsh Government decided to take an extra step and make the UNCRC law in Wales. This law is called the Rights of Children and Young Persons (Wales) Measure 2011. The Measure has changed the way the Welsh Government works. It means the Welsh Ministers have to consider children's rights in everything they do.
There are 4 main principles of the UNCRC:
Special emphasis is given to four articles, known as 'general principles', because they are basic to applying all of the other rights.
Non-discrimination (Article 2)
All the rights guaranteed by the UNCRC must be available to all children without discrimination of any kind.
1
Best Interests of the Child (Article 3)
2
The best interests of the child must be a primary consideration in all actions concerning children.
The Right to Life, Survival and Development (Article 6) Every child has the right to life, survival and development.
3
The Views of the Child (Article 12)
Every child has the right to be involved in making decisions, planning and reviewing any action that might affect them.
4
All of the articles cover 3 main themes.
Sometimes they're called the 3 P's.
Participation
These articles are based on the idea of the child or young person as someone who actively contributes to society as a citizen in the here and now – not just someone on the receiving end of good or bad treatment from others.
Provision
These articles cover the basic rights of children and young people to survive and develop. These range from health care, food and clean water to education and an environment which allows children to develop. The UNCRC is clear that the best place for a child is normally with their family, and that the Government has a duty to support and assist parents.
Protection
These articles deal with exploitation of children and young people at work; physical, sexual and psychological abuse; discrimination and other mistreatment which many still suffer, including in the UK. The UNCRC asks Governments to protect children and young people and, where necessary, to provide rehabilitation for them.
Frequently Asked questions
Why do we need the UNCRC?
* ● Children and young people are especially susceptible to the environment and prevailing conditions in which they live and are more vulnerable than other groups in society.
?
* ● Children and young people have the same human rights as everyone else. However because of their youth and vulnerability the Convention provides them with additional rights to protect them and ensure they are not discriminated against.
? ? ● ● They can be 'invisible' if adults do not provide the pathways through which they can be heard. ● ● Children and young people have not always been accepted as the holders of rights – they and their rights are often seen as the 'possessions' of their parents. Why is the UNCRC so important?
* ● It applies to everyone. All of the rights are considered to be equally important and cannot be taken away.
* ● It gives children and young people additional human rights. These rights should be at the heart of governance.
* ● It emphasises that children and young people require protection and should also be empowered as citizens now.
?
* ● It is applicable all of the time for all children and young people in all situations.
?
What are Human Rights?
?
Human Rights are universal guarantees protecting individuals and groups against actions (violations) and omissions (failures) that affect their freedom and human dignity.
A right is something that children and young people are entitled to, they do not have to be earned, and they belong to all children and young people from the time they are born.
?
What is a right?
?
What does this mean for children and young people in Wales?
* ● There is a law which says all Welsh Ministers must think about children's rights.
?
* ● The Welsh Government must try to make everyone in Wales aware of the UNCRC.
* ● The Welsh Government has a Children's Rights Scheme which explians how they are thinking about children's rights.
To find out more read our Children's Rights in Wales leaflet.
?
?
Go on!
Explore children's rights!
To find out about your rights visit: childrensrights.wales
To contact us:
email:
firstname.lastname@example.org
@uncrc_wales
Children's Rights Wales
This website is all about the UNCRC. It brings together different opportunities to get involved. It also has information, training, resources and contacts to help children, young people and organisations across Wales.
Click here
Young Wales
Young Wales makes sure there are different ways for children and young people to have their say on issues that are important to them, and be heard by the government and others. Click here
In your local area
Local Authorities must, under law, give opportunities for children and young people to participate and have a voice. They must also let them know where and how to get involved. You can contact your Local Council and ask them how you can get involved.
Meic
Meic is an advocacy and information service for children and young people up to age 25. The service is free, confidential and can be contacted 24/7 by telephone, instant message or text. Meic is there to listen, provide information and support.
Click here
National Assembly for Wales
The Assembly is made up of Assembly Members who are voted in from all over Wales from different political parties. They check and question the Welsh Government on how we are thinking about rights and looking after all children and young people.
Children's Commissioner for Wales
Sally Holland works for every child and young person in Wales. She and her team support them to find out about children's rights, listen to find out what's important to them, provide advice and support if they think they've been treated unfairly, and speak up for them on important issues.
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Empowering Your Family through Communication
by Beth Douglass Silcox those we love most. Our reluctance to talk about money contributes in some ways to the fi nancial challenges we face today. The faltering economy has only exacerbated America's existing fi nancial literacy problem, resulting in greater pain and stress for families.
A mericans face a financial paradox: rocketing bankruptcy and foreclosure rates vs. an economy based on consumer spending. Money—how we spend and save—is a touchy subject, even among
With this recession's dramatic ups and downs, it's hard to imagine a silver lining. But igniting America's interest in fi nancial literacy and fi nally learning how to effectively talk to one another about money may be the shiny upside to the downturn.
Out of necessity, families are talking about their fi nances in households across the country. But it's important to note that fi ghting about your spouse's new golf club or fi fth pair of strappy black sandals doesn't count. David Bach, a fi nancial strategist and best-selling author of Smart Couples Finish Rich, says immediate crises like paying the bills often distract couples from working together on an overall fi nancial game plan, and that's a big mistake.
"You really need to plan a money day once a month and a fi nancial anniversary each year to look at where you stand fi nancially—goals for the year, what you are working toward as a team. Be on the same page," Bach says.
The challenge is that people tend to attract their fi nancial opposites. One person wants to spend like there's no tomorrow, while the other wants to sock away every spare dime for a rainy day. One partner wants to talk about money, plan and set goals, while the other defers, relinquishing control and input, leaving their significant other to shoulder the full responsibility and make all decisions. That's a losing proposition for both fi nancial and emotional health.
Love may conquer all, but there's an exclusionary clause when it comes to money.
A Unifi ed Front
Yet talking about money can help strengthen a relationship, says author and radio host Dave Ramsey. Discussing money forces couples to discuss just about every other topic, and that translates to meaningful communication, cooperation and unity.
"When you have two sets of goals in anything, you're not unifi ed," he says. "But when you're forced to sit down and reconcile your goals, prioritize around the good of the other person and come into agreement on the spending of your money, then you're agreeing on your dreams. You're agreeing on your future."
© 2010 SUCCESS MEDIA. All Rights Reserved.
"THE KEY is to truly believe that wherever you are starting from—no matter how bad or bleak it looks—things can and will get better." —David Bach
Still having trouble convincing a lackadaisical partner to sit down for a heart-to-heart about money? Then proceed solo and spread your fi nancial records out on the kitchen table in clear sight. "Pulling together all your fi nancial records and setting up a new fi ling system tends to spark the interest of even reluctant spouses and partners," Bach says. "Believe me—sometimes all it takes to change your life massively for the better is a small action and a small success."
"When it comes to fi nancial issues, as in everything else you discuss with your kids, your role is to satisfy their curiosity in an honest and age-appropriate way," author Janet Bodnar says in her book Kiplinger's Dollars and Sense for Kids. "Your ultimate aim is to turn out independent adults who know how to manage money and have a healthy regard for what it can and cannot buy."
Instantaneously fl ipping your fi nancial world upside down isn't a great idea, but achieving small personal fi nance successes inspires. Together, assess your current financial situation, so both partners have equal footing. Look at where the money's going, how much you owe and your assets; update insurance and retirement beneficiaries, and reexamine your mortgage.
After you've gathered the data, build teamwork by coming together in purpose. Bach recommends exploring your top five values of who you want to be as a person/couple, then attaching five specifi c and measurable goals based on those values. Consider and write down what you can do to move forward on those goals within the next 48 hours and whose help you should seek. Finally, set a start and fi nish deadline for meeting each goal.
Couples who focus their energy on such a financial plan for 12 months can positively impact the financial health of their families, as well as their relationships. "The key is to truly believe that wherever you are starting from—no matter how bad or bleak it looks—things can and will get better," Bach says. "If right now you are badly in debt or living paycheck to paycheck, I am here to tell you… it can and will get better… if the two of you take action together."
Money Talk for Kids
Better yet, bring the right kind of money talk out into the open at the dinner table and give your kids a fi nancial head start, too.
To that end, everyday life provides an ideal classroom. While abstract money concepts are above most preschoolers, parents can foster a connection between work and money by giving them "atta-boys" and, perhaps, token rewards as positive reinforcement.
By second grade, kids count change and eagerly meet grocery store scavenger challenges that help them discover low-price, high-value items, while the youngest teens can understand stock market basics, play simulated stock games online, or chart the ups and downs of mock stock purchases with adult help.
"You don't want to disclose the details of your family's financial affairs to younger children, but teens are old enough to learn the nitty-gritty of household fi nances," Bodnar says. Watching you write out monthly checks or paying bills online together opens teenage eyes to the realities of money. Parents aren't ATMs.
If that doesn't work, take a cue from one father who literally "cashed" his paycheck and had his teens parcel out the cash needed to pay the monthly household bills. "By the time his kids saw how little was left, they were talking about getting part-time jobs," Bodnar says.
Ramsey says money conversations become a lot easier when children understand how their own personal economy works. "If Junior learns to work for, save, give and spend his own money, he'll get it when you let him know that a spring break vacation is not in the family budget this year."
Empowering Lessons
Going a step further, Sharon Lechter, member of the President's Advisory Council on Financial Literacy and co-author of Three Feet from Gold, recommends empowering children by igniting their entrepreneurial spirit. If they beg
© 2010 SUCCESS MEDIA. All Rights Reserved.
for a new toy, don't reject them out of hand. Lechter says, "Ask them, 'How can we afford it?' "
LOVE may conquer all, but there's an exclusionary clause when it comes to money.
Lechter encourages parents to ask money questions to kids of all ages. Each day last May, she posted questions on her blog ranging from "Do you know what your parents do to make money?" to "Does it feel good to buy something on sale?" These questions, as well as casual parental guidance, are still available online.
The site also serves as a social network for youthpreneurs, kids who run their own businesses. Here they can develop business relationships with like-minded kids, share experiences, successes and failures. Kids are enterprising, and Lechter reminds parents that creative, open minds often produce ideas that can expand a family's income stream. That's not only an empowering lesson for kids, but also for recession-weary parents being forced to reinvent themselves.
Family fi nancial stress isn't exclusive to Mom and Dad; kids feel it, too, despite your best efforts to protect them. Younger kids mostly need honest reassurance you have a plan to solve the problem and everything will be OK. Teens can handle a bigger dose of reality and learn from global economic turmoil. Positive conversation that adds perspective about our country's long history of economic recovery and your family's ability to bounce back will ease their fears.
Simply understanding that they can make a living for themselves and actually create their own prosperity can go a long way toward easing a young person's fears. Those lessons represent "the gift of a lifetime," Lechter says, "because they learn that they don't have to depend upon their parents or an employer or their government. They can create assets and make money on their own."
That empowerment not only impacts a child's future, but also his or her present. Faced with family spending cuts, Johnny sees clearly how his lawn-mowing efforts can directly impact the family's bottom line. He can elect to pay for his own iTunes downloads or, better yet, invest that money for college.
Guided by honest money talk from you, Johnny's choices can be informed decisions based not on teenage angst or whim, but on a solid and responsible fi nancial footing. If the math simply doesn't work, parents must be prepared to disappoint their kids. Out-of-state or private school might be the dream, but the balance sheet doesn't lie; it just might say state university or community college.
But keeping the right kind of money talk on the table at home certainly improves a family's fi nancial odds, and you never know where fi nancial empowerment can lead. Johnny's entrepreneurial efforts could surprise you, and you might just surprise yourself. S
© 2010 SUCCESS MEDIA. All Rights Reserved.
Seeds of SUCCESS!
FREE weekly e-zine for ideas, inspiration, insight and growing achievement.
Nurture your own success by subscribing to SUCCESS magazine's FREE weekly e-zine. It's delivered straight to your e-mail inbox every Tuesday. Featuring tips, advice and video clips from our experts, editors and contributors. | <urn:uuid:2eee362e-14d8-4939-b8a3-d6f60164a341> | CC-MAIN-2018-30 | http://beth-douglass-silcox.com/wp-content/uploads/2011/05/SM_RAMSEY_MoneyTalk.pdf | 2018-07-19T17:02:07Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00239.warc.gz | 43,754,562 | 2,080 | eng_Latn | eng_Latn | 0.999043 | eng_Latn | 0.99905 | [
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Petting Zoo and Open Farm Visits
This fact sheet provides basic information only. It must not take the place of medical advice, diagnosis or treatment. Always talk to a healthcare professional about any health concerns you have, and before you make any changes to your diet, lifestyle or treatment.
Visiting a petting zoo or open farm can be a fun and educational event; however, contact with animals needs to be done safely. Rarely, serious diseases can be spread from animals to people when simple precautions are not followed. People at most risk of serious illness include children, pregnant women, the elderly, and persons with weakened immune systems.
Which diseases are spread from animals to people?
Some of the most common germs that can be spread from animals to people are E. coli 0157 and other E. coli bacteria, Salmonella, Campylobacter, Giardia (Beaver Fever), Cryptosporidium and Yersinia.
What are the symptoms of diseases spread from animals to people?
Possible symptoms include diarrhea, bloody diarrhea, stomach cramps, nausea, vomiting, fever, bloating, and gas. If you or your children experience any of these symptoms in the three weeks following a visit to a petting zoo or open farm, see your doctor or local community nurse right away.
How are diseases spread from animals to people?
Animals carry many types of germs in their intestines. These germs can spread from animals to people in the following ways:
* An animal's feces or manure can get onto its hair or fur, the bedding or the soil. The feces can contain germs that can make people sick when people touch an animal or the area around the animal, and do not wash their hands afterwards. Fecal matter can spread from hand to mouth through eating, sucking fingers, or putting toys that have been handled into the mouth.
* An animal's saliva or spit can also carry germs that can be spread when an animal bites, scratches or licks a person.
* When people milk cows, germs can get on their hands and can spread when they touch their mouth.
* Rarely, diseases including Q fever and toxoplasmosis can be spread when germs get into the air. This can occur when dust that contains infected animal waste, including birth fluids is stirred up. For this reason, the public should not be involved in the animal birthing process.
Young children are most at risk of infection because they are more likely to put their fingers in their mouths, ingesting dirt and bacteria from their hands.
Which animals spread diseases to people?
Animals in petting zoos and on open farms that can spread disease to people include cows, goats, sheep, horses, rabbits, pigs and poultry.
What you can do before you or your children visit a petting zoo or open farm.
Read this information and give it to the people who are supervising your children. Call ahead to the petting zoo or open farm for the following information. You may want to visit the site before bringing a large group of children.
* Are hand washing facilities available? Do they have running water, liquid soap and paper towels or hand sanitizer stations?
* Are there toilet facilities? Are they clean?
* Will there be on-site supervision?
* Is the eating area separate from the animal area?
Be prepared:
* Bring wipes and alcohol hand sanitizing gel with you. Use a hand sanitizer with 60 per cent to 95 per cent ethanol or isopropanol alcohol.
* If possible, eat before you go to the petting zoo or open farm, and not while you are there.
* Bring sturdy boots or shoes for the children to wear while in the petting zoo. This will help to prevent children from slipping and falling. At the end of the visit, children should change into a clean pair of shoes and then wash their hands to remove any dirt from their hands. Bag the dirty shoes and clean them at home.
* To keep your children safe and healthy, make sure there is an adequate number of adults to supervise your children.
* Do not bring toys into the animal areas.
Teach children how to wash their hands properly:
1. Wet hands well with running water, and lather with soap.
2. Rub hands together briskly for at least 20 seconds, or the time it takes to sing Happy Birthday twice. Do not forget the palms, backs of hands, fingers, fingertips and nails.
3. Rinse hands well under running water.
4. Dry hands completely with paper towels. Do not dry hands on clothes.
5. Turn off the taps with paper towel.
[Alcohol based hand sanitizer is a good alternative to soap and water when the hands are not visibly dirty, but children have to be watched closely that the sanitizer is completely dry before children put their hands to their mouths. The alcohol in the hand sanitizer can be poisonous to a child.
What you can do to decrease the risk of disease at the petting zoo or open farm.
When you and your children are in the animal areas:
* Do not eat, drink, chew gum or smoke.
*
Do not let children lick or suck their fingers or bite their nails.
* Do not let children touch their faces or mouths.
* Do not give children bottles, pacifiers or soothers.
* Do not let children pick up things off the ground.
* Do not let children kiss the animals.
* Do not let children eat the animals' food.
* Do not let children eat edible containers used to hold animal feed, such as ice cream cones.
* Do not share human food with animals.
When you and your children are in the eating areas:
* If animals such as dogs, cats or ducks are in the eating area, do not pet them. If you touch an animal, wash your hands afterwards.
* Eat in designated eating areas that are away from animals and their areas.
* Wash your hands before eating.
Wash your hands and your children's hands:
* After touching or feeding an animal
* After touching an animal's cage
* After touching the ground or falling
* Right after leaving animal areas
* Before eating or drinking
* After cleaning and/or removing boots or shoes
Supervise children and make sure they wash their hands properly.
If you or your children are injured:
* Be aware of injuries. Wash and bandage bites, cuts or scrapes.
* Report injuries to the operator of the petting zoo or open farm.
* Seek medical attention if the injury is serious or a wound gets infected.
Contact Information
For more information contact Yukon Communicable Disease Control at 667-8323. #4 Hospital Road, Whitehorse, Yukon
In the communities call toll-free 1-800-661-0408 extension 8323.
Adapted from BC HealthFiles | <urn:uuid:8d1f4505-250c-464e-9d9f-6f9c4d47dbb0> | CC-MAIN-2018-30 | http://ykhealthguide.org/downloads/petting_zoo.pdf | 2018-07-19T17:05:00Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00236.warc.gz | 557,524,231 | 1,388 | eng_Latn | eng_Latn | 0.997715 | eng_Latn | 0.998402 | [
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Problem Set 1
1. Consider each of the following linear difference equations
y
(
)
1
0
1
1/3
0
t
t
y
y
−
= +
=
(1.5)
For each example
a) Find a sequence of real numbers { } 0 t t y ∞ = that solves the equation.
b) Find the steady state of the difference equation (if it exists). If not, say so.
c) If a steady state exists is it stable or unstable?
2. Consider each of the following systems of linear difference equations
For each example
a) Use Matlab to calculate the eigenvalues and eigenvectors of the system.
b) Find sequences of real numbers { } 0 , t t t x y ∞ = that solve the system.
c) Find the steady state of the difference equation (if it exists). If not, say so.
d) If a steady state exists is it stable or unstable?
3. Consider the following linear model:
where Equation (1.11) describes the evolution of an endogenous variable and equation (1.12) represents a policy rule. The parameters α,β γ and δ are all positive
and α and γ are both less than one. The terms ut and vt are independent, serially uncorrelated error terms with zero mean.
a) Under the assumption that the subjective expectation, y e is determined adaptively by the rule:
where, 0< λ < 1, find a stochastic difference equation involving only the observable variables yt and xt (assume that e t y is not observable), lags of y t and xt and (lags of) the error term ut that describes the behavior of yt through time.
b) Assume that the support of ut and vt is the interval [-a,a] where a is finite. Find the support of the distribution of xt as t →∞ . Find the support of the distribution of yt (i.e. what are the largest and smallest values that x and y can attain in the limiting distribution.)
c) Find the unique rational expectations equilibrium of the above model, (i.e. replace Equation (1.13) with the rational expectations assumption).
4. Consider the following linear rational expectations model
a) Find the characteristic roots (eigenvalues) of Equation (1.14) as functions of the parameters α and ψ .
b) Under what conditions on ψ and α will the roots of this equation be real?
c) If 1/ 2 α = and 3/8 ψ = find the eigenvalues and the eigenvectors of this equation.
d) Find a stochastic difference equation that characterizes the unique rational expectations equilibrium.
5. For the following problem you may use Matlab or an equivalent programming language. Consider the following linear model
Assume that u and v are i.i.d. random variables with mean zero.
t t Show that this model has a unique rational expectations equilibrium and find expressions for pt and xt as linear functions of t u , t v and x t-1 . | <urn:uuid:7f799463-6ffd-48bc-ac1c-14a2ec86eeaf> | CC-MAIN-2018-30 | http://chertosha.com/hw/econ202a_ps1.pdf | 2018-07-19T17:02:19Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00239.warc.gz | 72,543,511 | 638 | eng_Latn | eng_Latn | 0.975175 | eng_Latn | 0.978652 | [
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Tidal flows into the Waterbird Refuge at Bicentennial Park are carefully regulated to provide optimum levels for its feathered and finned inhabitants, and to minimise the generation of wetland odours.
Restoration
* The ten-hectare wetland was created in the 1950s as a result of unfinished works to create industrial land from tidal mudflats. Clay bund walls were built to enclose the mudflats and sediment was pumped in from Homebush Bay to raise the height of the reclaimed land. The works were abandoned before the bunds were completely filled with sediment, and the enclosed wetland subsequently developed into a significant waterbird habitat with a high abundance and diversity of resident and migratory birds.
* Over time, the ecological health of the wetland diminished due to lack of tidal exchange. Species diversity declined, algal blooms frequently occurred in the stagnant waters, and the combination of rotting algae, shallow water and nutrient-rich sediments regularly caused strong odour emissions.
* Restoration of the wetland followed years of detailed scientific study and careful planning. Scientists determined that restoration of tidal flushing to the land-locked wetland would improve its ecological health and reduce algal blooms and odour generation.
* Sydney Olympic Park Authority installed a solar-powered computer-operated tidal gate in the bund wall in 2007, at a cost of $187,000. Gate settings are varied seasonally to regulate the extent of inundation occurring with each tidal cycle.
1
Managing the Wetland
* Five years later, the wetland is vastly improved. Pacific Golden Plovers have been recorded feeding in the wetland in October 2012 for the first time in over fifteen years. These annual migrants travel from breeding grounds in the northern hemisphere to Australia each spring, before making the long trip back north in autumn. Other species dependent upon the wetland include migratory Bar-tailed Godwits and Sharp-tailed Sandpipers, as well as resident Black-winged Stilts, Grey Teals and Australian Pelicans and native fish including Silver Bream and Luderick. Endangered Coastal saltmarsh vegetation is expanding around wetland fringes, algal blooms occur less often, and odour generation is significantly reduced compared to pre-2007 levels.
* Together with the surrounding mangrove forest, the wetland is listed as a 'Wetland of National Importance' by the Commonwealth Government because of its high ecological values.
* A level of odour generation continues to occur within the wetland, and this is a normal and unavoidable occurrence in this type of waterbody. Odour generation is due to chemical reactions and microbial activity in the wetland and its sediments which cause the production of hydrogen sulphide, commonly known as rottenegg gas. Odour strength varies greatly with climatic factors and the monthly tidal cycle — the strongest odours typically occur after warm, still nights, when tides are low.
* The tidal gate is an important tool in minimising odour generation. During the warmer months, the tidal gate is typically set to enable high levels of tidal exchange. This maximises water circulation within the wetland and keeps oxygen levels high, both of which reduce odour generation. If a series of low tides occur, which can sometimes last for weeks, the amount of tidal exchange is limited until a high tide comes and flushes the wetland, assisting in alleviating odour levels.
*
Information correct as of January 2015
www.sopa.nsw.gov.au
Photo: Jon Irvine
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ALL IN 1 SPOT
Applied Behavior Analysis Early Intervention Program
Who We Are?
ALL In 1 SPOT With Theratalk is an approved Early Intervention agency that provides ABA services to toddlers diagnosed with Autism Spectrum Disorders (ASD) and other diagnoses. Our program is supervised by Board Certified Behavior Analysts (BCBAs) which provide the highest quality service to children. Our ABA team is looking to make a positive difference in young children's lives. We are approved to provide Early Intervention ABA services in Queens, Bronx, Manhattan, Nassau and Suffolk Counties.
What Is ABA?
Applied Behavior Analysis is simply the use of behavior change strategies to modify behavior to a socially significant degree and to help with the acquisition of new skills. It incorporates the use of positive reinforcement to help motivate young children to engage in desired behavior. ABA exists all around us and our behaviors are all governed by the laws of behavior analysis. The science of understanding human behavior is based off of the principles of behavior analysis.
How Does ABA Change Behavior?
Applied Behavior Analysis utilizes the principle of reinforcement to help motivate children to engage in desired behaviors while decreasing their motivation to engage in undesired behaviors. ABA emphasizes the use of reinforcement strategies which assess a child's strongest source of motivation and then provides that source of motivation only contingent upon the desired target behaviors. This in essence will teach young children that by engaging in appropriate target behaviors, they can immediately be rewarded through reinforcement. A great example of this is going to work every day. If we did not get paid to perform our duties in the workplace, would we continue going to work? As adults, receiving a paycheck from our employer functions as positive reinforcement. This delivery of positive reinforcement motivates us to continue to go to work and perform our work duties. The same applies for a young child with developmental disabilities. Young children diagnosed with developmental disabilities will often engage in inappropriate and undesirable behaviors. So why would they engage in more appropriate and desirable behaviors if they are not getting "paid" to do so. The difference is that what functions as reinforcement for a young child is very different from an adult. A young child might like tickles, cartoons, toys, music, edible snacks, or just high levels of social praise. On the other hand, as adults, money is our reinforcement. In the end, the concept is the same. The delivery of reinforcement contingent upon desired behaviors will increase the likelihood that those behaviors will occur more often in the future.
About Our ABA Program:
Our ABA program utilizes a verbal behavior (VB) approach to the implementation of ABA. BF Skinner categorized language into various verbal operants which each serve a different function in the role of language acquisition. The VB model to ABA teaches language, along with many other skills, while using the core verbal operants as its foundation for learning. The core verbal operants as defined by BF Skinner in his book, "Verbal Behavior" are defined as follows:
1. Mand: The ability to request for your basic wants and needs. An example can be a young child saying the word, "cookie" as a request to eat a cookie.
2. Tact: The ability to label items, objects and actions. An example can be a young child looking at a picture of a cookie and saying, "cookie."
3. Echoic: The ability to imitate spoken sounds and words. An example can be an adult saying to a child, "say cookie" and the child correctly imitates by saying, "cookie"
4. Intraverbal: The ability to engage in conversational language skills. This often consists of answering questions or fill-in's in which your response is based on what the other person says. An example can be a young child saying the word, "cookie" when an adult asks, "What is your favorite snack?"
The VB model looks at skill acquisition and mastery as something that occurs when a child is able to master a concept across all four of the core verbal operants. For example, the true mastery and understanding of the word "cookie" would only be truly mastered if a child were able to do the following:
1. Mand: Request for a cookie
2. Tact: Label a cookie
3. Echoic (imitate cookie): Imitate the word cookie
4. Intraverbal: Answer questions related to a cookie
Our Clinical Philosophy:
All in 1 SPOT's Early Intervention ABA Program follows research based teaching procedures to enhance the quality of our ABA services. The following 9 research based teaching procedures drive our program philosophy:
1. Pairing The Teaching Environment With Reinforcement
2. Fade In Effort/Difficulty Of Tasks
3. Fade In Number Of Demands
4. Reduce Student Errors
5. Intersperse Easy And Difficult Demands
6. Mix And Vary Instructional Demands
7. Pace Instruction Properly
8. Teach To Fluency
9. Escape Extinction
Clinical Supervision:
Each and every Early Intervention ABA case will be supervised by a Board Certified Behavior Analyst (BCBA). Board Certified Behavior Analysts work as highly trained professionals in the field of behavior analysis. They have completed supervised fieldwork experience, behavior analytic coursework, and have passed a behavior analytic exam credentialing them as board certified in the field of behavior analysis. Our program believes that each case should be overseen by a BCBA to ensure the highest quality of service for each and every child. BCBA's will be responsible for training the direct care therapist and will supervise their work directly on a month to month basis. They will also be responsible for the development of all academic and behavioral programming, as well as delivering family training (if mandated on IFSP) to help teach the family how to carry over intervention independently.
How Do We Teach Skills?
1. Initial Assessment: Upon acceptance of any ABA case, our therapists will initially conduct a formalized assessment on each child as a baseline measure to determine where our teaching must begin. Our therapists will be implementing The Assessment Of Basic Language And Learning Skills-Revised (ABLLS-R) which was created by Dr. James Partington, Ph.D, BCBA-D. The ABLLS-R serves as not only an assessment, but also a curriculum guide and skills tracking system for children with Autism or other Developmental Disabilities. Our direct care therapists will be responsible for writing up a "Early Learner Profile" based on the results of the assessment. This profile will summarize how the child performed on the assessment This information will be shared with the supervising BCBA (Board Certified Behavior Analyst) who will then collaborate with the direct care therapist to develop a list of program goals for the child.
2. Pairing with Reinforcement: We place a very strong emphasis in building rapport with a young child through the concept of "pairing" with reinforcement. When a therapist first enters a home, they have a neutral relationship with the young child. This is because the therapist has no prior history with the child. Our therapists focus our entire first month of treatment on effectively pairing themselves with the child's highly preferred items and activities. This in essence will help condition the therapist as a form of reinforcement for the young child. This is how the initial trust is built between a therapist and a young child. The child must like the therapist and become excited and happy to see them for therapy. This is the first key to success in Early Intervention.
3. Reinforcement Assessments: Our therapists spend time assessing what actually functions as a form of reinforcement for each and every child. This can be done through indirect and direct assessments such as interviews, direct observations and even formalized preference assessments. It is crucial that we find out what motivates each child and then use those sources of motivation to help teach each child desired target behaviors through positive reinforcement.
4. Development of Program Book: Contingent upon the completion of the ABLLS-R assessment, along with effective rapport building and reinforcement assessments, a formalized program book will be developed for each child which will contain academic and behavioral programs which target specific skills for each child based on the results of the ABLLS-R. The program book will ONLY be implemented once effective rapport building has been built along with identifying effective forms of reinforcement.
5. List of Mastered "Easy" Skills: Prior to beginning direct instruction, a list of already mastered skills will be developed by the therapy team. These skills will be used as the "easy" skills which the child will be asked to engage in as an easy way to gain access to reinforcement. An example can be a skill as simple as placing a block in a bucket. These easy skills will be mixed and varied into our target teaching skills utilizing an "80% easy" versus "20% hard" teaching ratio. This means that when teaching target skills, therapists will be trained to ensure that 80% of what they ask a child to engage in is "mastered and easy skills", while 20% of what the child is asked to engage in is the "harder, target skills." Sticking to the 80%-20% ratio makes learning fun for a young child by decreasing their motivation to escape the learning environment due to the fact that by asking a high frequency of easy skills, a child can gain access to high levels of reinforcement. The more a child comes into contact with reinforcement, the more they will want to learn. Imagine sitting down to learn something new and difficult and only be asked to engage in that difficult skill over and over again. Would this be a fun way to learn? Would you be happy? The answer is most definitely no. Instead, imagine sitting down to learn something very difficult but now there was a lot of easy questions mixed in with the hard ones and as you correctly responded, you gained access to something preferred. Would this make learning more fun? Would it make learning easier? The answer is yes! By mixing and varying instruction by interspersing easy and difficult
demands, it makes the learning environment less aversive and allows a child maximum opportunity to come into contact with reinforcement. Simply put, the more a child comes into contact with reinforcement, the better we can positively change their behavior.
6. Teaching Across Verbal Operants: Once academic curriculum is introduced, skills will be broken down across various verbal operants through the use of color codes. The following color codes will be used to discriminate each skill as it relates to each of our skill teaching domains:
7. Reducing Student Errors: Once therapists have determined what target skills they will begin to teach, they will use a principle called "errorless teaching" to ensure that the child makes minimum errors when learning a new skill. By decreasing a child's opportunity to make error's it increases their opportunity to come into contact with reinforcement. This is what creates positive behavior change and skill acquisition. The art of errorless teaching utilizes the prompt hierarchy to deliver a prompt to assist a child in correctly engaging in a target skill before an error can be made. This prompt is then systematically faded until the child can independently engage in the skill. The key is to deliver prompts at a rate where the child consistently engages in the correct target response, thus providing high levels of reinforcement. Our program only uses errorless teaching procedures and believes that errorless teaching procedures can help maximize a child's progress.
* Red: Listener Responding Skills (Receptive Language and Discrimination Skills)
* Green: Tacting (Labeling)
* Yellow: Echoic (Repeat spoken words)
* Blue: Intraverbal (Conversation, Fill-in's, Question answering)
* Purple: Motor Imitation (Imitation of motor movements)
* White: Match To Sample (Matching objects and pictures) | <urn:uuid:900c7bf8-f5a4-4597-b7d7-56369084090a> | CC-MAIN-2018-30 | http://spotwiththeratalk.com/forms/ABAProgramWebsite.pdf | 2018-07-19T16:59:04Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00242.warc.gz | 325,914,432 | 2,403 | eng_Latn | eng_Latn | 0.997273 | eng_Latn | 0.9983 | [
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The Strongest Mouse From Small to Big Level 23
Inquire to Learn!
There are many ways in which The Strongest Mouse/ From Small to Big can be used as a base for Inquiry Learning. This is just one suggestion.
Session 1
Using the Big Book, share-read The Strongest Mouse, stopping at natural points for discussion. Draw on the students' prior knowledge of mice and elephants, arrogance/pride, and coincidences.
children wearing the same hoodie to school on a certain day. As a class, brainstorm other examples of coincidence.
Possible Starter Questions for Discussion
Mice and Elephants: Would you say that a mouse is a strong animal? Why/why not? Would you say that an elephant is a strong animal? Why/why not? Discuss that everything is comparative, so the strongest mouse in the world would not be as strong as a weak elephant. Explain that is why it is important that competitions take place between people of a similar size or a similar skill level e.g., different weight grades for rugby, age limits for competitive groups. Many children will have prior knowledge of this concept, so encourage them to share their experiences and examples.
Arrogance/Pride: Is it OK to feel proud of being good at something? Lead a discussion on how it is OK to feel proud of one's own achievements, but that it is not OK to put down other people's efforts or to be boastful. Ensure that the children understand the difference between feeling good about themselves for a job well done and being boastful, arrogant, or hurtful to others.
Text and Illustration Based Inquiry Questions
Cover: Look at the cover of The Strongest Mouse and ask, What do you notice about the mouse who is lifting the branch? (He is much bigger than the other mice.) What do you think the other mice are thinking and feeling? (They are excited and impressed with the strength of the mouse.) Look at the branch the mouse is lifting. Is this a big branch, or just big for a mouse to be lifting? Lead the children to understand that the branch is about twice the size of the mouse, so it is big compared to the mouse but it is not big compared to other animals. Discuss again the issue of comparativity and ensure that the children understand that the branch the mouse is lifting is really just a twig.
Title Page: What is the mouse doing? (Showing off his muscles.) How do you think the mouse is feeling? (Proud)
Coincidences: Explore the concept of coincidence by starting with its definition, coincidence: a situation in which events happen at the same time in a way that is not planned or expected e.g., two
P. 2: Revisit the sentence Panya was proud of being fast and strong. Ensure that the children understand that it is OK for Panya to be proud of the things he is good at. Invite the children to share things that they are good at, or feedback to the students yourself about things that individuals are good at.
PAGE 1 OF 4
The Strongest Mouse/From Small to Big
Teacher's Notes continued
P. 5: Reread the first two paragraphs and discuss the proverb "Pride goes before a fall." Explain that the proverb means that if you are too conceited or self-important, something will happen to make you look foolish. Discuss how this relates to Panya and his boasting.
P. 6: Revisit the text "I don't know who Elephant is. But I do know that she can't be stronger than me!" Ask, Can Panya know that Elephant can't be stronger than him if he doesn't know who Elephant is? Compare this to not knowing whether one will like a certain food if one has not tried it.
P. 7: Mother Mouse warns Panya to take an umbrella because a big storm is coming, but Panya doesn't listen. Why doesn't he listen? (Because Panya is too full of self-importance.) Why do you think Mother Mouse lets Panya go in search of Elephant when she knows that Elephant is definitely stronger than the strongest mouse? (Because sometimes people, and mice, must be allowed to learn from their own mistakes.)
PP. 8–9, 10–11, 12–13: Revisit the connections between Panya stomping his foot and the appearance of thunder, Panya waving his arms and the appearance of lightning, and Panya stomping his foot and the rain cloud covering the sun. Ensure that the children understand that these are examples of things happening by coincidence. Explain that Panya's self-belief is further strengthened by the animals' belief that Panya caused those things to happen.
P. 16: Reread the text and ask, Was Panya correct in thinking that Elephant was washed away by the rain? Panya did not learn the lesson that arrogance or too much self-importance is foolish, but he did learn one lesson. Can anyone tell me what it is? (To listen to his mother – Panya wished he had brought an umbrella!)
Further Discussion and Inquiry Extension
Share-read The Gruffalo by Julia Donaldson and compare and contrast it to The Strongest Mouse. What is the main difference between the mice in the two stories? (The mouse in The Gruffalo is wise and deliberately tricks the other animals whereas the mouse in The Strongest Mouse is foolish, but is aided by coincidence.)
Brainstorm other stories that have mice as main characters e.g., Aesop's folk tale The Lion and the Mouse, Stuart Little, Beatrix Potter stories such as The Tale of Two Bad Mice, The Tale of Mrs Tittlemouse, Tiberius the Titirangi Mouse, Town Mouse and Country Mouse, and Mickey Mouse stories.
Challenge the children to write their own stories with a mouse as a main character.
Make simple finger or glove puppets of the characters from The Strongest Mouse and, working in groups, have the children retell the story as a puppet show.
PP. 14–15: Revisit the text on P. 14 and look at the illustration of Elephant of P. 15. Ask, Do you think Elephant is being cruel to Panya or just teasing him? Why do you think that? Revisit the text on P. 15. Was it a great flood of water or did it just seem like a great flood to a little mouse? Explore the concept again that everything is comparative.
PAGE 2 OF 4
Research and share other folk tales from East Africa.
The Strongest Mouse/From Small to Big
Teacher's Notes continued
Session 2,
Using the Big Book, share-read From Small to Big stopping at natural points for discussion. Draw on the students' prior knowledge of Africa, habitats, African animals, and poetry.
Possible Starter Questions for Discussion and Inquiry
Swahili Greeting: There are many languages spoken in East Africa, but Swahili is the most common. Does anyone know how to greet someone in Swahili? People say Hujambo, which means hello.
Location of East Africa/Geography: Look at the map on P. 1 of From Small to Big and note the location of East Africa within Africa. Introduce the word continent and define it as one of Earth's seven major areas of land. Compare this map to a globe or world map and locate the continent of Africa and the area of East Africa on it. Discuss the location of Africa in relation to New Zealand. If any of the children come from East Africa or have visited there, invite them to share their experiences.
Habitats: Revisit the second paragraph on P. 1 of From Small to Big and note the word habitat. Define habitat as the place where a plant or animal lives in nature, its natural home. Ensure that the children understand that deserts, grasslands, rainforests, mountains, and lakes are all habitats. Revisit P. 8 and note that grasslands in Africa are called the savannah.
Poetry: Discuss with the children that there are many different kinds of poetry and that some poems rhyme and others do not. Revisit "The Elephant Poem" on PP. 6–7 of From Small to Big and identify the rhyming words: guys/lies, eat/ feet, young/tongue, cheat/neat, folks/jokes, today/ grey, nice/mice, can't/elephant. If appropriate for your children, explain that this poem is written in ryhming couplets, or in groups of two lines that rhyme and complete one thought. Discuss the design of this spread and note that the designer has chosen to display the poem inside an elephant shape.
Further Discussion and Inquiry Extension
Challenge the students to write a glossary for From Small to Big. They could use the words previously defined as a starting point (continent: one of Earth's seven major areas of land; habitat: the place where a plant or an animal lives in nature, its natural home) and add other words and their definitions that are new or challenging to them. Suggestions are: coast, cultures, deserts, grasslands, rainforests, predators, savannah.
Research to find out more about a natural feature of East Africa, such as Mount Kilimanjaro, Lake Victoria, or the Serengeti Plain. Write 5 facts about your chosen natural feature.
African Animals: Using From Small to Big as a reference as well as the childrens' prior knowledge, brainstorm a list of African animals. Examples from the text include: elephants, ostriches, zebras, lizards, mice, lions, hyenas, giraffes, zebras, rhinos, buffalo, and hippos. Challenge the children to add other African animals to the list, such as gorillas, chimpanzees, leopards, and cheetahs. Invite the children to share any experiences they may have of these animals. Refer back to P. 2 of From Small to Big and explain that this method of displaying information is called a picture graph.
Choose an African animal other than the elephant or spiny mouse and learn more about it. Use the reports on P. 3 and PP. 4–5 of From Small to Big as a model and write a report on your chosen animal or draw a picture. It may even be possible to visit African animals at a zoo or watch YouTube videos on African animals. N.B. Please view the videos prior to showing them to the children to ensure that they are suitable viewing material.
PAGE 3 OF 4
The Strongest Mouse/From Small to Big
Teacher's Notes continued
Write a poem about an African animal other than an elephant. Be a designer and choose a design to best display your poem. Email your poems to email@example.com with your first name, age, and school and the best poems will be posted on the Clean Slate Press facebook page.
Using P. 8 of From Small to Big as a model, choose one of the following African habitats: desert, rainforest, mountain, lake and write a report or a photo eassy on it. Remember to include the kinds of animals that live in this habitat.
Make a picture graph of ocean animals, comparing their sizes. Use the picture graph of African animals on P. 2 of From Small to Big as a model.
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Topic 04 – What is a digital image?
Exercise 4.1 – How is the image represented by the computer Pixels
Images can have 2 or 3 spacial dimensions, a time dimensions and a number of colour-channels. An image is a rectilinear array of point samples (pixels).
a) Open the image example1.tif from the folder 04 - what is a digital image. Run Plugins>Tools>Display Pixel Values.
b) Zoom into the image. You should now see little homogeneous squares. Note that this is just one possible way to display the pixels. As said above we should rather think about them as point samples. Go to Edit>Options>Appearance and select Interpolate Zoomed Images. What happens?
c) Are higher pixel values displayed brighter or darker than lower ones? Run Image>Lookup Tables>Invert LUT. What is the answer to the question now?
d) Save the image as text-image (File>Save As>Text Image). Open it with a text editor, change some values to 255 and save the modified file. Reimport the text-image into ImageJ (Import>Text Image).
Exercise 4.2 - How is the image represented by the computer – In memory image formats
ImageJ has different ways to represent images, each one with different capabilities.
* 8-bit – greyvalues – unsigned integer between 0 and 255 (2⁰-1 – 2⁸-1)
* 16-bit - greyvalues – unsigned integer between 0 and 65535 (2⁰-1 – 2¹⁶-1)
* 32-bit – greyvalues – signed floating point +/- 3.4 * 10 38 ; precision 6-7 decimal digits Special values like NaN for "Not a Number", Infinity and -Infinity
* 8-bit color – not really a type, useful to convert RGB to 8-bit and a color mapping of the greyvalues (lookup-table or LUT)
* RGB Color – 24bit color image, consisting of three 8-bit images, one for each component red, green and blue.
* Hyperstacks – Allow to display overlays of an unlimited number of channels. The channels are 8- or 16- or 32-bit images.
The histogram of an image shows the number of times a grey-value is present in an image for all grey-values. Press h (Analyze>Histogram) to display the histogram of an image.
a) Open the image Hoechst.tif from the folder 04 - what is a digital image. Display the histogram. Use the commands from the menu Process>Math to add 100, subtract 100, divide by 2 and multiply by 2. Show the different histograms. Between two operations revert the image (ctrl+r). What are the values you expect for count, mean, min, max and mode (mode is the most frequent intensity in the image – the intensity value with the highest peak in the histogram).
Press the list button on the histogram of the image multiplied by 2. Each second row has the value 0. Can you explain why?
b) Open the image cells-16bit.tif. Display the histogram. What is the maximum value? Hint – the camera uses 12 bit. Note that the histogram uses 256 bins and not one count for each grey-value. Press the list button to see the start values of the bins.
c) What would you have to do in order to make the image in b) use the full range of available grey-values?
Apply your calculation using Process>Math>Macro... and look at the histogram again.
d) Open the image Hoechst.tif and convert it into a 32bit image (Image>Type>32-bit). Look at the histogram. Multiply the image by 2 and look at the histogram again. Divide the image by zero. What is the result? Multiply it by -1. What are the pixel values now? Divide it by Infinity.
e) OPTIONAL: Revert the image Hoechst.tif and convert it to 32 bit again. Divide it by 255. What is the maximum now? Add 1e+38 (i.e. 1*10³⁸). What is the maximum? Multiply by 10. What happens?
f) Open the image 7P7.JPG. Move the mouse over the image and look at the statusbar. You should see three values for each pixel for the components red, green and blue. Open the histogram by pressing h (Analyze>Histogram). Press the RGB button multiple times. What does it do?
g) How does colours on the screen mix? Create a new hyperstack with 3 channels, 1 slice and 1 frame. Use type 8-bit and mode Color. Create a filled circle on each channel then open the channels tool and switch to Composite mode. Hint: To create a filled circle, make a circular selection, select white as foreground color using the color-picker tool and call Edit>Fill. What color do you obtain from mixing red and blue, blue and green, green and red? What color do you obtain from mixing red, green and blue?
red and blue = blue and green = green and red = red, green and blue =
Exercise 4.3 - How is the image represented by the computer – Conversion traps
When converting between image formats you need to be careful in order not to loose information or to create artefacts. You should always keep a copy of your unmodified images.
a) Open the image cells-16bit.tif. Make a copy (shift+d) and multiply it by 10. Measure the mean and total intensity in the two images. Convert the images to 8bit and measure again. In which image is the total intensity higher? What does a person that only knows the 8 bit versions conclude? Can you explain what happened?
b) Switch the scaling when doing conversions off (Edit>Options>Conversions). Convert the image again from 16 bit to 8 bit. What happens. Subtract the minimum value before doing the conversion. What happens now? Switch the scaling on again.
c) Open the image ophrys.tif. Make two copies of the image ophrys-1.tif and ophrys-2.tif. Convert ophrys-1.tif to 8 bit using Image>Type>8-bit. Under Edit>Options>Conversions switch weighted RGB conversions on (or off if it was on before). Compare the intensities of the pixel (160, 350) in the two images.
Exercise 4.4 - How is the image represented by the computer – On disc image formats
Different file formats for storing images exist. They differ in the way the data and metadata are organized. Some formats use compression (lossless or lossy) others do not. In scientific image processing lossy compression should generally be avoided, if there is not a very good reason in a special case to use it.
Some common formats are
* tiff – tagged image file format – (c) Adobe - lossless, metadata – the format ImageJ prefers
* jpeg exif - Joint Photographic Experts Group (ISO) Exchangeable image file format – lossy data compression
* lsm, stk - laser scanning microscope file - proprietary formats from Zeiss – extensions of tiff
* lif – leica image file format – proprietary format from Leica – can contain multiple, multidimensional images
a) Load the image nb.tif, save it as jpeg-image and load the saved jpeg image. Zoom in and compare the two images (make sure that the option "Interpolate zoomed images" is switched off). Measure and compare the intensity in the two images.
b) Use the loci-bioformats importer to read the meta-data of the image cafe.lsm in the folder 01 - opening images and the metadata of one of the images in the folder 01 - opening
images/arabidopsis.
Exercise 4.5 - The image and the real world – sampling and resolution
The resolution of an optical system is the smallest distance at which two objects can still be distinguished. It is given by the Rayleigh criterion:
r = 0.61 ∗λ NA where lambda is the wavelength and NA the numerical aperture of the objective.
Sampling is the process of converting a continuous signal into a discrete sequence of numbers. A confocal microscope uses a photomultiplier to construct an image point by point with a configurable distance between the points (i.e. the samples). The size of a pixel depends on magnification of the objective and the step size. A widefield microscope uses a ccd camera in which each ccd element has a certain size and represents a certain area of the object (depending on the magnification).
How dense does the samples I take have to be? The Nyquist-Shannon sampling theorem states: "The sampling interval must not be greater than one-half the size of the smallest resolvable feature of the optical image". Smaller intervals lead to loss of information and aliasing artefacts, larger intervals do not add information.
According to http://www.svi.nl/NyquistRate the distance between two pixels should be
Δ x⩽ λ em 4∗NA in case of a widefield microscope. Lambda is the emission wavelength and the NA the numerical aperture of the objective.
Δ x⩽ λ ex 8∗NA in case of a confocal microscope. Lambda is the excitation wavelength in this case.
The point spread function is the way an optical system images a point (an object at the limit of the resolution). The creation of an image by an optical system can be described as a convolution between the object function (the real ideal image) and the point spread function.
a) Use the loci-bioformats importer to find the excitation wavelength and numerical aperture of the system that was used to take the image cafe.lsm from the folder 01 – opening images. What is the optical resolution of the system? What is the sampling interval?
Hints: It could be useful to copy the data into a text-editor and to use the find-command of the text-editor. The excitation wavelengths can be found under IlluminationChannel. The channels that are used have an entry different from 0 in the field Aquire. The (maximal) numerical aperture is a property of the objective. The sampling interval can be found under VoxelSizeX and VoxelSizeY.
Has the image been sampled at the Nyquist-interval or is over- or under-sampled?
b) Open the image 04 - what is a digital image/Bead. This is the image of a fluorescent bead taken with a widefield microscope. Use Image>Properties to enter the correct sampling
distances (dx=64.5nm and dz=160nm). Display the image in 3D using the Volume Viewer or the 3D-viewer.
c) Open the image 04 - what is a digital image/PSF. This is a theoretically calculated point spread function for a widefield microscope with NA=1.4 and lambda=530nm. Use Image>Properties to enter the correct sampling distances (dx=64.5nm and dz=160nm). Display the image in 3D using the Volume Viewer or the 3D-viewer.
d) Take one slice from the middle of the psf image and convolve the image bridge.tif with it. You can use Process>FFT>FD Math to calculate the convolution. The images must have the same size. Enlarge the canvas of the psf image using Image>Adjust>Canvas Size.... Make a deconvolution of the result and the psf.
e) Create your own 2d psf image that consists of small horizontal white line. Do the convolution and the deconvolution. What process could this psf describe?
Exercise 4.6 Image and perception
When comparing colours, intensities values or object sizes visually you must be very careful. The human perception can play us tricks.
a) Open the image Spirals.png. How many different colours are in the image? Can you list their RGB values?
b) Open the image whites-illusion.tif. Which grey bars are brighter, the ones on the left or the ones on the right? Measure the intensity values. Can you explain this?
c) Open the image lines.tif. Which line is longer, the upper line or the lower line? Measure the lengths.
d) Open the image Ebbinghaus.tif. Which central dot is larger, the left one or the right one? Use thresholding and the wand-tool to measure the areas of the two dots.
e) Open the image Kanizsas-triangle.tif. Do you see the white triangle that is standing on its head? Use thresholding and the wand-tool to measure its area. | <urn:uuid:f08ae157-8d03-45f9-95e5-bd15c96cc964> | CC-MAIN-2018-30 | http://dev.mri.cnrs.fr/attachments/download/478/exercise-04.pdf | 2018-07-19T17:09:37Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00240.warc.gz | 92,351,685 | 2,643 | eng_Latn | eng_Latn | 0.996613 | eng_Latn | 0.997063 | [
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6/22/2018
Presentation of Mary Academy Course Catalog
Business/Technology Department
Introduction to Business (Level 3)
The course is designed to introduce the student to the varied and broad aspects of business as an area of study. It emphasizes the many elements that characterize both domestic and international enterprise, as well as the numerous market factors which influence business decisions. Practical illustrations are given to demonstrate how business decisions affect consumers. It also aims to help the student understand the various social responsibilities business bears as it operates in today's commercial climate. Students are urged to begin thinking as businesses might in terms of income, assets, liabilities, investments, insurance, information technology and sound money management. Guest speakers now working in Human Resources, Banking, General Finance and Small Business Ownership are an integral part of the curriculum.
Introduction to Management (Level 3)
The course will focus on the study of management, which is the process of accomplishing an organization's goals through the effective and efficient coordination of resources. These resources include human resources, financial resources, IT resources and natural resources. Emphasis will be given to the basic functions that define management in a formal way: planning, organizing, leading, and controlling. Various management styles will be studied along with leadership characteristics that distinguish effective managers. Guest speakers in Human Resources, Leadership and General Management will be invited to speak. Their experiences will give example to the importance of a manager's role.
AP Computer Science Principles (Level 5)
AP Computer Science Principles introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. With a unique focus on creative problem solving and real-world applications, AP Computer Science Principles prepares students for college and career.
Whether it's 3-D animation, engineering, music, app development, medicine, visual design, robotics, or political analysis, computer science is the engine that powers the technology, productivity, and innovation that drive the world. Computer science experience has become an imperative for today's students and the workforce of tomorrow.
The AP Program designed AP Computer Science Principles with the goal of creating leaders in computer science fields and attracting and engaging those who are traditionally underrepresented with essential computing tools and multidisciplinary opportunities.
AP Computer Science Principles was created with significant support from the National Science Foundation. The College Board worked with more than 50 leading high school and higher education computer science educators who piloted the course at their institutions. This rigorous process of development and testing has yielded a course that not only reflects the latest scholarship in the field, but provides students with a relevant and engaging learning experience.
English Literature (Level 3)
English Department
ESOL Academic Seminar (Level 3)
The ESOL Academic Seminar will provide students with skills, activities and life lessons. English grammar, writing and reading skills will be stressed throughout the year. Vocabulary development will be incorporated throughout all areas. Students will be encouraged to use their English vocabulary during class.
Introduction to Literature (Level 3)
This freshman course emphasizes vocabulary development, writing and grammar. It is an introduction to the four literary genres: short story, novel, poetry and drama. Weekly vocabulary, writing assignments and reading comprehension practice are included in order to expose students to the PSAT and SAT tests.
Levels in Freshman English classes are determined by the High School Placement test and student transcripts.
Introduction to Literature Honors (Level 4)
This freshman course emphasizes vocabulary development and introduction to expository writing. It also provides an introduction to the four literary genres: short story, novel, poetry and drama. Literary terms are studied and applied, and fundamental interpretive skills are developed. Creative writing opportunities are offered.
Levels in Freshman English classes are determined by the High School Placement test and student transcripts.
This survey course for sophomores encompasses the Anglo-Saxon time to the Twentieth Century, with emphasis on the English novel. A concentration on the expository writing process is of primary concern. Importance is placed on vocabulary and reading comprehension skills, PSAT and SAT preparation.
Successful completion of a research paper is a requirement of this course.
English Literature Honors (Level 4)
This course for sophomores examines key literary works in the great body of English Literature, with emphasis on Shakespeare and the English novel. A concentration on the expository writing process is of primary concern. Critical analysis, both written and oral, is stressed. Importance is placed on vocabulary and reading comprehension skills, PSAT and SAT preparation.
Successful completion of a research paper is a requirement of this course.
Advancement into Honors English courses requires a 92% average and an 86% average for Level 4 students.
American Literature (Level 3)
Juniors will cultivate an appreciation and love for American literary heritage, while developing the skills for literary analysis. Discussion of literary classics will promote critical thinking. Opportunities will be provided for expository writing, which will also serve to enrich vocabulary and SAT preparation. A formal study and practice of reading comprehension is included in this course.
Successful completion of a research paper is a requirement of this course.
American Literature Honors (Level 4)
This course for juniors covers the beginnings of the American tradition through the 20th century. Each quarter focuses on an in-depth chronological study of significant American authors. Written analysis and class discussion of literature are major concerns. Importance
6/22/2018
Great Books (Level 3)
Writing Sense (Level 3)
6/22/2018
English Department
Successful completion of a research paper is a requirement of this course, as is a yearlong American Literature Author project.
Advancement into Honors English courses requires a 92% average and an 86% average for Level 4 students.
AP English Language and Composition (Level 5)
This course is offered to qualified juniors who will examine a writer's purpose in accordance with the writer's use of rhetorical devices. The students will write effectively and confidently across the curriculum. Importance is also placed on vocabulary development and test taking skills in preparation for the SAT. Successful completion of a research paper is a requirement.
Upon completion of this course students are required to take the AP Language and Composition exam. It is recommended that students who wish to take this course have a 90% average in previous English courses. All required summer reading and writing assignments must be completed in order to start this course in September. Students are required to take extended class.
This senior survey course is organized by theme and culture to present significant works of World Literature. Careful attention is paid to critical and analytical discussions and writing.
Successful completion of a term paper, based on the textual analysis of a literary work, is a requirement of this course.
Great Books Honors (Level 4)
This senior course will sharpen students' powers of literary criticism and analysis in oral and written forms. Through writings of authors from around the world, students will explore the common literary styles, philosophies and behavior of mankind.
Successful completion of a term paper, based on the textual analysis of a literary work, is a requirement of this course.
Advancement into Honors English courses requires a 92% average and an 86% average for Level 4 students.
AP Literature and Composition (Level 5)
This English class for seniors focuses on writing and revising essays, topical discussions and analyzing short stories, poems, dramas and novels. Extended class time, once per rotation, is required for this course.
Upon completion of this course students are required to take the AP Literature and Composition exam.
It is recommended that students who wish to take this course have a 90% average in previous English courses. All required summer reading and writing assignments must be completed in order to start this course in September.
Students are required to take an extended class once a week.
This elective course for seniors focuses on developing writing skills. Students are instructed in a variety of techniques to make their writing more colorful, better organized, and effective. Each week, students write and peer-edit short works, toward the completion of a major
6/22/2018
English Department
project each quarter. All the student's work is compiled in folders to create a comprehensive writing portfolio over the course of the year.
Fine Arts Department
6/22/2018
Foreign Language Department
Spanish I (Level 3)
This is an introductory course for students with little or no preparation in Spanish. This first year introduces students to the fundamentals of grammar, with emphasis on all four language skills - reading, writing, listening, and speaking. Grammar and vocabulary are linked to real-life situations such as: introducing oneself; speaking about school, families, activities, trips,...
Students will also be introduced to culture in the Spanish-speaking world.
Students with native fluency in Spanish are not eligible to enroll in this course and are required to take a placement test.
In this accelerated course, students will be introduced to the fundamentals of grammar, with emphasis on all four language skills - reading, writing, listening, and speaking. Grammar and vocabulary are linked to real-life situations such as: introducing oneself; speaking about school, their families, activities, trips, shopping, etc. Students will also be introduced to culture in the Spanish-speaking world.
Students will be placed in this course based on the result in the English and/or Spanish placement test(s).
Students with native fluency in Spanish are not eligible to enroll in this course and are required to take a placement test.
The second year of Spanish continues the development of proficiency in the four language skills: listening, speaking, reading, and writing. Past material is also reviewed consistently. Students will practice their language skills by asking and answering questions, listening and reading comprehension activities, worksheets, and other activities.
The material covered is similar to Spanish II, but at a more rigorous pace, with more material covered. Students will practice their skills by asking and answering questions, listening and reading comprehension exercises and other activities.
Open to students with an average of 86% or higher in Spanish I Honors or 92% in Spanish I, subject to department approval.
Spanish I Honors (Level 4)
Spanish II (Level 3)
Spanish II Honors (Level 4)
Spanish III (Level 3)
This course is a continuation of Spanish II. Emphasis is placed on strengthening the four basic skills of listening, speaking, reading, and writing. Students will further their mastery of the language through dialogue, class projects and compositions.
Spanish III Honors (Level 4)
This course is a continuation of Spanish II at an advanced level. Emphasis is on strengthening the four basic skills of reading, writing, speaking, and listening. In addition to the textbook and the workbooks, videos and CDs will be used to enhance student learning of the language and culture of Spanish speaking countries. Conducted in Spanish.
Open to students with an average of 86% in Spanish II Honors or 92% or higher in Spanish II, subject to department approval.
Conversational Spanish Honors (Level 4)
The objective of this course is to improve students' conversational techniques and develop their oral proficiency in Spanish. The main emphasis will be on oral practice, written production and presentations. Other skills such as listening, reading, and writing will also receive serious attention. Another component of the course is the study of Latin–American
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French I (Level 3)
French I Honors (Level 4)
French II (Level 3)
French II Honors (Level 4)
French III (Level 3)
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Foreign Language Department
culture. The course consists of lectures, videos, and conversational exercises. Conducted in Spanish.
AP Spanish Language and Culture (Level 5)
This rigorous course is the culmination of the Spanish language program. This class focuses on advanced grammar, extensive writing, and independent work, a more in-depth look at great works of literature and culture from the Spanish-speaking world and various projects throughout the year. Course is conducted in Spanish. Students are required to take the Advanced Placement Examination in May.
This course is recommended to students with an average of 86% or higher in Spanish III Honors and a 90% in Spanish IV and if they are native speakers and fluent in reading and writing or teacher recommendation.
This course is for students with little or no preparation in French. It covers elements of the language including: conversation, pronunciation, reading,and writing. The material is linked to real life situations, such as introducing oneself, speaking about school, shopping, asking for directions etc. Oral exercises and drills, as well as group and pair work are used to develop the correct pronunciation and learn common conversational patterns.
Students become acquainted with contemporary life, attitudes, and customs in the French-speaking world.
Students with native fluency in French are not eligible to enroll in this course and are required to take a placement test.
This accelerated course contains the same topics as French I with a deeper understanding of grammar structures and more extensive vocabulary. In class, students will perform simple communicative tasks such as: responding to questions, asking questions, sustaining short conversation on familiar topics. Students will be placed in this course based on the result in the English and/or French placement test(s).
Students with native fluency in French are not eligible to enroll in this course and are required to take a placement test.
This course continues the development of the fundamental skills of listening, speaking, reading, and writing, with increasing emphasis on the practice of reading and writing. It includes further training in grammar, as well as listening comprehension and oral practice. Students learn more about Francophone cultures from around the world.
Emphasizing the active use of the language, this course develops the fundamental skills of listening, speaking, reading, and writing. Various communication activities allow student to use vocabulary and grammar creatively interacting with a partner, a small group or the entire class. The material covered will be similar to French II, but at a more rigorous pace. The course also includes more extensive reading, classroom discussions, and short essay writing. Conducted mostly in French.
Open to students with an 86% or higher in French I Honors or a 92% in French I, subject to department approval.
The purpose of this course is to develop and reinforce all language skills in a wide variety of real-life situations and tasks. Audio and video materials allow students to become familiar with a range of authentic French accents that they may encounter in the French-speaking world.
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Foreign Language Department
French III Honors (Level 4)
This course is focused on extensive reading, more sophisticated grammatical structures, and topical vocabulary. The development of vocabulary is stimulated by the cultural content of the reading materials. Students are introduced to a wide range of discussion topics. The course is conducted in French.
Open to students with an average of 86% or higher in French II Honors or a 92% in French II, subject to department approval.
Conversational French Honors (Level 4)
The course is for students who have completed the three-year French program based on Espaces (or its equivalent) and want to develop speaking and listening skills through conversation.
The course will focus on various aspects of modern life in French-speaking countries, and cultural readings will provide material for class discussions. We will listen to authentic audio resources (songs, interviews, and podcasts) and view a variety of audiovisual resources (music videos, short movies, etc.) Students will refine pronunciation and broaden vocabulary, especially related to everyday situations.
AP French Language and Culture (Level 5)
Students who enroll in AP French Language should already have a good command of French grammar and vocabulary and be proficient in listening, reading, speaking, and writing. The course emphasizes the use of language for active communication and develops students' ability to express themselves with fluency and accuracy in both written and spoken French. Taking the AP exam in May is a requirement.
Recommended to students with an average of 86% or higher in French III Honors or a permission of the Department Chairperson.
Algebra I (Level 3)
Algebra I Honors (Level 4)
Geometry (Level 3)
Geometry Honors (Level 4)
Algebra II (Level 3)
Algebra II Honors (Level 4)
Precalculus (Level 3)
Leveraging skills acquired in Algebra I, Geometry and Algebra II, this course will study functions, mathematical modeling and real world applications of Algebra and Trigonometry concepts. Units explored in this course include: Algebra Skills/SAT Preparation; Quantitative Reasoning and Functions; Polynomial, Rational, Exponential and Logarithmic Functions; Introduction to Trigonometry; and Probability and Statistics.
Precalculus Honors (Level 4)
Leveraging skills acquired in Algebra I, Geometry and Algebra II, this course will study functions, mathematical modeling and real world applications of Algebra and Trigonometry concepts. By the end of this course, students will be prepared to study Calculus at the AP or collegiate level. Units explored in this course include: Algebra Skills Review/ SAT Preparation; Function and Graph Analysis; Polynomial and Rational Functions; Exponential and Logarithmic Functions; Trigonometric Functions; Additional Topics in Trigonometry; Probability and Statistics; and an Introduction to Calculus.
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Mathematics Department
This course starts with a quick review of basic operations with numbers. Then it introduces the use of variables in solving problems. Topics covered include: equations, inequalities, absolute value, exponents, polynomials, systems of equations, quadratic equations, word problems and graphing linear equations.
This course covers properties of real numbers, solving linear equations, graphing linear functions, writing linear equations, solving and graphing linear inequalities, systems of linear equations, and inequalities, exponents and exponential functions, quadratic equations and functions, polynomials and factoring, rational expressions and equations, and radicals.
Placement in Freshman Algebra I Honors is determined by the High School Placement Test and student transcripts.
Using all the tools from Algebra I, this course teaches properties of angles, lines and various geometric figures. It covers parallel lines, congruent and similar triangles, quadrilaterals, circles. Right triangle trigonometry is introduced. Proofs are used throughout the course.
This course covers all the topics taught in Geometry in greater depth and with more emphasis on proofs. Additional topics include surface area and volume of various 3 dimensional figures.
Prerequisites: An 86% average or above in Algebra I Honors or a 92% average or above in Algebra I.
This course stresses the structure of Algebra and the development of problem solving skills. Algebra I topics are reviewed and extended. Equations, inequalities, polynomials, functions, and complex numbers are covered as well as some trigonometry.
This course will cover all the material of Algebra II in greater depth. Conic sections, matrices, trigonometry, exponential and logarithmic functions will be covered in detail.
Prerequisites: An 86% average or above in Geometry Honors or an 92% average or above in Geometry.
Calculus Honors (Level 4)
AP Calculus AB (Level 5)
AP Calculus BC (Level 5)
6/22/2018
Mathematics Department
Prerequisites: An 86% average or above in Algebra II Honors or a 92% average or above in Algebra II.
Introduction to Statistics Honors (Level 4)
The objective of this course is to give a deeper introduction to statistics. Topics covered include: exploration and comparison of data including measures of center, variation and position; probability; probability distributions; the standard normal distribution; estimates of mean and standard deviation; what-if analysis; hypothesis testing; inferences from two samples; correlation and regression and analysis of variance. Real-world case studies with real-world data will be used; these will allow the student to see how statistics is an important discipline used throughout many situations in life. In addition, some time early in the year will be devoted to SAT preparation and the study of typical statistics related SAT questions.
Prerequisites: An 86% average or above in Precalculus/Algebra II Honors or a 92% average or above in Precalculus/Algebra II.
Placement in this course is at the discretion of the department. Seniors may select this course as a second math course provided prerequisite requirements are met.
The course will begin with an comprehensive review of advanced algebra topics and SAT preparation. Following that, the course will explore the topics of limits, differential calculus and integral calculus with a very strong emphasis on applications.
Prerequisites: An 86% average or above in Precalculus Honors or a 92% average or above in Precalculus.
The topics covered will include graphical, numerical and analytical representations of functions, limits of functions and unbounded behavior, the derivative at a point and the derivative as a function, the geometric relationship between first and second derivatives, the definite integral as total change, the integral as an accumulation function, volumes with known cross-sections and other applications of integration, rectilinear motion, functions and their inverses, and the writing and solving of separable differential equations and modeling. This course requires extended class time during each schedule rotation and the completion of a summer packet consisting of a precalculus review module and limits module due on the first day of class.
Prerequisites: A minimum 86% average in Pre-Calculus Honors, a passing grade on the AP Calculus Readiness Test (administered in May) and a recommendation by the department.
Explore the key concepts, methods, and applications of single-variable calculus including all topics covered in AP Calculus AB (functions, graphs, and limits, derivatives, integrals, and the Fundamental Theorem of Calculus) as well as additional topics in differential and integral calculus, such as parametric, polar and vector functions, and series.
Become familiar with concepts, results, and problems expressed in multiple ways including graphically, numerically, analytically, and verbally. Use technology to help solve problems, experiment, interpret results, and support your conclusions.
10
Biology 9 (Level 3)
Biology 10 (Level 3)
Biology Honors (Level 4)
Chemistry (Level 3)
Chemistry is a required science course. Concepts that will be covered are properties of matter, atomic structure, periodic law, chemical bonding, chemical formulas, equations, stoichiometry, gas laws and solution chemistry. Laboratory experiments which correlate with these topics will be performed.
Chemistry Honors (Level 4)
Chemistry Honors is a higher-level survey course in high school general Chemistry. The topics covered are properties of matter, atomic structure, periodic law, chemical formulas, chemical equations, stoichiometry, limiting reactant, percent yield, calorimetry, heat of reaction, gas laws, solutions and acid/base chemistry.
Extended class time is required for this course.
This course is offered to those students who have an 86% in Biology Honors and 92% in Biology.
This elective is an introductory course taught using a mathematical approach through problem solving and a conceptual approach through demonstrations and labs. Topics covered include One and Two Dimensional Motion, Forces and the Laws of Motion, Work and Energy, Momentum and Collisions, Rotational Motion and the Law of Gravity, Rotational Equilibrium and Dynamics, Fluid Mechanics, Heat, Thermodynamics, Vibrations and Waves, Sound, Light and Reflection, Refraction, Interference and Diffraction. Electric Forces and Fields, Electrical Energy and Capacitance, Current and Resistance, Circuits and Circuit Elements will be covered if time permits.
Physics Honors (Level 4)
6/22/2018
Science Department
This is a required freshman or sophomore course that involves the study of life. Topics covered include an introduction to biochemistry, cell structure and function, cellular energy, photosynthesis, respiration, protein synthesis, cell growth and division, heredity, viruses, bacteria and various vertebrates.
Biology is a lab science and students will be in the lab one day per week.
This is a required freshman or sophomore course that involves the study of life. Topics covered include an introduction to biochemistry, cell structure and function, cellular energy, photosynthesis, respiration, protein synthesis, cell growth and division, heredity, viruses, bacteria and various vertebrates.
Biology is a lab science and students will be in the lab one day per week.
This freshman or sophomore course is designed for the student with a strong science background. The concepts covered are the same as in Biology, but with greater intensity. These concepts are approached with critical thinking, inquiry, and problem solving related to the topics that correlate with the materials mastered in each chapter. Research projects will be required. A strong emphasis will be placed on laboratory work.
A 95% average in CP Physical Science is required to take this course.
This course includes extended class for more detailed labs.
11
AP Biology (Level 5)
AP Chemistry (Level 5)
6/22/2018
Science Department
Anatomy & Physiology (Level 3)
This course introduces the student to the systems of the human body. The focus of the class is to study the anatomy of the body with less emphasis on the physiology. Independent research projects will be required. Labs, which include microscope work as well as dissection, will be an integral part of the class.
Anatomy & Physiology Honors (Level 4)
This course introduces the student to the systems of the human body. Both the anatomy and the physiology of these systems are studied by using a detailed college text. A coloring book is used which includes all the diagrams studied in the class. Independent research projects will be required. Labs, which include microscope work, as well as dissection, will be an integral part of the class.
A combined average of 92% in both Biology and Chemistry is suggested to enroll in this course.
This course is designed to mirror an introductory Biology course usually taken by Biology majors in their first year of college. This elective is extremely fast paced and covers a tremendous amount of detailed information. Students can expect a MINIMUM of one hour per night of homework, which includes reading. Students in this course are expected to take responsibility for their work, and ultimately their success in this class. There will be assignments given over all vacations as well as a MANDATORY summer assignment to be completed before the start of the school year.
It is recommended (though not required) that Anatomy and Physiology be taken concurrently.
Extended class time throughout the year is required for lab work and exam preparation. All students are required to take the AP Biology exam. A 92% in Biology, Chemistry and Anatomy and Physiology (if applicable) is suggested to take
this course.
AP Chemistry is considered the equivalent of a first-year college general Chemistry course. The AP Chemistry course is designed to help students attain both a deeper understanding of fundamentals and increased competence in solving chemical problems. The course requires students to develop the ability to think clearly and to express their ideas, orally and in writing, with clarity and logic. AP Chemistry is offered only after the successful completion of Chemistry and includes summer work. Topics include the structure of matter; states of matter and solutions kinetic theory, (including solids, liquids and gases) and gas laws; chemical reactions, equilibrium and stoichiometry (reaction types, REDOX, net ionic equations and equilibrium constants), reaction kinetics, thermodynamics descriptive chemistry (physical and chemical properties, and periodicity). Laboratory work is stressed for each topic.
Extended class time throughout the year is required for lab work and exam preparation. All students are required to take the AP Chemistry exam. A 92% in Chemistry (if applicable) is suggested to take this course.
12
World History (Level 3)
World History is a one-year, five-unit curriculum. The goal of this course is to show students how the past impacts today's world and how people throughout time face similar concerns and situations. To help students understand how today's complex world came to be, five themes are utilized. Themes include: Continuity and Change, Geography and History, Art and Literature, Technology and Economics, and Diversity. The objectives of this course are to develop the student's critical thinking and problem-solving skills, both collaborative and individual, and to ensure content mastery, analytical skills, and research skills. Written assignments will be required.
World History Honors (Level 4)
World History is a one-year, five-unit curriculum. The goal of this course is to show students how the past impacts today's world and how people throughout time face similar concerns and situations. To help students understand how today's complex world came to be, five themes are utilized. Themes include: Continuity and Change, Geography and History, Art and Literature, Technology and Economics, and Diversity. The objectives of this course are to develop the student's critical thinking and problem-solving skills, both collaborative and individual, and to ensure content mastery, analytical skills, and research skills. Written assignments will be required.
American History I (Level 3)
A one-year course for sophomores is designed to develop in students an awareness of their "rich heritage." A chronological and topical approach to exploration, revolution, expansion, civilization, reconstruction, industrial development, etc., is used to present information on the key people, ideas, events, and movements of the period. The goal is to challenge the student to improve their ability to identify, analyze, and interpret materials. Successful completion of a research paper is required.
World History II (Level 3)
Students will study the rise of the nation state in Europe, the French Revolution, and the economic and political roots of the modern world. They will study the origins of the Industrial Revolution and its consequences, 19th century political reform in Western Europe, and imperialism in Africa, Asia and South America. They will be able to explain the causes and consequences of the great military and economic events, such as World War I, the Great Depression, World War II, the Cold War and the Russian and Chinese revolutions. Finally, students will understand the growth of nationalistic movements over time and the various conflicts that have existed and continue to exist in the world, as we know it today. This course is a continuation of the World History I course.
American History I Honors (Level 4)
This is a one-year course for sophomores, designed to develop in students an awareness of their "rich heritage." A chronological and topical approach to exploration, revolution, expansion, Civil War, Reconstruction, and industrialization is used to present information on the key people, ideas, events and movements of the period. The goal is to challenge the more advanced student to improve their ability to identify, analyze, and interpret materials. Primary source material is used extensively. Summer reading, independent study in an area of student interest, and a research paper are required. Successful completion of a research paper is required.
The course is open to sophomores who have a 92% average in World History.
American History II (Level 3)
Junior year focuses on American history 1870's to the Cold War. This is a one-year, four unit curriculum. The goals of this course are as follows: to develop in the students an understanding and awareness of their "rich heritage," cooperative learning, critical thinking and problem solving skills, as well as their ability to interpret a wide variety of source materials. A chronological and topical approach is used; independent study and successful
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Social Studies Department
13
Social Studies Department
completion of a research paper are required. Current events are included.
American History II Honors (Level 4)
Junior year focuses on American history 1870's to the Cold War. This is a one-year, four unit curriculum. The goals of this course are as follows: to develop in the students an understanding and awareness of their "rich heritage," cooperative learning, critical thinking and problem solving skills, as well as their ability to interpret a wide variety of source materials. A chronological and topical approach is used. Summer reading, independent study, and successful completion of a research paper are required. Current events are included.
The course is open to juniors who have an 86% average in American History Honors or a 92% in American History.
AP United States History (Level 5)
This course attempts to develop the student's awareness of the interplay of economic, political and cultural forces that have led to the development of modern day America. The entire range of American history is covered. The text, materials, and methods are designed to present a difficulty level comparable to college freshman work. The students enrolled in this course are given a required summer reading list and take part in workshops given prior to the school year in August.
Extended class time, is required for this course. Students taking this course should have an 86% average in Honors American History. Taking the AP exam is a requirement.
American Government (Level 3)
This elective survey course for seniors attempts to develop in the students an awareness of the structure, leadership and "process" of government in America. The emphasis will be on how government "develops public policy through interaction with its citizens." By studying the democratic process, students will begin to appreciate their role as decision-makers, learning that democracy works only when its citizens participate in it. Independent study in areas of student interest is encouraged. Participation in off campus events, such as Model United Nations, Student Government Day, and Law Day is required. Additionally, Internet access outside of the school experience is a prerequisite.
Modern History (Level 3)
Psychology (Level 3)
6/22/2018
A one-year course designed to develop in students an awareness of their "rich heritage." A chronological and topical approach is used to present information on the key people, ideas, events, and movements of the post World War II era. Students will study the consequences of World War II on American life, the causes and course of the Cold War, important economic and political changes during the cold war, and more recent events and trends that have shaped modern-day America. The goal is to challenge the student to improve their ability to identify, analyze, and interpret materials. Current events will be a component of the course.
This is a one-year introductory elective course for seniors covering a wide range of topics that fall under the category of Psychology. Included in the curriculum are topics such as: psychological methods, drugs and consciousness, the influence of drugs and alcohol on mental health, human emotion and motivation, gender roles, stress and health, psychological disorders, etc. Lectures, videos and group work are used to relate the information to the student and outside reading is assigned to illustrate concepts learned in class. Students will also learn about how psychologists conduct research by creating a class presentation on a topic of their interest within the field of psychology.
14
Scriptures (Level 3)
This freshman course presents a thorough examination of the history of salvation as revealed in The Bible which finds its fulfillment in Jesus Christ. It studies Divine Revelation through its sources in Scripture. This course also explores the various books of the Bible, examining the Old and New Testaments as being an unbroken communication between God and His people.
Understanding the Scriptures (Level 3)
This freshman course presents a thorough examination of the history of salvation as revealed in The Bible which finds its fulfillment in Jesus Christ. It studies Divine Revelation through its sources in Scripture. This course also explores the various books of the Bible, examining the Old and New Testaments as being an unbroken communication between God and His people.
The Sacraments (Level 3)
Christology (Level 3)
Christology introduces juniors to the mystery of Jesus Christ, the living Word of God. This course explores the mystery of the Blessed Trinity - one God in three persons, the Father, Son and Holy Spirit as revealed in Scripture and Tradition. Christian vocation will also be studied and how God invites us to be in communion with him, enabling us to share in the divine life that has been prepared for us from all eternity.
Our Moral Life in Christ (Level 3)
This senior level course will focus on Catholic morality. The class will integrate and apply the principles of Christianity to the student's own moral decision-making. We will seek what is true, becoming critical thinkers in thought and writing concerning all moral decision-making and the need for an informed conscience. The aim will be to recognize the requirements of the person concerning social responsibility, and the duty to be a moral person in our thinking and actions.
6/22/2018
Theology Department
This Theology course focuses primarily on the sacraments of the Catholic Church. The seven sacraments, instituted by Christ, each confer particular graces that, with cooperation, allow the recipient to perfect his/her life. The aim is to gain a clear understanding of the meaning of both the Sacraments and their grace freely given. The Eucharist is the source and summit of our Catholic faith, and its importance in the life of the Catholic will be highlighted. Other topics from the text will be covered as time allows.
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3.7 SEVERE WEATHER EVENTS
OBJECTIVES
The students
* Report on local severe weather events.
* Review and discuss locally appropriate safety precautions and preparations for severe weather events.
* Connect the study of severe weather to their Pacific Island environment.
CLIMATE EDUCATION FRAMEWORK
*
3-5Climate.A.5 Extreme weather events (for example, tropical storms, typhoons, hurricanes, and long droughts) happen more in some places than in other places, and more in some times of the year than other times of the year.
BACKGROUND
This activity addresses the idea of severe weather events. It is suggested that the teacher keep the students focused on those sorts of events that occur in the Pacific Islands such as typhoons or hurricanes, severe droughts and tropical storms. Appropriate safety precautions and preparations are generally described by local authorities. These should be reviewed by the teacher and discussed with the students.
Students will often want to include tsunamis as severe weather when in fact these are the results of geological events, often earthquakes or submarine landslides. However, increased wave action and high surf often result from tropical storms.
STUDENT ROLE
Meteorologist
MATERIALS
poster making supplies chart paper and markers Working Dictionary resources on severe weather and/or Internet access SP 3.7 Severe Weather
PRODUCTS
Concept maps about severe weather Posters about severe weather events Working definition of severe weather
PROCEDURES
1. Have the students work in small groups to make concept maps about kinds of severe weather.
Have them
* Include different kinds of severe weather, effects of these events, and any other ideas they may suggest including safety issues and precautions.
[x]
See the Background if tsunamis are suggested. Ask students what causes them. Then ask how this is related to weather.
* Identify the kinds of severe weather experienced locally.
* Identify some kinds of severe weather experienced in other places. ✔Help them to identify where such events occur.
* Share their group concept maps and then revise and add to them as they choose.
2. Have the students work in groups or individually to make posters about kinds of severe weather that occur locally. Use SP 3.7 Severe Weather to help students with their research efforts before creating their posters.
Have them include
* A description of the event.
* Factual information they find in books, on the Internet, or from other resources, including local experts.
* Drawings or other types of illustrations.
* Potential effects of the particular severe weather event.
* Locally appropriate safety and preparation information.
3. Have the students share their posters and post them in the Weather Center or on a bulletin board.
4. Have the students write a Working Definition for severe weather. Put it in the Working Dictionary.
EXTENSION
* Have students create posters about severe weather events found in other places.
SEVERE WEATHER SP 3.7
Name:
Date:
Kind of severe weather:
Describe the event:
Describe some possible effects from this weather:
Interesting facts:
Safety and preparation information:
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RELATI NSHIPS MATTER
A Toolkit for Launching An Elementary Success Mentor Attendance Initiative
January 2017
INTRODUCTION
Common sense tells us that students are more likely to attend school when they feel connected to caring adults who notice whether they show up. A caring adult mentor can help students feel hope for a better future and secure support for addressing barriers to getting to school.
Chronic absenteeism in kindergarten, and even pre-K, can predict lower test scores, repeated patterns of poor attendance, and retention in later grades, especially if the problem persists for more than a year. Chronic absence is especially challenging for lowincome students whose families have fewer resources to make up for lost learning time in the classroom. Quality mentoring can be leveraged as a strategy to improve attendance and boost academic achievement.
What is an Elementary Success Mentor Strategy?
How Do We Get Started?
What Does an Elementary Success Mentor Do?
How Do We Recruit, Screen, Train, Match and Support Elementary Success Mentors?
What Support is Needed From Schools?
What Support is Needed From Districts? 6
Relationships Matter: A Toolkit for Launching an Elementary Success Mentor Initiative, builds upon ideas from a number of national partners and from districts participating in the groundbreaking My Brother's Keeper Success Mentors initiative, announced in 2016 by the White House and the US Department of Education. The success mentor approach recognizes the power of using chronic absence (missing 10 percent or more of school for any reason) to trigger a cost-effective, early intervention that gets students to school so they don't miss out on important learning opportunities. It is filled with tips, scripts, and a variety of free tools that you can take and tailor to the needs of your community. This summary offers an overview of the concepts covered in this on-line toolkit.
To view a draft of the full toolkit, visit:
http://www.attendanceworks.org/elemsuccessmentortoolkit/
1
WHAT IS THE ELEMENTARY SUCCESS MENTOR STRATEGY?
The primary component is a caring adult (mentor) who:
1. Builds a relationship with the mentee which motivates them to show up to school
3. Reaches out, in partnership with school staff, to engage the mentee's family and deepen their sense of connection to the school community.
2. Connects the mentee and his or her family to supports and services that address barriers to attendance, and
Any caring adult, school staff or school based partner, who is willing to interact with a mentee at least three times a week for the entire school year has the potential to be a success mentor. Consistent contact is critical to developing trust and gaining a deeper understanding of obstacles to getting to school. Because family engagement is especially fundamental when working with young children, the mentor should be closely connected to the school and able to help build a positive relationship between the family and the school community.
The second component is a principal led team. It ideally meets on a weekly basis to coordinate a school's approach to improving attendance and serves as an on-going source of support to success mentors. Success mentors need to be able to turn to such a team to connect their mentees to additional supports and address common challenges affecting more than one student.
A third component is a school-wide approach to creating a welcoming environment that promotes relationships with families and conveys
the importance of being in class every day. Too many families and students simply do not realize how missing just two days a month can throw them off track for learning and success in school.
SELECTING YOUR DISTRICT CAPTAIN/LEAD
An essential ingredient of success is selecting the administrator in your district who will be responsible for launching and managing the program throughout the district. The ideal candidate would have the authority and skills to work across a variety of departments and with community partners who need to be engaged and supportive. In addition to being comfortable with data, familiar with attendance and experienced in working directly with school sites and principals, the district captain should be highly organized and able to creatively solve problems.
2
HOW DO WE GET STARTED?
These steps are critical to launching an elementary success mentor program.
1. Selecting your District Captain/
Lead. A key ingredient is selecting the administrator who will be responsible for launching and managing the program throughout the district.
2. Ensure access to chronic absence data. Your district needs to ensure regular access to chronic absence data to identify students in need of
Ensure access to
chronic absence data.
Determine priority
grades.
Recruit elementary
schools.
Invest in site
coordination.
Publicize the
program.
Selecting your
District Captain/Lead.
Leverage support
from existing
programming.
success mentors and monitor whether progress is being made.
3. Determine priority grades. Will you start, as a district, in particular elementary grades or allow participating elementary schools to determine where to focus?
4. Recruit elementary schools. Because school site support is critical, consider launching the program with a small group of priority elementary schools with eager principals.
5. Invest in site coordination. Identify and invest in the capacity of a lead staff member who can coordinate, develop and implement the program at each school.
6. Leverage support from existing programming. The program requires a modest investment of staff time, and much can be accomplished by creatively leveraging existing programs and resources.
7. Publicize the program. Consider taking steps that will ensure support for the program, notify parents, and publicize the program to district and school staff and community partners.
WHAT DOES AN ELEMENTARY SUCCESS MENTOR DO?
Elementary success mentors are cheerleaders, advocates, and motivators – who encourage their mentees to attend school every day. Seven key elements define the role of a success mentor, which are drawn from the practices of the New York City Department of Education.
The seven elements include:
2. Reach out and engage mentee's family
1. Meet and greet each morning
3. Call home when mentee misses school
5. Track mentee's attendance and improvements
4. Meet with mentee one-on-one or in small groups
6. Recognize and celebrate success of mentees and families
7. Work with school staff for support and interventions including connecting a student to engaging enrichment activities and needed resources
CHRONICALLY ABSENT STUDENT
CONNECT WITH MENTOR
Meet & greet
each morning
Reach out
& engage
mentee's
family
Call home if
mentee
misses school
Meet with mentees
one-on-one or in
small groups
Track mentees'
attendance &
improvements
Recognize &
celebrate
successes
Work with
school staff
for support &
intervention
3
HOW DO WE RECRUIT, SCREEN, TRAIN, MATCH, AND SUPPORT ELEMENTARY SUCCESS MENTORS?
An essential ingredient of launching a quality program is putting in place the capacity to recruit, screen, match, train and support the adults who will serve as elementary success mentors. Drawing upon the practices of existing mentoring programs, this toolkit offers examples of recruitment letters, job descriptions, training resources as well as best practice tips. These are tailored to programs operating at the elementary level which need to recruit and develop mentors with the skills to engage young children and their families.
WHAT IS NEEDED FROM SCHOOLS AND DISTRICTS TO ENSURE THE SUCCESS OF AN ELEMENTARY SUCCESS MENTOR STRATEGY?
Success mentor strategies should be embedded within a more comprehensive approach for improving attendance. Success mentors are most effective as a second tier of intervention that is triggered once attendance data show that a student is missing too much school despite the existence of universal strategies. Ideally a team supported by the principal helps to develop and coordinate the strategy for the school and support the work of success mentors.
District support for the success mentor strategy is essential to ensuring that this approach can go to scale and be sustained over time. To take a systemic approach to improving attendance, districts should have in place actionable data, positive engagement, capacity building, shared accountability and strategic partnerships.
By launching elementary success mentor initiatives, districts and communities leverage the power of caring connections to ensure all students are in class so they can learn. Such an investment is especially important for our most vulnerable students who face the greatest challenges to getting to school.
Attendance Works is a national organization dedicated to improving the policy, practice and research around attendance. Its website offers materials, studies, and success stories about reducing chronic absence. Sign up to receive updates at: http://www.attendanceworks.org/
We want and welcome your input. To offer feedback or suggest additional resources, please contact Sue Fothergill, email@example.com.
The full on-line toolkit can be found at: http://www.attendanceworks.org/elemsuccessmentortoolkit/
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Eric Schorr speaks with Haruko Nakanishi about Tokio Confidential
Hiroko:
A 19 th -century American woman travels to Japan and decides to get a body tattoo. How did you come up with this central idea for Tokio Confidential?
Eric:
Well, the short version is, I've had a long-term interest in Japan—it's history, art and culture. I've also very fond of the work of Henry James, and I wondered what might happen if one of his heroines—in this case Isabel Archer from The Portrait of a Lady—traveled east from America, instead of west. That was the beginning of the idea.
Hiroko: But tattoos don't figure into The Portrait of a Lady, do they?
Eric:
No, they certainly don't.
Hiroko: So that part is your invention.
Eric:
Yes, totally. The whole story, really, is my invention.
Hiroko: But I take it the musical is very accurate historically?
Eric:
Yes, everything that takes place could have happened. And certain characters are modeled on actual people from the time.
Hiroko: Including the leading lady, I presume?
Eric:
The character of Isabella is loosely based on two historical figures as well as a fictional one. The two historical ones are an intrepid explorer named Isabella Bird and a Boston art collector, Isabella Stewart Gardner, who founded that city's famous Gardner Museum. The fictional figure, as I mentioned earlier, is Isabel Archer.
Another character in the piece, that of the art dealer, is inspired by a famous art-historian named Ernest Fenollosa, who was a friend of Isabella Stewart Gardner. The character of the tattoo artist is based on the renowned Horicho.
Hiroko:
Eric:
Hiroko:
Eric:
Hiroko:
Eric:
What can you tell us about the historical period in which the piece is set?
Tokio Confidential takes place during the Meiji Period, which takes its name from the Emperor Meiji, who ruled Japan from 1868 until he died in 1912. Meiji was the first leader of modern Japan. Prior to 1868, Japan was a "closed country" run by the shoguns, and virtually no foreigners were allowed access. One of Meiji's goals was to "civilize and enlighten" the nation, which largely meant "opening" it to western ideas, culture and technology. He invited to Tokio many distinguished foreigners who he thought had a lot to teach the country.
What was it about this period that interested you?
Specifically, Tokio is set in 1879-1880. Meiji had already been on the throne for over a decade and the country was in the throes of westernization. The powerful culture clash between east and west, as well as the tension between tradition and change, provides the background in which the characters interact and the basis of their conflict.
By the way, just one example of Meiji's attempt to make over Japan in a more western vein, was his decision to outlaw tattooing—at least for his own subjects. He believed western visitors to Japan would see the tattoos and consider the Japanese unsophisticated barbarians. Foreigners who traveled to Japan, though, were exempt from this rule. And many of them wanted to be tattooed. It was a kind of permanent souvenir of their trip. Even some members of the English royal family brought home tattoos.
You've said the piece owes a great deal to Japanese noh theater. Could you explain?
Noh is one of the oldest forms of what today we would call musical theater. It integrates seamlessly theater, music and dance. To me, there is something very haunting and mysterious about the music of noh. While Tokio is not a noh play, it
Hiroko:
Eric:
borrows from a certain type of noh play, called "battle noh," the protagonists of which are the warriors from Japan's 11 th century civil wars. These particular noh plays are infused with Buddhist themes and ideas.
Fast-forwarding hundreds of years and without revealing some of the plot details, there is also a noir aspect to Tokio. I like to refer to the piece as noh meets noir, or "noh-oir."
Another Japanese art form that figures prominently on the piece is ukiyo-e.
Yes, ukiyo-e are the colorful, multi-layered woodblock prints. The name literally means "pictures of the floating world." The term "floating world" refers, very generally speaking, to the world of the pleasure quarters in the big cities, like Tokio.
Many of the classic designs for Japanese body tattoos, by the way, are based on these woodblock prints. In fact, some of the
Hiroko:
Eric:
Hiroko:
first tattoo artists were the carvers of the woodblocks. They just decided to "carve" into skin instead of wood. One of the Japanese words for tattoo is horimono, which literally means "something carved."
To me, noh and ukiyo-e represent two quite distinctive styles, and I'm curious to know how these elements are juxtaposed.
You are absolutely correct that noh and ukiyo-e represent two very different worlds (in addition to being very different art forms). Noh was the theater of the elites—the Emperor and the court, the shogun and the samurai class. The prints of the ukiyo, on the other hand, were the popular art of the townspeople, who made up the vast majority of the Tokio population. This was the art with which those nineteenthcentury westerners with an interest in Japan would have been familiar. By the way, even members of the respectable samurai class were known to visit the floating world occasionally—if they wanted to have a little fun!
Tokio takes place in a world very different from our own. I am curious how you see this story connecting with a contemporary audience.
Eric:
Hiroko:
Eric:
Though the story is set in another place and time, its themes are very contemporary (and timeless). I don't want to give too much away, but at the heart of the piece are two interracial (Asian/Caucasian) relationships, one of them homosexual (although that term would not have been used at the time in history during which the play takes place). And the play has an anti-war message that is as relevant today as ever before. I think audiences will be able to see parts of themselves reflected in the characters and their relationships.
Last question. Why is "Tokio" spelled with an "i" and not a "y."
If you look at English-language newspapers, maps and guidebooks from the period during which the piece is set, most of them spell it that way. So, I thought it was a nicely authentic atmospheric touch.
Suggestions for Further Reading
To read more about noh visit: http://www.the-noh.com/
To read more about ukiyo-e visit: http://www.japan-zone.com/culture/ukiyoe.shtml
To read more about the Meiji Era of Japanese History visit: http://ocw.mit.edu/ans7870/21f/21f.027/throwing_off_asia_01/emperor_02. html | <urn:uuid:db5aad9f-1cf3-403a-b6a8-631923278a25> | CC-MAIN-2018-30 | http://www.tokioconfidential.com/TokioInterview.pdf | 2018-07-19T17:00:23Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00245.warc.gz | 549,564,172 | 1,523 | eng_Latn | eng_Latn | 0.999075 | eng_Latn | 0.999223 | [
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PHYSICS
Demonstrate knowledge of science in sport 18975 Level 1 2 credits
REVISION NOTES FOR ELEMENTS 1 & 2
Element 1: Changes occur when we exercise.
Some are short-term effects. This means they occur while we are doing the exercise and carry on maybe for a little time after we stop.
- Our pulse rate increases – this is because our heart beats faster to pump blood around our body faster. Our cells need to get food and oxygen faster to carry our respiration – to release energy from food.
- We breathe faster – our breathing speeds up to get more oxygen into our lungs (and blood), and to get rid of more carbon dioxide.
- Our body temperature increases - when we exercise our muscles produce heat so our body temperature rises.
- We sweat more - the evaporation of sweat cools our body. The heat energy needed to evaporate the sweat is taken from the body and so our body temperature falls.
Some effects of exercise are more long-term and may take weeks or months before they become noticeable.
- Greater stamina – stamina is the strength or staying power; if you have greater stamina you can "keep going longer" and don't get tired so quickly
- Greater strength – with regular exercise your muscles get bigger and stronger – so you can lift more, pull stronger, hit harder or run faster
- Improved skill – repeating an activity and practicing it means you will get better at it – more skilful, better technique
- Greater suppleness – suppleness (or flexibility) is the range of movement of joints. More flexible athletes are better players in their sport.
- Speed – with greater stamina, strength and suppleness the athlete will be able to run faster.
- Recovery rate is faster - The time which it takes for pulse and breathing rate to return to normal is called the recovery time, and the fitter you are, the shorter your recovery time.
- Lower base pulse rate – training makes your heart able to pump more blood every beat. A fit person therefore has a lower resting pulse (or base pulse).
WANGANUI HIGH SCHOOL
Element 2: The structure of the skeleto-muscular system.
Parts of the system.
- Bones
o
Skull protects your brain; rib cage protects the vital organs (heart and lungs) in the chest
o Give you shape
- Joints - a joint is where two or more bones meet.
o Are moved at joints by muscles
- Muscles - muscles are attached to bones, which are jointed. When the muscles contract
the bones move.
- Tendons - join muscle to bone enabling movement
skull
femur
pelvis
spine
humerus
rib cage
B
pectorals
deltoid
biceps
H
Abdominal
muscles
"abs"
B
quadriceps
H
tendons
Different joint types produce different ranges of movement.
- ball and socket joint - found in the shoulder and hip. This joint allows the greatest range of movement. B
- hinge joint - found at the elbow and knee. It allows bending and straightening. The range of movement is like a door hinge. H
WANGANUI HIGH SCHOOL
Element 3: Forces and their effect in sport. Forces
- Friction - is a force which occurs when two surfaces rub against one another. Friction tends to stop things sliding past each other. When a boy cycles, friction between the air and the boy and bike slows it down. This is called air resistance.
- Weight - weight is a measurement of the gravitational force acting on an object. A 70 kg mass on Earth has a weight of 700N.
weight
friction
The effect of forces
- Balanced forces – the object either doesn't move OR if it is moving, it carries on moving at the same (constant) speed.
- Unbalanced forces – if forces acting on an object are unbalanced then a stationary object will either start to move OR if it is already moving it will accelerate or decelerate.
Element 4: Calculation of simple work and energy examples in a sport context.
Work done and energy transferred are measured in joules (J). The work done on an object can be calculated if the force & distance moved are known.
Work done (J) = Force (N) x distance moved (m)
a) A weight-lifter lifts a weight of 700 N a height of 1.5 m. How much work does he do?
Work done (J) = Force (N) x distance moved (m)
Work done (J) = 700 x 1.5
Work done = 1050 J (He has used 1050 J of energy in the process.)
b) A high jumper has a weight of 500 N. She goes over a bar 1.4 metres high. How much work does she do?
Work done (J) = Force (N) x distance moved (m)
Work done (J) = 500 x 1.4
Work done = 700 J
c) As part of his rugby training a boy pushes a training sled 5 m. He puts 600N of force into pushing the sled. How much energy has been transferred?
Work done (J) = Force (N) x distance moved (m)
Work done (J) = 600 x 5
Work done = 3000 J. 3000 J of energy has been transferred
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MANGROVES: MANGROVES IN OUR COMMUNITY
Grade 5
ESSENTIAL QUESTIONS: WHY ARE MANGROVES IMPORTANT?
* What are the physical characteristics of mangroves?
* What plants and animals are most commonly found in mangrove swamps?
* How are the plants and animals connected with each other?
LEARNING GOALS
What should learners know and be able to do by the end of the lesson?
Students will be able to:
* Make observations of mangrove swamps, focus on plants (physical characteristics height), common animals, additional physical characteristics (e.g., height of water, turbidity, soil texture, salinity)
* Use line transect as a method to collect data on the
* Describe observations and data collection
* Create a report based on observations and collected data of mangrove swamp
Approximate Length of Lesson:
Four to five 45-minute class sessions; one-day field trip to mangrove swamp
Approximate Number of Minutes: 180 to 225 minutes in classroom; 480 minutes of field trip
BENCHMARKS
Sci.1.5.1 Compare and contrast different plants and animals across and within kingdoms.
Sci.4.5.5 Differentiate between producers, consumers, herbivores, carnivores, omnivores, scavengers, and decomposers and their roles for life cycles to be sustained.
Mth.2.5.4 Measure length, area, volume, and weight accurately using appropriate tools.
Mth.4.5.1 Collect data using observations, measurement, surveys or experiments. Mth.4.5.2 Organize data using tables and charts and construct pictographs, bar graphs, and line graphs.
SUMMATIVE ASSESSMENT
Illustrated observation report
Standards-Based Unit Template, adapted from Clementi &
Terrill. (2013).
Keys to planning for learning
. ACTFL
FORMATIVE ASSESSMENT TOOLS
* Observations and measurements
* Discussions on observations and measurements
* Discussions on plants and animals
FOCUSED LANGUAGE FEATURES: VERNACULAR + ENGLISH
LEARNING SEQUENCE
At the mangrove swamp
Reviewing and sharing of observations in classroom
* Ask students the following questions: what is your first impression of the mangrove swamp? What does the environment look like? How does it look similar to/different from what you expect?
* At the starting point, pair up students and give each pair string, nail, and cardboard/scrap wood to set up their line transect (20 feet long). Label each line transect and map out locations of line transects from starting point for future reference.
* Gather all students together and go over how to collect data:
o Count number and observe physical characteristics of mangrove trees, measure their height, observe animals, and observe non-living characteristics (height of water, turbidity of water, soil texture.
o Record counting, measurements, and observations on template.
* Have students work in pairs and make observations and measurements along their line transects. Monitor and provide support if necessary.
* When observations and measurements are completed, gather all students together. Point to the surroundings and discuss the following:
o Physical characteristics of mangrove trees (roots, leaves, size) and explain why they look the way they look (refer to fact sheet #1 for more information)
o Why mangroves grow in that area (brackish water)
o Why mangrove trees are very special trees (importance of mangrove trees to students and families; importance of mangrove trees for animals)
* Review students' hypotheses
* Compare observations made along the transect line and ask questions such as:
o
Which types of plants and animals are most abundant? Where are they most abundant?
o Does the number of (insert specific plant and animal) change as we moved away from our starting point?
* Discuss the different types of animals benefit from the mangrove (Refer to fact sheet #3 for reference)
* Show picture of two mangrove crabs ask students if the mangrove crab they observed look the same as this. Explain that the female and male mangrove crab look different, and discuss the differences (the abdomen on the underside is narrower in males and much wider in females). Teach and practice using the language to differentiate male and female crab (e.g., "Male mangrove crabs look different from female mangrove crabs because _____________________. Male mangrove crabs ____________, but female mangrove crabs _____________________.")
* Discuss and compare observations made on height of water, turbidity, and soil texture, such as:
o Where is the water the deepest? Where is the water the shallowest?
Graphing Sampling Data
Connection Between Plants and Animals in Mangrove Swamp
Report on Visit to Mangrove Swamp
o What is the soil texture where the water is deep? What is the soil texture where the water is shallow?
o Does the water become clearer or cloudier as we moved away from the starting point?
* Show students a sample line graph and explain the meaning of xaxis, y-axis.
* As a class, pick one type of data observed (e.g., number of a type of mangrove trees in each quadrant). Label the graph accordingly (e.g., x-axis represents the quadrant number, and yaxis represents the number of trees) and plot the graph.
* Discuss the graph: what relationship does it show you? Does it show a pattern? What conclusion can you make about the type of mangrove trees in the mangrove swamp?
* Have students work with the same partner from the mangrove swamp to create graphs for their sampling data.
* Have each pair share and describe a graph with rest of class.
* Refer to the animals found in the local mangrove swamp
* Have students get into small groups. Distribute pictures and descriptions of common animals found in mangrove swamps (from fact sheet #4). Have students work in groups to match picture with the corresponding descriptions.
* Go over matching together. At the end, ask how do the animals connect with each other? How do they connect with the mangrove trees?
* Have students first work in their groups to organize the pictures in a way to show the connections. Then, discuss as a whole class the connections between the animals, in relation to the mangroves. Introduce the word "food web" and add to word wall.
* Have students work with the same partners as their mangrove swamp visit
* Write a short report on their visit to the Mangrove Swamp:
o Summarize their observations and measurements
o Create a graph to show relationship between plants/animals and the quadrants along the line transect
o Create a graph to show relationship between height of water and the quadrants along the line transect
o Include drawings from the observations
o Summarize learning from the discussion in classroom
Revisit K-W-L chart from lesson 2 and answer questions/record new learning
Essential Question
Review the essential questions for this lesson. Ask for responses based on what we have learned.
RESOURCES
* Local story on animals found in mangrove
* Measuring tool; observation and measurement template; pencils to record measurement and draw; copies of fact sheet #4 with the animals and descriptions cut out and separated.
* Heavy string, nails, and cardboard pieces or scarp wood for line transects
* Fact sheets on line transect (fact sheet #1) physical characteristics of mangrove trees (fact sheet #2), types of mangrove trees (fact sheet #3), and different animals living in mangroves (fact sheet #4)
* Paper to write report
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How your baby develops
3–6 months
What can I expect?
* Your baby is awake more, interested in the world around, and controlling and learning new movements.
* Your baby will start to show more personality – which might be easy going, demanding or quiet.
* Talk and sing to your baby, and your baby will make 'baby talk' to you.
* Most babies are friendly towards everybody at this stage.
* Only give your baby safe toys to play with.
* Playing with babies helps them learn more about the world around them.
* Make sure your baby stays safe by going through the safety checklist.
Growth and development
Between the ages of three and six months, most babies:
* will make eye contact with you and you will smile at each other
* become more alert and are attracted by brightly coloured or moving objects. They will look at curtains, trees, shadows and mobiles
* can bring their hands together over the chest and look at them. Your baby can now reach out for objects, grasp them and hold them in their hands
* will dribble more as their mouths begin to produce more saliva
* become aware of other parts of their body, such as chest, knees, genitals and toes. Slowly they learn 'what is me' and 'what is not'
* learn to roll over from tummy to back and back to tummy. Their view of the world changes when they learn to roll. It is easier and safer for your baby to learn new movements on the floor rather than on the bed or change table
* are developing skills for crawling. Tummy play will help to develop strong neck and back muscles. This should be encouraged during every wakeful period
* sleep less during the day, but probably a little more at night
* are learning to sit with support.
Language
Sounds are very interesting for babies at this age. They are beginning to babble and make some speech sounds themselves.
You will help your child's language development by doing the following:
* Talk and sing to your baby, even when you are doing everyday things like changing a nappy, bathing or feeding.
* Smile and talk back to your baby whenever your baby makes sounds or smiles.
* Begin to read to your baby.
* Remember that when a dummy is in your baby's mouth it is not possible for him or her to practise making the sounds needed for later speech development.
* Repeat the sounds that your baby is making back to them and add new sounds as well.
* Make sure your baby can see, touch and feel your face while you are talking to them. This will help them copy your sounds and make new sounds.
Baby and other people
Most babies are starting to develop their own personality during these three months.
They may be quiet, easy going, impatient or demanding. Parents can feel differently towards each of their children and, since every child is unique, each child will react differently to each parent.
Most babies at this age are friendly towards everybody. Babies can be easily distracted during feeding, but they usually manage to get enough food to stay healthy.
Babies of this age like to gain attention by smiling and 'talking'.
If a baby has been fed when hungry and comforted when upset, they will begin to develop a sense of security and trust.
Feeding
Breastmilk or infant formula is all the food your baby needs until around six months. Your baby's body is not ready for solids before this time. You may introduce a cup from three months.
Learning through play
Practice makes perfect with babies.
It is fascinating watching and helping babies learn about themselves and their surroundings. If you give them the opportunity, most babies will practise new activities until they can do them.
From now on, babies will explore things by holding, feeling and looking at them in their hands and putting them in their mouths. They will deliberately shake toys to make noise.
Babies of this age:
* learn to sit with support
* play with their toes
* are mobile (rolling, wriggling or crawling).
If your baby is playing contentedly alone, try not to interrupt. Interrupting teaches babies to rely on others for entertainment rather than amusing themselves.
Toys
Make sure the toys you choose for your baby are safe, durable and washable, by checking the safe toy guidelines in the Keeping your baby safe fact sheet. If toys are furry, remember babies can suck on the fur and swallow it.
Lots of practice helps develop new skills. At this age, babies need the following types of toys:
* bright, colourful objects within their sight
* rattles or toys that are stretched across the pram (within reaching distance)
* rattles and other objects of various shapes, sizes and textures for holding and exploring, such as small rattles for small hands, toys with bells, soft blocks or balls
* safe household objects
* musical toys
* books.
09/08
Safety
Between three and six months, babies can move independently, pick up objects and put them in their mouths.
To keep your baby safe, remember the following guidelines:
* Hold your baby when feeding them a bottle, rather than propping them up. Babies can vomit or inhale milk.
* Never leave your baby alone on a change table or other furniture (especially a bed), in the bath, in the car or near any family pets.
* Protect your baby from sun and heat. Seek shade when outdoors and use protective clothing and a hat.
* Every time your baby travels in a car, make sure you use an approved baby capsule or child restraint. Never leave your baby alone in a car – not even for a few minutes.
* Look inside mittens, bootees and socks to be sure there are no loops or threads that can wind around your baby's fingers and toes and cut off blood circulation.
* Never leave your baby alone during bath time. Babies should never be left in the care of older children, no matter how reliable they seem.
* Make sure there are no objects small enough to swallow around where your baby is playing. Pins, batteries, dead insects, buttons, beads, nuts, coins and other small objects may cause your baby to choke. Cigarette butts are poisonous to your children.
* Food can be inhaled easily when starting solids at around six months. Do not offer your baby, hard foods such as pieces of apple or carrot, popcorn or nuts (refer to the Introducing solids fact sheets for more information).
* Ensure that your baby is sleeping safely, according to the guidelines in the Keeping your baby safe and Safe sleeping fact sheets.
As your child grows, they will become more mobile.
* Always make sure your baby is strapped in securely when in a highchair, stroller or shopping trolley to prevent falls.
* Provide short periods in a playpen to help your baby accept safety limitations later.
* Check your home and garden for any poisons – or other dangerous objects such as medicines – that could be eaten. Put away all chemicals and cleaners in the kitchen, laundry, bathroom and garage into a lockable cupboard, high and out of reach. In the garden, remove mushrooms and any poisonous or irritating plants.
More information
If you would like more information about your child's development or you are concerned about your child, talk to your child health nurse or your doctor.
You could also ask at your local library for books on child development.
Acknowledgement
This fact sheet is the result of input and effort from many health professionals in Queensland. Their help with the content is greatly appreciated.
To access the full set of fact sheets, go to http://www.health.qld.gov.au/child&youth/factsheets.
This information is provided as general information only and should not be relied upon as professional or medical advice. Professional and medical advice should be sought for particular health concerns or manifestations. Best efforts have been used to develop this information which is considered correct and current in accordance with accepted best practice in Queensland as at the date of production.
The State of Queensland (Queensland Health) does not accept liability to any person for the information provided in this fact sheet nor does it warrant that the information will remain correct and current.
The State of Queensland (Queensland Health) does not promote, endorse or create any association with any third party by publication or use of any references or terminology in this fact sheet.
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Exploratories 7- Reading
Course Description
Reading Exploratories 7 is a quarterly class encompassing informational text and nonfiction, biography study, and poetry. The class will expose students to various types of reading material that will enhance their reading skills and interests. Students will participate in daily activities to strengthen their reading, comprehension, and analytical skills. Google Classroom and personal laptops will be utilized daily.
Suggested Course Sequence:
Unit # 1 Overview
Unit Summary: 7th grade students will explore informational text and non-fiction through various sources with a wide range of reading and increasing levels of text complexity.
Interdisciplinary Connections:
Students will explore sources of nonfiction and informational text that apply to multiple disciplines; this exposure will broaden the literary experiences and skill of the reader.
21 st Century
Themes and Skills:
* CRP1. Act as a responsible and contributing citizen and employee.
* CRP2. Apply appropriate academic and technical skills.
* CRP4. Communicate clearly and effectively and with reason.
* CRP5. Consider the environmental, social and economic impacts of decisions.
* CRP6. Demonstrate creativity and innovation.
* CRP7. Employ valid and reliable research strategies.
* CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
* CRP9. Model integrity, ethical leadership and effective management.
* CRP11. Use technology to enhance productivity.
* CRP12. Work productively in teams while using cultural global competence.
Learning Targets
Standards (Content and Technology):
CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Craft and Structure:
CCSS.ELA-LITERACY.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
CCSS.ELA-LITERACY.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
CCSS.ELA-LITERACY.RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
CCSS.ELA-LITERACY.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
CCSS.ELA-LITERACY.RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
CCSS.ELA-LITERACY.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
NJCCS- Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
F: 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.
Unit Essential Question(s):
Unit Enduring Understandings:
* What is the difference between fiction and nonfiction?
* How much information can I gather from just one article on a topic? What about two? or Three?
* How do I incorporate my facts from a news article into a discussion? What about writing?
* How are videos essential to my learning?
* How does the spoken and written text of a speech or video compare and contrast?
Unit Learning Targets/Objectives:
Students will…
* Identify the difference between fiction and nonfiction
* Read a multitude of informational text from current news resources
* Compare and contrast various informational text articles on the same topic
* Apply their knowledge of a topic by defending a position of it.
* Research a topic thoroughly and present findings and research
* Read and listen to a speech
* Create a speech and present it with findings from readings
Evidence of Learning
Formative Assessments:
Presentation of findings
Self-Analysis
Notes
Summative/Benchmark Assessments):
Quizzes/ Tests
Resources/Materials:
Google Docs
Teacher Rubric
* Develop an understanding of the use of nonfiction and informational text.
* Read and understand topics from a multiple sources.
* Develop awareness of the benefits of multiple sources.
* Develop skills of supporting evidence with text and supporting details, from print, media, or spoken word.
* Appreciate the power of the spoken and written word.
Modifications:
Special Education Students
* Allow errors
* Rephrase questions, directions, and explanations
* Allow extended time to answer questions
* Accept participation at any level, even one word
* Consult with Case Managers and follow IEP accommodations/modifications
English Language Learners
* Assign a buddy, same language or English speaking
* Allow errors in speaking
* Rephrase questions, directions, and explanations
* Allow extended time to answer questions
* Accept participation at any level, even one word
At-Risk Students
* Provide extended time to complete tasks
* Consult with Guidance Counselors and follow I&RS procedures/action plans
* Consult with classroom teacher(s) for specific behavior interventions
* Provide rewards as necessary
Gifted / Talented
* Provide extension activities
* Build on students' intrinsic motivations
* Consult with parents to accommodate students' interests in completing tasks at their level of engagement
Lesson Plans
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 st CENTURY GLOBAL SKILLS
Teacher Notes:
All work will be completed on Google Docs.
Additional Resources
Click links below to access additional resources used to design this unit:
www.newsela.com www.tv411.com
www.mocomi.com www.youtube.com
Unit Summary: 7th grade students will gain an appreciation and understanding of the biography genre. Students will select a biography, read it, and identify and communicate the individual's contributions to society..
Interdisciplinary Connections:
Students will explore the biography genre and understand the impact of the individual on our world.
21 st Century
Themes and Skills:
* CRP1. Act as a responsible and contributing citizen and employee.
* CRP2. Apply appropriate academic and technical skills.
* CRP4. Communicate clearly and effectively and with reason.
* CRP5. Consider the environmental, social and economic impacts of decisions.
* CRP6. Demonstrate creativity and innovation.
* CRP7. Employ valid and reliable research strategies.
* CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
* CRP9. Model integrity, ethical leadership and effective management.
* CRP11. Use technology to enhance productivity.
* CRP12. Work productively in teams while using cultural global competence.
Learning Targets
Standards (Content and Technology):
CCSS.ELA-LITERACY.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Craft and Structure:
CCSS.ELA-LITERACY.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
CCSS.ELA-LITERACY.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
CCSS.ELA-LITERACY.RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
CCSS.ELA-LITERACY.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
CCSS.ELA-LITERACY.RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
NJCCS- Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
F: 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.
Unit Essential Question(s):
Unit Enduring Understandings:
* What is a biography?
* How is a biography written?
* What can I learn from a biography?
* How is it different from fiction?
* How can I communicate this individual's contributions with others?
Unit Learning Targets/Objectives:
Students will…
* Identify the defining characteristics of a biography
* Differentiate between subjective and objective writing
* Use technology effectively for research
* Relate a biography to self and personal goals
Evidence of Learning
Formative Assessments:
Presentation of findings
Self-Analysis
Notes
Summative/Benchmark Assessments:
Quizzes/ Tests
* Biographical studies reflect the struggles and triumphs of individuals in our society
* We can learn a great deal from the struggles and triumphs of others
* Biographies are literary nonfiction, a genre different from fiction.
Resources/Materials: Google Docs, Slides Teacher Rubric
Modifications:
Special Education Students
* Allow errors
* Rephrase questions, directions, and explanations
* Allow extended time to answer questions
* Accept participation at any level, even one word
* Consult with Case Managers and follow IEP accommodations/modifications
English Language Learners
* Assign a buddy, same language or English speaking
* Allow errors in speaking
* Rephrase questions, directions, and explanations
* Allow extended time to answer questions
* Accept participation at any level, even one word
At-Risk Students
* Provide extended time to complete tasks
* Consult with Guidance Counselors and follow I&RS procedures/action plans
* Consult with classroom teacher(s) for specific behavior interventions
* Provide rewards as necessary
Gifted / Talented
* Provide extension activities
* Build on students' intrinsic motivations
* Consult with parents to accommodate students' interests in completing tasks at their level of engagement
Lesson Plans
Teacher Notes:
All work will be completed on Google Docs and Slides
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 st CENTURY GLOBAL SKILLS
Additional Resources
Click links below to access additional resources used to design this unit:
http://www.readwritethink.org/classroom-resources/lesson-plans/biography-project-research-class-243.html?tab=4#tabs
http://teacher.scholastic.com/reading/bestpractices/comprehension/genrechart.pdf
Unit Summary: 7th grade students will explore poetic forms, vocabulary, structures, language, sound devices, and figurative language.
Interdisciplinary Connections:
Students will explore poetry and its ability to help a reader become aware of different perspectives in life and history.
21 st Century
Themes and Skills:
* CRP1. Act as a responsible and contributing citizen and employee.
* CRP2. Apply appropriate academic and technical skills.
* CRP4. Communicate clearly and effectively and with reason.
* CRP5. Consider the environmental, social and economic impacts of decisions.
* CRP6. Demonstrate creativity and innovation.
* CRP7. Employ valid and reliable research strategies.
* CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
* CRP9. Model integrity, ethical leadership and effective management.
* CRP11. Use technology to enhance productivity.
* CRP12. Work productively in teams while using cultural global competence.
Learning Targets
Standards (Content and Technology):
Craft and Structure:
CCSS.ELA-LITERACY.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
CCSS.ELA-LITERACY.RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.7.5.A Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
CCSS.ELA-LITERACY.L.7.5.B Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
CCSS.ELA-LITERACY.L.7.5.C Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
CCSS.ELA-LITERACY.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21 st CENTURY GLOBAL SKILLS
and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
NJCCS- Technology
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
F: 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.
Unit Essential Question(s):
Unit Enduring Understandings:
* What makes a good poem?
* What terms are associated with poetry?
* How do authors use forms, structures, figurative language, sound devices, and other poetic forms in poetry?
Unit Learning Targets/Objectives:
Students will…
* Define terms associated with poetry
* Create a digital portfolio of poetry terms and poetry
* Create poetry utilizing forms, structures, figurative language, sound devices, and other poetic forms.
Evidence of Learning
Formative Assessments:
Presentation of findings
Self-Analysis
Notes
Summative/Benchmark Assessments):
Quizzes/ Tests
Resources/Materials:
Google Docs
Teacher Rubric
* Students will understand the tools poets use to develop poetry
* Students will understand how diction and structure affect meaning
* Students will understand the impact of the written word on feelings and perspectives.
Modifications:
Special Education Students
* Allow errors
* Rephrase questions, directions, and explanations
* Allow extended time to answer questions
* Accept participation at any level, even one word
* Consult with Case Managers and follow IEP accommodations/modifications
English Language Learners
* Assign a buddy, same language or English speaking
* Allow errors in speaking
* Rephrase questions, directions, and explanations
* Allow extended time to answer questions
* Accept participation at any level, even one word
At-Risk Students
* Provide extended time to complete tasks
* Consult with Guidance Counselors and follow I&RS procedures/action plans
* Consult with classroom teacher(s) for specific behavior interventions
* Provide rewards as necessary
Gifted / Talented
* Provide extension activities
* Build on students' intrinsic motivations
* Consult with parents to accommodate students' interests in completing tasks at their level of engagement
Teacher Notes:
All work will be completed on Google Docs.
Additional Resources
Click links below to access additional resources used to design this unit:
www.poets.org
(for poetry samples)
http://www.poetryfoundation.org http://learning.blogs.nytimes.com (please click on "poetry pairings" for resources
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21
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www.newsflashenglish.com
The 4 page 60 minute ESL British English lesson – 05/11/14
The Tower of London Poppies
SPEAKING – WARM UP
A majestic sea of red poppies now surrounds the Tower of London in London. The display called 'Blood Swept Lands and Seas of Red' is in the Tower of London moat. It marks the First World War centenary.
Thousands and thousands of people have visited the display, by artist Paul Cummins, with huge queues forming; such has been the popularity of it. All four sides of the dry moat surrounding the fortress are now blanketed in a sea of scarlet red.
When the sea of poppies is completed there will be a total of 888,246 flowers. Each represents a death of a British and Colonial soldier. The poppies have been individually planted by an army of 8,000 volunteers.
The planting is still going on. The last poppy is due to be planted on Armistice Day on November 11. The following day the Tower of London will be selling the clay made flowers for £25 each.
The money raised will be split between six service charities. These include Combat Stress, Coming Home, Help for Heroes, the Royal British Legion, SSAFA and Cobseo and the Confederation of Service Charities.
The sea of poppies has caught the imagination of the public. Even the Queen and the Duke of Edinburgh were impressed with the display when they visited it recently.
The blood-red poppy was one of the few flowers to grow on the barren battlefields of Flanders. It became the symbol of remembrance of the blood sacrifice made by those who died so we may live.
Think of three things you know about the Tower of London. Go round the room swapping details with others.
LISTENING – WRITING - DICTATION
The teacher will read some lines of the article slowly to the class.
READING
Students should now read the article aloud, swapping readers every paragraph.
SPEAKING - UNDERSTANDING
1) The article – Students check any unknown vocabulary or phrases with the teacher.
2) The article - Students should look through the article with the teacher.
1) What is the article about?
2) What do you think about the article?
3) Was this an easy or difficult article to understand?
4) Was this a boring or interesting article?
5) Discuss the article.
3) Article quiz - Students quiz each other in pairs. Score a point for each correct answer. Score half a point each time you have to look at the article for help. See who can get the highest score!
Student A questions
1) How many volunteers were there?
2) Explain the use of the number 888,246.
3) Name the tower.
4) Where is Flanders?
5) Name the tube station.
Student B questions
1) Where are poppies situated in the tower?
The poppy display is currently Britain's top tourist attraction. Visitors to London should note the nearest tube station to the Tower of London is Tower Hill.
2) Name three of the charities.
3) Which famous people visited the poppies?
4) Why did the poppy become the symbol of remembrance?
5) Name the artist.
Category: London / Tower of London / Poppy Display Intermediate / Upper Intermediate
The Tower of London Poppies - 5 th November 2014
WRITING / SPEAKING
SPEAKING – ROLEPLAY 1
In pairs. On the board write as many words as you can to do with 'The Tower of London'. One-two minutes. Compare with other teams. Using your words compile a short dialogue together.
WRITING / SPEAKING
In pairs – Write down three points from the article about the Tower of London Poppies. Talk about them.
1) ________________________
2) ________________________
3) ________________________
Add three ideas of your own about Armistice Day on the 11 th November. Discuss together.
1) ________________________
2) ________________________
3) ________________________
The teacher will choose some pairs to discuss their findings in front of the class.
WRITING / SPEAKING
As a class / In pairs – Think of ten things you know about World War One. Discuss together. 5 mins.
DISCUSSION
Student A questions
1) Did the headline make you want to read the article?
2) Have you ever visited the Tower of London? If yes, when?
3) Will you be visiting London this year?
4) Would you like to buy a poppy that has been in the moat to help the service charities?
5) Why do we buy poppies?
6) How important is the 11 th November?
7) Would you have liked to have been a soldier during the Great War?
8) Was any of your family killed during World War One? Explain.
9) Will you be paying your respects on the 11 th November?
10) Have you learnt anything in today's English lesson?
In groups. One of you is the interviewer. There are up to four guests. You are in the Radio London radio studio. Today's interview is: The Tower of London Poppies. 10 mins.
1) The artist Paul Cummins.
2) A tourist.
3) A beefeater at the Tower of London.
4) A tour guide.
The teacher will choose some groups to roleplay their interview in front of the class.
SPEAKING - ROLEPLAY 2
In pairs. Student A is thinking of going to visit the Tower of London poppies. Student B is also thinking of going. How will you get there? Start a conversation together… 5-mins.
SPEAKING – ROLEPLAY 3
In pairs – A day as a soldier in World War One. Imagine you are both soldiers during World War One. Describe a day in the trenches. You are both killed when you go over the top. 5 mins.
The teacher can get some students to describe their day.
SPEAKING – DISCUSSION
Allow 5 minutes – As a class.
Armistice Day – 11 th November
The teacher can moderate the session.
DISCUSSION
Student B questions
1) What do you think about what you've read?
2) What makes this year's commemoration of the Great War special?
3) Would you like to see the poppies in the Tower of London moat?
4) Were any of your family involved in the Great War? Explain briefly.
5) Do you give money to charity?
6) Will you be wearing a poppy this year?
7) What did the Great War achieve?
8) Think of three things you can see at the Tower of London.
9) Has this been a difficult lesson for you to understand?
10) Did you like this discussion?
GAP FILL: READING
The Tower of London Poppies
A (1)__ sea of red poppies now surrounds the Tower of London in London. The display called 'Blood Swept Lands and Seas of Red' is in the Tower of London moat. It marks the First World War (2)__.
Thousands and thousands of people have visited the display, by artist Paul Cummins, with huge (3)__ forming; such has been the popularity of it. All four sides of the dry (4)__ surrounding the (5)__ are now blanketed in a sea of (6)__ red.
When the sea of poppies is completed there will be a total of 888,246 flowers. Each represents a death of a British and Colonial soldier. The poppies have been individually planted by an army of 8,000 volunteers.
The planting is still going on. The last (7)__ is due to be planted on Armistice Day on November 11. The following day the Tower of London will be selling the (8)__ made flowers for £25 each.
poppy / majestic / scarlet / queues / fortress / moat / clay / centenary
The money raised will be (1)__ between six service charities. These include Combat Stress, Coming Home, Help for Heroes, the Royal British Legion, SSAFA and Cobseo and the Confederation of Service Charities.
The (2)__ of poppies has caught the (3)__ of the public. Even the Queen and the Duke of Edinburgh were impressed with the (4)__ when they visited it recently.
The blood-red poppy was one of the (5)__ flowers to grow on the barren battlefields of Flanders. It became the (6)__ of (7)__ of the blood sacrifice made by those who died so we may live.
The poppy (8)__ is currently Britain's top tourist attraction. Visitors to London should note the nearest tube station to the Tower of London is Tower Hill.
imagination / split / display / remembrance / symbol / display / sea / few
GAP FILL: GRAMMAR
The Tower of London Poppies
(1)__ majestic sea of red poppies now surrounds the Tower of London in London. The display called 'Blood Swept Lands and Seas of Red' is in the Tower (2)__ London moat. It marks the First World War centenary.
Thousands and thousands of people have visited the display, by artist Paul Cummins, with huge queues forming; (3)__ has been the popularity of it. All four sides of the dry moat surrounding the fortress are now blanketed (4)__ a sea of scarlet red.
When the sea of poppies is completed there will be a total of 888,246 flowers. Each represents a death of a British and Colonial soldier. The poppies have been individually planted (5)__ an army of 8,000 volunteers.
The planting is (6)__ going on. The last poppy is due to be planted (7)__ Armistice Day on November 11. The following day the Tower of London will be selling the clay made flowers (8)__ £25 each.
for / such / still / a / in / by / on / of
The money raised will be split between six service charities. (1)__ include Combat Stress, Coming Home, Help for Heroes, the Royal British Legion, SSAFA and Cobseo and the Confederation of Service Charities.
The sea of poppies has caught the imagination of the public. (2)__ the Queen (3)__ the Duke of Edinburgh were impressed (4)__ the display (5)__ they visited it recently.
(6)__ blood-red poppy was one of the few flowers to grow on the barren battlefields of Flanders. It became the symbol of remembrance of the blood sacrifice made (7)__ those who died so we may live.
The poppy display is currently Britain's top tourist attraction. Visitors to London (8)__ note the nearest tube station to the Tower of London is Tower Hill.
should / even / these / when / with / by / the / and
GAP FILL: LISTENING
The Tower of London Poppies
A ___________________ poppies now surrounds the Tower of London in London. The display called 'Blood Swept Lands and Seas of Red' is in the Tower of London moat. It marks the First World War centenary.
_______________________ of people have visited the display, by artist Paul Cummins, with huge queues forming; such has been the popularity of it. All four sides of the dry moat surrounding the fortress are now blanketed ____________________.
When the sea of poppies is completed there will be a total of 888,246 flowers. Each represents a death of a ____________________ soldier. The poppies have been individually planted by an army of 8,000 volunteers.
The planting is still going on. The last poppy is due to be planted on Armistice Day on November 11. The following day ___________________ will be selling the clay made flowers for £25 each.
The money raised _____________________ six service charities. These include Combat Stress, Coming Home, Help for Heroes, the Royal British Legion, SSAFA and Cobseo and the Confederation of Service Charities.
__________________ has caught the imagination of the public. Even the Queen and _____________________ were impressed with the display when they visited it recently.
The blood-red poppy was one of the few flowers to grow on the barren battlefields of Flanders. It became the _____________________ of the blood sacrifice made by those who died so we may live.
___________________ currently Britain's top tourist attraction. Visitors to London should note the nearest tube station to the Tower of London is Tower Hill.
www.newsflashenglish.com
Copyright D.J. Robinson 2014 (V1)
WRITING/SPEAKING
WRITING / SPEAKING
1) On the board - In pairs, as a class - write down 20 things you might see at the Tower of London. Talk about them! 5 mins.
2) Sentence starters - Finish these sentence starters. Correct your mistakes. Compare what other people have written.
1) The poppies _______________________
2) The Tower ________________________
3) The centenary _____________________
3) Homework - Write and send a 200 word email to your teacher about: The Tower of London Poppies. Your email can be read out in class.
GAP FILL READING ANSWERS
SPELLING
SPELLING
The teacher will ask the class individually to spell the following words that are in the article. Afterwards check your answers.
Use the following ratings:
Pass = 12
Good = 15
Very good = 18
Excellent = 20
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MANGROVES: MANGROVES IN OUR COMMUNITY
Grade 4
ESSENTIAL QUESTIONS: WHY ARE MANGROVES IMPORTANT?
* What are the physical characteristics of mangroves?
* What plants and animals are most commonly found in mangrove swamps?
* How are the plants and animals connected with each other?
LEARNING GOALS
What should learners know and be able to do by the end of the lesson?
Students will be able to:
* Make observations of mangrove swamps, focus on plants (physical characteristics, height) and common animals
* Use line transect as a method to collect data on the
* Describe observations and data collection
* Create a report based on observations and collected data of mangrove swamp
Approximate Length of Lesson: Four 45-minute class sessions; one-day field trip to mangrove swamp
Approximate Number of Minutes: 180 minutes in classroom; 480 minutes of field trip
BENCHMARKS
Sci.1.4.2 Use drawings, charts and graphs to communicate experimental information.
Sci.1.4.3 Compare and contrast similarities and differences between things they collect and observe.
Sci.1.4.5 Record and communicate data clearly.
Mth.2.4.4 Use standard and non-standard units to determine length, volume, and weight and describe the characteristics of each type of measurement.
Mth.4.4.1 Collect, organize, display and describe data systematically.
Mth.4.4.2 Read and interpret data using pictographs, tables, or charts.
SUMMATIVE ASSESSMENT
Illustrated observation report
Standards-Based Unit Template, adapted from Clementi & Terrill. (2013). Keys to planning for learning. ACTFL
FORMATIVE ASSESSMENT TOOLS
* Observations and measurements
* Discussions on observations and measurements
* Discussions on plants and animals
FOCUSED LANGUAGE FEATURES: VERNACULAR + ENGLISH
Reviewing and sharing of observations in classroom
Graphing Sampling Data
Connection Between Plants and Animals in Mangrove Swamp
* Have students work in pairs and make observations and measurements along their line transects. Monitor and provide support if necessary.
* When observations and measurements are completed, gather all students together. Point to the surroundings and discuss the following:
o Physical characteristics of mangrove trees (roots, leaves, size) and explain why they look the way they look (refer to fact sheet #1 for more information)
o Why mangroves grow in that area (brackish water)
o Why mangrove trees are very special trees (importance of mangrove trees to students and families; importance of mangrove trees for animals)
* Review students' hypotheses
* Compare observations made along the transect line and ask questions such as:
o Which types of plants and animals are most abundant? Where are they most abundant?
o Does the number of (insert specific plant and animal) change as we moved away from our starting point?
* Discuss the different types of animals benefit from the mangrove (Refer to fact sheet #3 for reference)
* Show picture of two mangrove crabs ask students if the mangrove crab they observed look the same as this. Explain that the female and male mangrove crab look different, and discuss the differences (the abdomen on the underside is narrower in males and much wider in females). Teach and practice using the language to differentiate male and female crab (e.g., "Male mangrove crabs look different from female mangrove crabs because _____________________. Male mangrove crabs ____________, but female mangrove crabs _____________________.")
* Show students a sample pictograph and explain the meaning of xaxis, y-axis.
* As a class, pick one type of data observed (e.g., number of mangrove crab in each quadrant). Label the graph accordingly (e.g., x-axis represents the quadrant number, and y-axis represents the number of trees) and plot the graph.
* Discuss the graph: what relationship does it show you? Does it show a pattern? What conclusion can you make about the type of mangrove trees in the mangrove swamp?
* Have students work with the same partner from the mangrove swamp to create graphs for their sampling data.
* Have each pair share and describe a graph with rest of class.
* Refer to the animals found in the local mangrove swamp
* Have students get into small groups. Distribute pictures and descriptions of common animals found in mangrove swamps (from fact sheet #4). Have students work in groups to match picture with the corresponding descriptions.
Report on Visit to Mangrove Swamp
* Go over matching together. At the end, ask how do the animals connect with each other? How do they connect with the mangrove trees?
* Have students first work in their groups to organize the pictures in a way to show the connections. Then, discuss as a whole class the connections between the animals, in relation to the mangroves. Introduce the word "food web" and add to word wall.
* Have students work with the same partners as their mangrove swamp visit
* Write a short report on their visit to the Mangrove Swamp:
o Summarize their observations and measurements
plants/animals and the quadrants along the line transect
o Create a graph to show relationship between
o Include drawings from the observations
o Summarize learning from the discussion in classroom
Revisit K-W-L chart from lesson 2 and answer questions/record new learning
Essential Question
Review the essential questions for this lesson. Ask for responses based on what we have learned.
RESOURCES
* Local story on animals found in mangrove
* Measuring tool; observation and measurement template; pencils to record measurement and draw; copies of fact sheet #4 with the animals and descriptions cut out and separated.
* Heavy string, nails, and cardboard pieces or scarp wood for line transects
* Fact sheets on line transect (fact sheet #1) physical characteristics of mangrove trees (fact sheet #2), types of mangrove trees (fact sheet #3), and different animals living in mangroves (fact sheet #4)
* Paper to write report
* K-W-L chart from lesson 2 | <urn:uuid:aee4633f-5905-4747-8c2d-5a17fb1a3ffd> | CC-MAIN-2018-30 | http://pcep.prel.org/wp-content/uploads/2016/08/Gr3to5_Lesson3_Gr.4.pdf | 2018-07-19T17:31:09Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00245.warc.gz | 281,208,295 | 1,281 | eng_Latn | eng_Latn | 0.93463 | eng_Latn | 0.993077 | [
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Mike's message …..
May Days!
May Day is a special day with origins as a Spring Festival going back many centuries and, from the nineteenth century onwards, also observed as International Workers Day. This year May also contains three very special Christian festivals, the dates of which vary each year as they are linked to Easter.
The first of these, forty days after Easter, is Ascension Day (Thursday 10th May). According to Luke the Risen Jesus ended his earthly presence by 'ascending' into heaven. In Luke's 'Acts of the Apostles' (Chapter 1 vv 9-11), this took place forty days after the Resurrection. Luke also has a different account, in his Gospel (24 .50-53), where Jesus' departure is sooner after Easter. (cf Mark 16.19).
The language of 'ascending into heaven' is strange to us. It comes from an age when heaven was 'up there', hell 'down below' and the earth was in between. Someone once described the idea of the Ascension as 'Cape Canaveral Theology' with Jesus 'blasting off' into space! That's how art often depicts it, and an ornate plaster ceiling in Rome has only Jesus' feet visible, sticking out below a cloud! So what are we to make of The Ascension?
When we celebrate the birth of Jesus we talk of God affirming the sanctity of human life by becoming part of it in the person of Jesus Christ. At Ascension the Risen Christ, still bearing the marks of human suffering on his hands, feet and side, carries the realities of our human lives into the very heart of God. Charles Wesley reflected on this in this famous Ascension Day hymn, one verse of which reads:
See! he lifts his hands above; Alleluia! See! he shows the prints of love. Alleluia! Hark! his gracious lips bestow, Alleluia! Blessings on his Church below. Alleluia!
In his ministry Jesus spoke about sending a 'blessing' to his people. He'd spoken about an Advocate or helper (John 14 .25ff). It's this gift that we observe at Pentecost (Sunday 20th May) which used to be called 'Whit Sunday'. The name Pentecost also refers to a Jewish harvest festival held 50 days , hence the name, after Passover. The disciples were celebrating this when they received the gift Jesus spoke of which we refer to as the Holy Spirit. Luke records this in Acts (Chapter 2) but again there's an alternative interpretation, by John, that the Holy Spirit was given on Easter Day itself! (John 20 .19-23).
The third special day is Trinity Sunday (Sunday 27th May). This is least 'scriptural' of the days as the formulation of the idea of 'Trinity', God as Father, Son and Holy Spirit, was a development of the early Christian Church (see Matthew 28.19 where it's believed to be added as a 'postscript'). One God in three persons? That needs an article of it's own! | <urn:uuid:cd14be4e-ab48-42e4-af9e-d07a88d78c69> | CC-MAIN-2018-30 | http://mjclaridge.co.uk/Resources/Letter%20May%202018.pdf | 2018-07-19T17:21:26Z | crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00246.warc.gz | 239,449,494 | 659 | eng_Latn | eng_Latn | 0.99837 | eng_Latn | 0.99837 | [
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1. we added water to the jar?
The water represents the plasma, an important part or the blood.
2. we added red beads to the jar?
These represent red blood cells which carry oxygen for us.
3. we added the small colored beads to the jar?
These represent the white blood cells, important parts of our immune system.
4. are red blood cells red?
They contain a pigment called hemoglobin which carries oxygen for us.
5. there are so many kinds of white blood cells?
Each of them have a specific job in the body's immune system.
1. What is the plasma and its use?
It is liquid, mainly water, which carries many important substances in the blood.
2. What are erythrocytes?
Red blood cells, produced in the large bones, these carry oxygen.
3. What are platelets?
Small cells which function to clot the blood when a blood vessel is cut.
4. What are antibodies?
Chemicals produced by white blood cells which help fight disease.
5. Why is blood analysis so important to a doctor studying your condition?
These cell numbers indicate specific types of problems in the body.
Blood Transfusions
A loss of too much blood is fatal. Today, blood typing and getting the proper blood, plasma, or other blood fraction is a common process in modern medicine. However, getting a blood transfusion was a pretty fatal process in early medicine. The first experiments involved giving animal blood to people, giving blood by the mouth, and many other bad ideas. These all led to the banning of blood transfusions by some countries.
However, science won out. Learning about the different blood types was important. So was realizing the blood could be separated into fractions, or parts, like red blood cells, clotting factors, and plasma. The blood bank, where blood is collected, separated, and preserved for later saved many lives in WWI. Separating blood fractions like plasma, which could be given on the battlefield, was discovered by a Dr. Charles Drew, an African-American, and along with blood banking, combined to save many lives in WWII.
A persistent urban legend about Dr. Drew dying because he was denied a blood transfusion after a serious car accident because of his race is false. However, Dr. Drew had some unique medical issues , and had he been given a transfusion, his doctor friends said he would have died even faster. His fellow doctors in the accident who suffered minor injuries stated the hospital took superb care of everyone in the accident.
The best thing you can do for others is to give blood when you're old enough. In the United States there are more than 15 million units of some blood fraction given each year. This simply means the more donors, the more people can survive.
The Initial View (Introducing the Activity)
You could require latex gloves to simulate the proper technique for dealing with blood and body fluids! Have the kids dry out and separate the materials, use them again next year!
Take a Deeper View! (More Science)
Plasma is about 55% of the blood Volume, the Cells make up the rest. These cells are extremely small but very numerous! In a cubic millimeter of Blood (that's a tiny drop) there's about 5 million Erythrocytes or Red Blood Cells, 250-400 thousand Platelets and 5-9 thousand White Blood Cells. Irregularities in these numbers represent serious medical problems. The ten beads represent different kinds of Leukocytes or white blood cells. (wbc's) The five beads of one color represent Neutrophils, the most common wbc's. The two similar colored beads represent Lymphocytes, and the other three different colors represent Basophils, Monocytes, and Eosinophils, other kinds of wbc's. The actual percentages shown are close but not exact! The cell sizes are also not in proportion, but again remember this is just a Model!!
More and Bigger Views! (Additional Classroom Ideas)
1. This could be a great time to study Blood-Borne Pathogens, Diseases like Hepatitis B Virus and HIV, the virus which causes AIDS-Acquired Immune Deficiency Syndrome. Have the kids research ways to protect themselves from these diseases and their effects. Find out how HIV affects white blood cells! How does HIV eventually lead to death?
2. Find out more about Antibodies, where they're made and how they work.
3. Invite a medical technician to visit class to show how blood testing is done.
4. Have someone from the American Red Cross visit to explain about blood donation.
5. Research the Human Blood Types and how Genetics determine your blood type.
6. Learn about the ways of stopping blood flow. Find a First Aid instructor who can come to class and teach blood loss control. How can a person protect themselves from disease?
8. "Blood Doping" is a method of cheating in long distance athletic events. Find out more about this way of increasing red blood cells without training. Why is it hard to detect?
7. The Olympic Training Center is in Colorado. Why? (altitude increases rbc's)
9. Find out how HIV destroys white blood cells. Make maps showing world areas most affected. How many people have HIV? How many orphans has it caused?
11. Research Leukemia, a serious blood disease. What is it and how is it treated?
10. White blood cells gobble disease organisms by a process called Phagocytosis. Find out more about how disease causers are "eaten" by white blood cells!
12. What kinds of blood vessels are there? Make a chart of what you found out.
13. Once the students have their "cell count" done in step #7, they can now model various diseases or blood conditions. Give them a red blood cell bag that has fewer beads. This represents Anemia! Prepare another bag with the normal number of red beads along with several red beads you've cut in half. This represents Sickle Cell Anemia.
14. Do the activity with a bag that contains few platelets. This models Hemophilia.
15. Do the activity using a bag with many white blood cells. This models an Infection or possibly Leukemia.
Answers
1. (you're sick, or even in danger of dying)
You're going to make a model of blood! That's
Stuff to Make it Happen (Materials)
plastic jar water*
bags of red blood cells, platelets, and white blood cells craft stick
Making it Happen (Be very careful with the jar and water, it could get slippery!)
1. Empty the red blood cell bag into the jar.
one color, two beads of another, and three more of
2. Open the white blood cell bag, pour them in the jar. This bag contains five beads of different colors. (Ten total beads with five colors
blood cells.
represented.) These represent different types of white
3. Pour the beads from the platelet bag into the jar. Use a craft stick to stir the beads.
5. Rotate the jar very carefully with your fingers. Watch your "blood" closely! (Hang on to the jar carefully! It could be slippery and you could drop your "blood"!)
4. Fill the jar almost full of water. Screw the lid on firmly.
Understanding the Science
You just made a Model of human Blood. Your blood is a fantastic Fluid containing mostly a water-based Liquid called Plasma. That's represented by the water you used. Plasma contains dissolved Nutrients, Waste Products, Gasses like carbon dioxide and
oxygen, disease-fighting chemicals called Antibodies, chemical messengers called Hormones, and many other substances! The red beads represent your Erythrocytes, or Red Blood Cells. These get their color from their Hemoglobin. This red-colored iron-rich chemical carries oxygen and gives blood its color. The other colored beads represent important cells called Leukocytes or White Blood Cells. Their job is fighting disease. You added five different colors because there are five different types. You added different numbers because there are different numbers of each. The tiny beads represent special small cells called Platelets, cells which function to Clot blood to prevent its loss! One of the most important medical tests done on blood is a Cell Count. Technicians do cell counts to check our health!
Let's Check the View! (Questions and Assessments)
1. What might happen if any of these kinds of cells were suddenly gone?
Name
__________________________
Blood in a Beaker
Student Assessment
"Annie" the Ant says it's time to learn more about this activity! Follow your teacher's directions!
Let's Think About It!
1. The main part of our blood is a liquid called ______________.
2-4. Name three types of cells found in the blood.
A)
B)
C)
5-7. Name the three kinds of blood cell below. Tell what their job is in the blood.
A)
B)
C)
8. Antibodies; ______
A) help us fight disease
C) carry oxygen in our blood
B) make us sick
D) makes our blood clot up solid
9. Finding too many leukocytes in our blood means; ______
A) the blood cannot clot
C) we could be sick
B) the blood can't flow easily
D) we can't get enough oxygen
10. What gives blood its color?
Optional; Why would a cell count be an important medical test?
Name__________________________
Blood in a Beaker
Student Assessment Let's Think About It!
1. The main part of our blood is a liquid called __plasma ____________.
2-4. Name three types of cells found in the blood.
red blood cells, white blood cells, platelets
A)
B)
C)
5-7. Name the three kinds of blood cell below. Tell what their job is in the blood.
carry oxygen, fight disease, clot blood
A)
B)
C)
8. Antibodies; ______
A) help us fight disease
C) carry oxygen in our blood
B)make us sick
D) makes our blood clot up solid
9. Finding too many leukocytes in our blood means; ______
A) the blood cannot clot
C) we could be sick
B) the blood can't flow easily
D) we can't get enough oxygen
10. What gives blood its color?
the hemoglobin or red blood cells
Optional; Why would a cell count be an important medical test?
are we sick, not enough of a certain cell, etc.
Student: __________________Date:_______
Blood in a Beaker
Think It Through Questions
1. Why is blood so important to you?
2. List and describe important cells in your blood.
3. What important materials are dissolved in your blood?
4. How does your blood help fight disease?
5. Why are blood cells counted during medical tests?
The Learning Zone
Student: __________________Date:_______
Blood in a Beaker
Observations, drawings and things I did
My Discoveries —- What did I find?
Internet ideas and places
www.
Student: __________________Date:_______
Blood in a Beaker
Think It Through Questions — How have my thoughts changed?
1.
2.
3.
4.
5.
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Bible Games for Families to Review at Home
1. Bible Matching Game - A matching game is a fun way to learn the names of the Apostles, Ten Commandments and more. Use index cards for a quick game on the go. Make pairs of index cards with the people, places and lessons from the Bible and spread them out. Turn them over, give them a good shuffle and flip them over one at a time and try to find the match!
2. Bowl of Charades - This is a fun and easy game for a large or small group. Put a list of biblical people, places, and things in a bowl. One person at a time draws a card from the bowl and acts it out until someone offers the right answer.
3. Bible Bingo - Make Bingo cards with the answers to questions about biblical characters, a story or verse. Kids can fill their spaces when they find the right answer on the card. The first person to make a line going up, down or diagonal is the winner. Keep prizes on hand and several different Bingo cards to keep the fun going. For Example, https://wordmint.com/public_puzzles/37109
4. Six Degrees of Separation - Pick two biblical characters and see if you can connect them using six or fewer people, relatives, or connections.
5. Hopscotch - Line up the books of the Bible in order and create an epic hopscotch game. As kids run through the board, have them repeat the names they land on to help with memorization. You can also do characters or the stories especially the book of Luke has great stories.
6. Scavenger Hunt - You know the game. Make the Bible come alive with clues that lead your little players around the house and on an outside adventure — like leading them to an olive tree by asking "What did the dove bring back to Noah's ark?" — until they find a prize.
7. Sidewalk Chalk - Sidewalk chalk is one of the best inventions ever and very versatile in helping kids learn more about the Bible. Read a story from the Bible then illustrate it on the driveway or sidewalk with chalk. Draw one every couple of days and watch the outside grow more colorful with each Bible lesson.
8. Crossword Puzzles - Perfect as a transition or rainy-day activity, make your own Bible-themed crossword puzzle with clues or use an online guide to create one for you. For a fun twist, ask the kids to make a puzzle for you to figure out.
9. Word Search - This is a great activity to use after a lesson to help kids remember what they learned. Using keywords and phrases, create a word search. You can give participants a list of words to search or make it a little tougher and let them see if they can find the words without a list.
10. 20 Questions - How well do you know your biblical people, places, and things? This is a fun way to find out. Everyone gets a turn picking a person, place or thing and must answer up to 20 questions to see if players can figure it out. You can use only yes or no questions or allow for more in-depth questions. If 20 questions are too easy, reduce it to 15 and see how they do. | <urn:uuid:c1b773e2-d4a7-4db8-85f8-8b6458196401> | CC-MAIN-2024-10 | https://www.clubministries.org/wp-content/uploads/ABG-Games-to-practice-at-home.pdf | 2024-03-05T10:19:16+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948234904.99/warc/CC-MAIN-20240305092259-20240305122259-00370.warc.gz | 712,958,619 | 666 | eng_Latn | eng_Latn | 0.994018 | eng_Latn | 0.994495 | [
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Models and Tools of Classroom Management
What Is a Classroom Management Model?
Effective classroom management is a multifaceted system that must address the multitude of factors that impact student behavior. When building a classroom management plan that compre hensively addresses this complex issue, one can easily become overwhelmed by the magnitude of this undertaking. Fortunately, education researchers have been able to study and evaluate a tremendous number of teachers and classrooms to identify distinct approaches to classroom management. These approaches, or models, are foundations onto which teachers can build a classroom management plan. Starting with this foundation, each teacher should then begin to build a toolbox of effective strategies and teacher behaviors to create a comprehensive and effectual classroom management plan.
Types of Models
The diversity of classroom management models has only grown in conjunction with the diversity of students they attempt to manage. What works for one set of students may be an utter disaster for a different set, even one of a similar age and intellectual ability. While a high number of strate gic models exist, we'll review some of the more popular ones.
In the book Education Psychology for Learning and Teaching (Krause, Bochner, & Duchesne, 2006), the authors discuss three classroom management models based on the premise that teachers can diversify their skill set in order to best meet the needs of different groups of stu dents. Let's take a quick look at these models:
Noninterventionist
This approach postulates that a student's potential for success is predetermined. A noninter ventionist teacher will aid a student in meeting his potential by enhancing personal growth, building a strong, positive relationship, and assisting a student with developing problem-solv ing abilities that ultimately can be executed independent of a teacher's direction.
Interventionist
This approach suggests that student development is a product of environmental conditions brought on by intervention in a student's daily surroundings. This approach can typically be seen in a positive reinforcement classroom, one in which rules are established and communi cated and students are either rewarded or given consequences based on their adherence to these rules.
Interactivist
This approach asks that each teacher attempt to understand the behavior of their students and to help students understand their actions and consequences. By getting students to understand the rules of the classroom environment, they are given the onus of managing themselves.
Consistency Management and Cooperative Discipline
This model, created by H. Jerome Freiberg (1996), provides a framework for creating studentteacher partnerships in the classroom through the incorporation of five themes—prevention, caring, cooperation, organization, and community.
There are five themes of creating student-teacher partnerships: prevention, caring, cooperation, organization, and community.
Step 1: Prevention
In this step, students and teachers work together at the beginning of the year to create class room rules, laying the foundation for high standards of behavior. The idea is to prevent behavioral issues by addressing them before they have a chance to begin.
Step 2: Caring
Most people will go out of their way for someone who cares about them, and students are no exception. When students feel a teacher truly cares about them, they are encouraged to do and
to be their very best. Note that Module 4 of this course further discusses strategies to build car ing relationships with students.
Step 3: Cooperation
According to Freiberg (1996), "Helping, sharing, participating, planning, and working together—these are the heart of a cooperative classroom" (p. 32). Providing students with owner ship of classroom tasks and procedures allows them to feel responsibility for what happens in their classroom.
Step 4: Organization
Classroom organization is an opportunity to provide students with ownership of the classroom. This can be accomplished by allowing them to take on classroom organizational tasks, such as passing out papers or helping with attendance.
Step 5: Community
Involving parents and other community members can be challenging, but creative and flex ible schools can accomplish this. Schools can have parents give talks comparing school rules to workplace rules or bring in community leaders as speakers.
Logical Consequences
This model is articulated from the work of Rudolf Dreikurs, who theorized that consistent student behavior is the direct consequence of not having certain needs met. Dreikurs worked under the assumption that all students, in one way or another, desire to be socially recognized and accepted by both their peers and authority figures (teachers, parents, older siblings, etc.). When this need is not met, students will typically act out in a variety of ways, including
* Attention-seeking behaviors;
* Engaging teachers and/or students in a power struggle;
* Focusing on peer issues regarding fairness; and
* Disengaging from others and instructional time (Malmgren, Trezek, & Paul, 2005).
Educators that adopt this model strive to assist students in gaining recognition and accep tance from their peers. By doing this, they hope to combat the aforementioned behavioral issues
3
that often lead to distractions and lost instructional time. Even after invoking this model, students will often display behaviors that need to be addressed. To combat this, teachers and students will establish a list of logical consequences that students are keenly aware of (Malmgren et al., 2005). By having students know the consequences beforehand, teachers have essentially added another barrier for challenging behavior, the first being assisting students with gaining acceptance.
Beyond Discipline
This model of classroom management, which stems from Alfie Kohn, seeks to break the mold of traditional classroom management approaches by challenging the relevance of rules and tasks. According to this model, teachers manage their classrooms by providing students with relevant rules, learning tasks, and opportunities to make choices. According to Kohn in "Punished by Rewards? A Conversation with Alfie Kohn" (Brandt, 1995), programs that emphasize conse quences or rewards manipulate students. If teachers focus on content, community, and choice (Kohn's three Cs of motivation), classroom management is not an issue. Kohn explains the three Cs:
"The first C is content. Far less interesting to me than whether a student has learned what he was supposed to is the question, 'Has the child been given something to do worth learning?' If you ask me what to do about a kid being 'off task'—one of our favorite buzzwords—my first response is going to be, 'What's the task?' If you're giving them garbage to do, yes, you may have to bribe them to do it. If the kids have to endlessly fill in the blanks on dittos, you're not going to get rid of rewards or threats anytime soon."
"The second C is community: not only cooperative learning but helping kids feel part of a safe environment in which they feel free to ask for help, in which they come to care about one another as opposed to having to be manipulated to share or not be mean."
"The third C is choice: making sure that kids are asked to think about what they're doing and how and with whom and why. You know, kids learn to make good choices not by following directions but by making choices" (Brandt, 1995, p. 16).
Assertive Discipline
Developed by Lee Canter and Marlene Canter, the Assertive Discipline model is characterized by positive reinforcement of desirable behaviors and negative consequences for undesirable behaviors. When effectively and consistently applied, students begin to associate desired behav iors with reward, increasing the frequency of these behaviors. Conversely, students will learn to associate undesirable behaviors with negative consequences, decreasing the frequency of these behaviors.
Teachers who successfully use this model create an appropriate system of rewards and conse quences, which is then effectively communicated to students and consistently applied.
In addition, the Assertive Discipline model operates under these rules and characteristics:
* Teachers have basic rights as educators: the right to maintain an optimal setting for learn ing, the right to expect appropriate behavior, and the right to expect help from both parents and administrators.
* Students have basic rights as learners: the right to a teacher who helps them limit selfdestructive and inappropriate behavior, the right to appropriate support from teachers when rules are followed, and the right to choose how they behave when given advance knowledge of the consequences (Allen, 1996).
Common Elements
While these models have very different components, the teacher-student relationship is a critical thread running through all of them. Building caring, supportive relationships with the students is critical to the success of whichever model a teacher chooses. Every decision a teacher makes impacts and reflects his relationship with students. Every rule shows how much stu
While these models have very different compo nents, the teacher-student relationship is a critical thread running through all of them.
dents are respected and valued. Every lesson shows how much student learning matters. Choos ing a classroom management model is just the beginning. It is a foundation upon which the teacher will add rules, procedures, and strategies to create a comprehensive classroom manage ment plan that facilitates and supports student learning.
References
Allen, T. H. (1996). Seven models of discipline: Developing a discipline plan for you. Retrieved from www.tvtip.org/resources/DebbieCMresources/A9_Seven%20Models%20of%20Discipline .pdf
Brandt, R. (1995). Punished by rewards? A conversation with Alfie Kohn. Educational Leadership, 53(1), 13–16.
Freiberg, J. L. (1996). From tourist to citizens in the classroom. Educational Leadership, 54(1), 32. Krause, K., Bochner, S., Duchesne, S. (2006). Managing behavior and classrooms. Education psy chology for learning and teaching (2nd ed.) Melbourne, AU: Thomson Learning.
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as applied to the secondary classroom. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 79(1), 36–39.
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The Mother Mosque and the Muslim Community in Cedar Rapids, Iowa: An American Story
One of the oldest mosques in America, and the first Muslim cemetery in the U.S., can be found in a surprising place: Cedar Rapids, Iowa. Cedar Rapids is one of the least diverse cities in the U.S. 1 and Iowa, a largely agricultural state, has more cows than people. 2 Here, in the "heartland" of America, is home to five generations of Muslim Americans.
In the late 1800s, immigrants from Syria and Lebanon made their way across the U.S. Their main business was selling goods to the farmers as pack-peddlers and later established small stores. These early SyrianLebanese immigrants -- both Christian and Muslim -- slowly grew in number; once they began having families, they recognized the need for places of worship. The early Muslim and Christian immigrant families were close-knit, so much so, that after the completion of St. George's Orthodox Church, the Muslim community purchased a cross for the new building; shortly after, the two communities would celebrate the establishment of the mosque in 1934.
Today, the "Mother Mosque of America" is on the National Register of Historic Places. This simple structure is an unassuming landmark, surrounded by a chain link fence, tucked into a modest neighborhood. The awning, dome, and crescent announce its presence as a mosque, yet the one-story building evokes a prairie schoolhouse. Over the years, the building went by many different names: in the early days, some referred to it as the nadi ("club" in Arabic), "The Rose of Fraternity Lodge," and "The Moslem Temple"; later, it was known as "The Islamic Center." 3 The community sold the building in the 1970s to build a new center; the original structure later fell into disrepair and was abandoned. In the 1990s, the Islamic Council of Iowa restored the 1934 structure as "the Mother Mosque of America."
1 https://wallethub.com/edu/cities-with-the-most-and-the-least-ethno-racial-and-linguistic-diversity/10264/#citysize, accessed July 2016.
2 http://www.iowacaucus.biz/ia_caucus_iowa.html, accessed July 2016.
3 Interviews with community members and U.S. Department of Interior National Register of Historic Places, "Moslem Temple," http://focus.nps.gov/pdfhost/docs/nrhp/text/96000516.pdf, accessed July 2015.
The Mother Mosque now serves as a cultural center, and for some, as a symbol of the presence of Islam in America. The multigenerational Muslim community in Cedar Rapids continues to grow and diversify, and offers a vital counter-narrative to those who would characterize Islam as "other" or "new." It is a uniquely American story, as told by Aziza (Betty) Igram, a member of one of the founding families; Taha Tawil, the imam at the Mother Mosque of America; and Miriam Amer, a community member and advocate.
Syrian and Lebanese Immigrants to Iowa
The history of the Cedar Rapids Muslim community might best be told by one of the elders; if you want to hear it from Aziza (Betty) Igram, it is best to come hungry. As her daughter Fatima explains with a laugh, "You won't get out of there without having something to eat." 4 Aziza, also known as Betty, is a member of one of the founding families, the Igrams. Now a great-grandmother, she remembers first arriving in Cedar Rapids as a newlywed in the 1940s: "I saw nothing but fields of corn!" 5
In the 1940s and 1950s, she explains, many of the men ran local grocery stores, started small businesses, and served in the military; the women raised the children and, in their free time, helped teach at the mosque and cook food for fundraising dinners and bake sales. Those who were children in the early years of the community wistfully remember swinging on the willow tree, playing baseball in the yard next to the mosque, and gathering for picnics; inside, they would study Qur'an. When friends at school would ask, "What church do you go to?" the answer was simple: "The mosque."
Betty's husband, Abdallah (Ab) Igram, was a pioneer in the Muslim American community. Igram helped to establish the first umbrella organization in the U.S., the Federation of Islamic Organizations, and, as veteran of the U.S. Army, he lobbied to have the "M" for Muslim designation added to military dog tags. Today, in Betty's tidy condo, in addition to the prominent display of photos of her greatgrandchildren, are neat stacks of albums and scrapbooks filled with the letters, awards, and commendations of her late husband. He spoke at churches across Iowa, participated in the Rotary Club, served on city boards and councils, and raised funds for charities. "He'd be turning in his grave right now because these ISIS, they're not Muslims, says Betty, "But you see, people look at these things and think, 'Those Muslims, they are really bad.' They are not looking at Aziza or looking at Fatima, or they aren't thinking about Ab who is long gone."
After her beloved husband passed away, and with her four kids grown, Betty took a job at Younkers Department Store in downtown Cedar Rapids. She enjoyed working in the China department, helping to register young couples about to be married; she continued to work there well into her 80s. Some of her co-workers and customers knew she was Muslim; many did not. Growing up in what is now Lebanon, she explains, none of the women wore headscarves, and Betty doesn't cover her neatly styled hair. Her faith wasn't an issue, she explains, until one day in the break room, when a co-worker expressed a fear of Muslims. Before Betty could respond, their supervisor chided: "You're afraid of Betty?" She laughs as she remembers the story, explaining that she never really experienced
4 Fatima Smejkal, interview by authors, Cedar Rapids, Iowa, August 1, 2015.
5 All quotes by Aziza (Betty) Igram: Aziza Igram, interview by author, Cedar Rapids, Iowa, August 1, 2015.
prejudice until the time of the 1990 Gulf War. After that, even with 9/11/2001, problems were rare; but today, she notes, "it is getting worse."
Betty isn't one to dwell on the negative. In between stories, Betty adds, "Honey, would you like some baklava?"
__
For Imam Taha Tawil, the Mother Mosque is a vital symbol of Islam in America: "...of freedom, respect, integrity, and hard work." 6 Taha Tawil came to Iowa from Palestine in the 1980s to serve at the Islamic Center of Cedar Rapids, cherishing the opportunity to work with an established community and welcomed the chance to engage in interfaith relations. "Unfortunately, the openness and communication wasn't available to me in Jerusalem." When a local clergy group, Churches United, refused membership to Tawil and the local Rabbi, they worked together with a Christian minister to establish a new organization: the InterReligious Council of Linn County (IRC), open to all. More than twenty years later, Churches United is defunct, but the IRC continues to play a constructive role in Cedar Rapids. Imam Tawil also serves as a chaplain for the local police department and works for the state's department of corrections, while continuing to be active in the local Inter-Religious Council.
Tawil observes that while anti-Muslim sentiment has arisen in other parts of the U.S. in recent years, it has rarely come up in Cedar Rapids. He explains, "...the soil of Iowa is not fertile for the seeds of Islamophobia." Recently, when Donald Trump made negative statements about Muslims during the Iowa primaries, Imam Tawil had a unique response: he invited him for tea at the Mother Mosque. While Tawil received no response to the invitation, it generated positive press coverage about this historic, multi-generational Muslim community in the heartland.
Not far from the Mother Mosque, the Islamic Center of Cedar Rapids (ICCR) serves as the primary place of worship and gathering for Muslims in Cedar Rapids. The ICCR's imam, Hassan Selim, jokingly refers to the building as "the Daughter Mosque of America": while many members of the congregation are Syrian-American, it now reflects the diversity of the global Muslim community (ummah), with 200 families from over 20 countries of origin. Imams Selim and Tawil share keys to each other's buildings, as well as a dedication to interfaith activity. In 2015, the ICCR hosted the Inter-Religious Council of Linn County's Thanksgiving Service. It was the first time the event, which raised funds for a local food bank, was held in a mosque – and the room was filled to capacity. Tawil notes, "We love our neighbors, we are part of the community. He added, "Like a tree that grows in your yard."
--
When Miriam Amer first moved to the Cedar Rapids area, she didn't realize that the founding families of the Muslim community, much like her own, came from Syria-Lebanon in the 1800s. She was born at Camp Lejeune in North Carolina and grew up in and around the Northeast; her father was a career Marine. In 2000, she moved to Iowa from
Miriam Amer, Council on AmericanIslamic Relations (CAIR)
6 All quotes by Imam Taha Tawil: Taha Tawil, interview by author, Cedar Rapids, Iowa, August 1, 2015.
Connecticut with her husband and two children. "We wanted to slow down. It was a great place to raise kids. We wanted quiet." 7
Although there was some culture shock, Amer welcomed the peaceful surroundings. With the recent loss of a child, and contending with health problems, the pace of life suited her. Yet Amer wasn't in Iowa long before the terror attacks of 9/11. Like many Muslim Americans who look back on that day, she considered it a double tragedy: as an American, to suffer the loss of life in the brutal attack; and as a Muslim community, to endure backlash and discrimination. She remembers, "The world fell apart that day." Miriam's strongest memory of that day was the response of her neighbors: some brought food; some put flowers on the steps of the Mother Mosque; and five hundred people who came to Friday prayers at the Islamic Center of Cedar Rapids to show their solidarity and support.
Amer witnessed similar solidarity in the aftermath of another devastating event: the floods of the Cedar River in 2008. Around the city, it is still common to see signs indicating the high-water mark inside buildings. When the Cedar River crested above 31 feet, it covered more than 10 miles of the city. Referred to as a "500 year" flood, it ranks as the 6th largest FEMA (Federal Emergency Management Agency) disaster declaration. 8
With experience in relief work, Amer was eager to become involved. She was employed by a Christian relief organization that was contracted by FEMA and assigned to a small farming town outside of Cedar Rapids. Amer, who wears a hijab, was an unfamiliar sight in rural Iowa. Some of the farmers refused to work with her or called her a "terrorist"; others worked with her grudgingly. But Miriam, a self-described "military brat" with a no-nonsense manner and a desire to help, was undaunted. She focused on doing her job and providing the assistance that was needed. Along the way, she forged real friendships. She recalls with a laugh that one farmer honored her afterwards by naming one of his milking cows "Miriam."
Today, Miriam leads CAIR-Iowa, a grassroots Muslim advocacy group, and is active in interfaith activities and at the Islamic Center. "I go to the mosque, and when we have our potluck dinners, it's the best restaurant in town. You've got every nationality... you've got mac and cheese; you've got biryani. It's fantastic." She adds: "We are everybody. Our community is representative of every generation, every nationality, and every political spectrum. People look at Muslims as a monolithic group, and we're not. We're so diverse, and we all have different ideas."
______________________________________________________________________________________________________________________________________
Copyright © 2016 President and Fellows of Harvard College and the Pluralism Project at Harvard University. Developed in partnership with Tamar Miller, Merrimack College, and the Abdelkader Education Project. No part of this publication may be reproduced or transmitted without the permission of the Pluralism Project. For permissions, contact: firstname.lastname@example.org or 617-496-2481.
7 All quotes by Miriam Amer: Miriam Amer, interviews by author, July 7, 2015 (phone) and in Cedar Rapids, Iowa, July 31, 2015.
8 "Flood of 2008 Facts & Statistics," www.cedar-
rapids.org/discover_cedar_rapids/flood_of_2008/2008_flood_facts.php
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Microgreens at Home: A Step-by-step Guide
PREPARATION & PLANTING
Gather Materials
You can grow microgreens in a variety of containers. Get creative and use what you have on hand!
- Shallow container with a lid (recycled berry containers work really well)
- Growing medium (potting soil or a soilless mix works well)
- Untreated seeds (preferably specific to microgreen growing)
- A sunny space indoors
- Scissors
Prepare the Container
You can use anything that is shallow and will not break down when wet. Upcycle your take out or berry containers, or look for a microgreen growing trays at a local nursery.
- Ideally, containers will be 1-3 inches deep and have drainage holes in the bottom. You'll also need a lid or a shallow dish to place under the container for bottom watering (see Caring for Your Microgreens section below .
- Recycling containers: If you have a plastic container without holes in the bottom, use scissors or the tip of a kitchen knife to gently poke holes in the bottom. Be careful to point the tip of the blade away for you as you make holes.
Select Your Seeds
Many, but not all, seeds can be grown and consumed as microgreens. Below is a table of easy to grow microgreens from Mark Mathew Braunstein's book Microgreen Garden: An Indoor Grower's Guide to Gourmet Greens.
- It's best to start with small quantities of seeds, that way you can learn what grows best for you and what you like to eat. Once you've decided on the varieties you'd like to grow more frequently, purchase seeds in bulk to help reduce cost
- Purchase untreated seeds since you'll be eating the plants soon after they sprout. This will reduce the risk of consuming harmful chemicals. Organic or naturally grown seeds are preferable, but not essential.
- Consider soaking larger seeds prior to planting. This will encourage a faster germination.
Prepare Your Growing Medium
Growing medium is what we'll grow our microgreens in! For most plants, this is soil - for microgreens, it's a mix that includes soil.
- Since we'll be harvesting these plants so young, it's ideal to use either a sterile potting soil or germination mix. These are usually more porous than topsoil and are less prone to harden when spread in a shallow layer.
- A sterile mix helps prevent any soil-borne disease from damaging the seedlings. If your only option is soil from your yard or garden, bake it at 212 degrees Fahrenheit for at least 30 minutes.
- You can make your own or get a pre-mixed bag from a local nursery or hardware store.
Plant Your Seeds!
Place some newspaper or an old towel on the floor or table and get ready to plant your microgreens.
- Fill your chosen container with the growing medium. The growing medium should nearly reach the top of the container.
- Dampen, but do not soak the growing medium. It should have the dampness of a wrung-out sponge. You may find this is easier to do before adding it to your container.
-
Sow your chosen seeds in a single, complete layer. Most of the growing medium should be covered with seeds.
- Very gently press the seeds into the growing medium.
- Cover the seeds with a thin (⅛ inch) layer of soil and damp towel or paper towels. This will help keep the seeds moist until they germinate. Seeds don't need direct sunlight to germinate, but they do need to be warm and damp. Once the seeds start to grow, remove the towel and allow the small plants to grow.
- Find a sunny windowsill or table to place your microgreens. I like to keep mine in the kitchen, that way I don't forget to water them.
- Seeds need to stay warm and damp to germinate, and small seedlings need at least 6 hours of sunlight each day to grow.
CARING FOR YOUR MICROGREENS
Watering
Consistent water is essential for microgreen production. We aim to water the soil, so top watering is not an option.
- Use filtered water. Chlorinated tap water can cause yellowing of your microgreens. Don't have a filter? Fill a large mouthed jar or pitcher with tap water and let it sit on the counter for 24 hours. The chlorine will evaporate.
- Water from the bottom or side of the container, not the top.
- Bottom watering: This is ideal for microgreens, it ensures that the seedlings get the water they need without damaging them. Place a shallow tray beneath your microgreen container and pour a little water in the bottom tray. Make sure that the water reaches the holes in the bottom of your container. Allow the microgreens to sit in the water for at least 10 minutes to soak up the water, then dump the excess into the sink or outside. Replace the tray beneath the microgreens. Do this as often as the soil dries out.
- Side watering: With this method, you'll water your microgreens from one side of the container with a gentle stream of water. It's easiest to bring your microgreens to the sink and hold the container at a slight angle. Using a very gentle stream of water, water all around the edges of the container, close to the soil. Do not water on top of
the seedlings, this can damage them. Leave the container in the sink for 5-10 minutes to allow the excess water to drain out, then place it back in the sun. Do this once daily or as the soil feels dry.
After Germination
Seeds will germinate (sprout) 2-7 days after planting.
- After the majority of the seeds germinate, remove the damp towel from the surface. Seedlings need light to photosynthesize!
- Now it's important to monitor your microgreens daily, ensure the growing medium (soil) stays moist, but not soaked and they are getting enough sun.
Harvest
Most seedlings will be ready to harvest in 7-14 days. They're ready when the first set of 'true leaves' begin to grow.
- If you're using a smaller container, you'll likely want to harvest all of the microgreens at once. Grab your microgreens and hold your container at a slight angle above a large bowl or dish. Trim the stems of the greens and allow them to fall into the dish.
- Cut above the soil, keeping the harvested microgreens clean. Most microgreens are very fragile, so it's better to avoid washing them if possible. If you've watered and harvested, washing shouldn't be necessary.
- Only if necessary, wash the greens. Microgreens are very delicate, so take care to use a gentle stream of water when washing. Avoid vigorous shaking or patting to dry them.
Enjoy!
Microgreens are a great addition to salads, atop pizza, or even as an afternoon snack.
- Microgreens can be refrigerated in a glass or food-safe plastic container with a lid for up to a week. If you plan to store your greens it is imperative that you're very gentle when harvesting. Bruising them prior to storing will shorten their shelf life.
Clean Up
This is the key to successful microgreen production!
- Repurpose the growing medium. The remaining roots will break down and add organic matter to your garden beds or compost.
- Clean your containers thoroughly. Rinse away any remnants of soil or plant material and set the containers in the sun to dry. The sun will help disinfect the surfaces before planting another crop of microgreens. | <urn:uuid:efeb4139-d540-4e3d-97ce-f2c9755588f8> | CC-MAIN-2024-10 | https://www.greenvillelibrary.org/sites/default/files/pdfs/2020/10/microgreens-at-home-step-by-step-guide.pdf | 2024-03-05T11:05:19+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948234904.99/warc/CC-MAIN-20240305092259-20240305122259-00375.warc.gz | 771,302,224 | 1,557 | eng_Latn | eng_Latn | 0.99826 | eng_Latn | 0.99862 | [
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Name
Position
Class
Take a compass and place it on your table so that N or North is at the top, like this.
Write the letters found at the positions of the empty boxes.
Date
If N means North, what do the other letters mean?
_____________________________________________
What does a compass measure? D
_ _ _ _ _ _ _ _
.
There is a swinging needle inside the compass. The needle always points to North.
YOU NEED: compass
Rotate the compass on the table so that the needle points to the N.
Write letters to show the new position of the compass.
Describe something inside the room that is:
To the North of you
__________________________
To the East of you
___________________________
To the
South of you
___________________________
To the West of you
____________________________
Describe something outside the room that is:
This is a compass rose.
A compass rose is a diagram that we use to show
YOU NEED:
compass chalk
directions.
ruler
Draw a compass rose which shows accurate directions on concrete in the playground. Draw a map of the area around the compass rose. Please or to download the printable version of this worksheet Sign In Sign Up
© Copyright NewPath Learning. All Rights Reserved. Permission is granted for the purchaser to print copies for non-commercial educational purposes only. Visit us at www.NewPathWorksheets.com
Name
Position - Answer Key
Class
ANSWER KEY
Take a compass and place it on your table so that N or North is at the top, like this.
Write the letters found at the positions of the empty boxes.
If N means North, what do the other letters mean?
East South West
_____________________________________________
irection What does a compass measure? D _ _ _ _ _ _ _ _
.
YOU NEED:
There is a swinging needle inside the compass. The needle always points to North.
compass
Rotate the compass on the table so that the needle points to the N.
Write letters to show the new position of the compass.
Describe something inside the room that is:
To the North of you
__________________________
To the
South of you
___________________________
To the
East of you
___________________________
To the
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DOES SCIENCE LITERACY COVER UNDERSTANDING? AN ANALYSIS OVER TURKISH EDUCATION CURRICULUM
ISMAIL YILMAZ
Science Education Department Faculty of Education Sakarya University 54100 Sakarya Turkey
Abstract
This study covers whether science literacy is a semantic problem in terms of forming understanding; and its analysis in the context of the structure of scientific knowledge, the scientific structure of understanding and mental functions. This article will discuss science literacy but not focus on arguments as to what the topic and contents of science lessons should be. This article includes a scientific discussion on subjects and contents within the scope of Science literacy over the problem knowledge-data and Turkish national curriculum.
Keywords: science literacy, science literate, the problem knowledge-data, understanding, accurate thinking
1. THEORETICAL BACKGROUND
Although the term "scientific literacy" has been increasingly used in recent years to characterize the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum (Millar, 2006).
An essential aspect of scientific literacy is greater knowledge and understanding of science subject matter, that is, the knowledge specifically associated with the physical, life, and earth sciences. Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. It also includes specific types of abilities. In the National Science Education Standards, the content standards define scientific literacy. Scientific literacy means that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately (National Research Council, 1996). Characteristic of scientific literacy were itemized like in Table 1 by Thomas & Durant (1987), also Conceptions of scientific literacy in the science education literature were itemized like in Table 2 by Norris & Phillips (2003).
Science and technology literacy is defined to be the combination of skill, attitude, value, understanding and knowledge pertinent to science required for individuals to improve their skills of researching-questioning, critical thinking, problem solving and decision making; to be life-long learners; to keep their curiosity sense on their environment and world (Turkish national science & technology education curriculum, 2005). An individual who is science and technology literate understand and use the major science concept, principle, law and theories properly. He/she utilizes the skills scientific process while solving problem and making decision. He/she understands the interaction among science, technology, society and environment. He/she improves scientific and technical psychomotor skills. He/shows that he/she has scientific attitudes and values (Turkish national science & technology education curriculum, 2005). Popper (1959) uses swan sample to explain that it may not be always possible to verify correctness of universal proposition induced from special proposition in formation of knowledge (in this article, it is referred to as scientific knowledge) from the logical terms.
Negation of universal proposition obtained by special propositions requires it to be in the form of noncontradictory proposition (logically probable). Griffiths (1999) tells about simultaneity that a simple-minded observer hearing thunder a short time after lightning may believe that the source of light and sound is not simultaneous. You must take account of the time required for signal (sound, light, etc.) to reach you during observation. In that case, the one seen is not the one observed. It becomes observation just after the event ended and all data gathered and corrected. Ozenli (1999) states that both observations and others such as data flow, visual and tactual impressions (related to sense of touch), thoughts, contrary to common belief, do not constitute knowledge by themselves, and in order that they constitute a knowledge the factors of inference, thinking and decision-making are required. So he defines "knowledge" as making a correlation among sub-units of data flow and partitions (semantic correlation), using logic rules, mental mutation and recombination of those.
Ozenli (1999) describes "understanding" within the framework of cybernetics and mathematics as follows: Under the incoming information and data flow, conceptualization of the integration of regularities and cognitive modules which are seen to be independent from each other in the meta structure semantic network and thus decoding perceived code of "procedural knowledge" form transformed into "declarative knowledge" in the semantic memory unit, if this is achieved, then understanding occurs. Popper (1959) identifies the role of a scientist as to suggest proposition or proposition systems and to test those systematically. In empirical sciences especially hypothesizes and theories system are introduced and then tested by observation and experiment based on experience. According to the restriction made by Ozenli (1999), pure logic opinions don't provide us any "information" about experiment (experience) world; all information about reality both starts and ends with experiment or experience. Logic constitutes the "structure" in an "information systems".
As a definition of science, it can be referred to "systematic information obtained by experiment and observation, and their analysis" (Ozemre, 2002). To Ozenli's (1999) mind, this definition may be acceptable in daily life, but it does not reflect the real definition of science. Many science disciplines describe what science is from their own point of view and consequently we get lots of definitions, nevertheless the definition is one actually and this definition does not vary by distinct science units. Science is "an activity which is a manifestation of mind's supernatural merit and abilities, having the capacities of self-konpraansiyon, self-reference and self-construction". We exclude accurate thinking and philosophical thinking. Preferring scientific thinking rather than accurate thinking, we move away from explaining a proposition by its own proposition. In that case, it is required to describe what accurate thinking is scientifically. Accurate thinking can be in question only when key words used in the definition of science and "discovery of their own mental foliation structures" and effective excitations that will make the transitions between "mental flyers" possible are achieved. In order to achieve this, one should use "Operational research, cybernetic, mathematical logic and scientific methodology" (Ozenli, 1999). Wisdom requires understanding and understanding requires consciousness, and all individuals have the same mind level as a potential ability. What distinguishes individuals from themselves in the process as well as from each other is mental functions and its quality. On the other hand, mental functions comes out as polyneuronal activities (Ozenli, 1999).
2. LINGUISTIC
Literate (adjective and noun): having the skill of reading and writing, educated, improved one's knowledge by studying, scholar (Topaloğlu, 2005). Being able to read and write, scholar (Doğan, 2003; TDK, 1998). Learned how to read and write, being able to read and write (Püsküllüoğlu, 1999). Literacy (noun): the state of being literate (Topaloğlu, 2005; Doğan, 2003; Püsküllüoğlu, 1999). In the context of broad definition, literacy includes having the ability to read the literature of a language, perceive the items read and comprehend. Knowing how to read and write adequately in order to communicate with others as well as being able to know and speak a language. In accordance with the definition of UNESCO, literacy is the ability to define, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum enabling an individual to achieve his/her goals by developing his/her knowledge and potential, and to participate fully in the wider society (http://tr.wikipedia.org/wiki/Okuryazarl%C4%B1k).
In a general context, understanding is to perceive something not only externally but also internally; to recognize the core of something and its meaning as a whole context. To see as the consequence of an event or proposition, a pre-existing law or formulate. Feeling that something understood cannot be otherwise. Understanding (noun):
To comprehend what something is and implies, to get a new information as a consequence of combining earlier information with new ones, to learn by asking (TDK, 1998).
Science (noun, lexical meaning): Regular information seeking to draw a conclusion through setting a part of universe or events as the subject and employing the reality and the methods based on experiment. Methodical and systematic information having the characteristics of validity and precision. An information acquisition and methodical research process which starts out with a will to learn a specific matter and to turn toward a specific aim (TDK, 1998).
Gülensoy (2007) identifies the etymon of the word "anlamak" as follows: anla- understand, comprehend. As we can see, the etymon of "anlamak" is anla and refers to comprehend. He gives the etymon of the word "bilim" as bil- and bilgi (information) and bilmek (to know) is derived from this word (Some Turkish academicians uses the word "bilim" in Turkish for "science" while others use "ilim"). He identifies bilim and ilim as a conjugate for "science". The meaning of ilim, which is an Arabic word, is the "knowledge" (Ozemre, 2002).
3. OVERVIEW OF TURKISH NATIONAL EDUCATION SYSTEM
Science and Technology curriculum in Turkey has been prepared within the framework of the vision to train and educate all students as science and technology literate, and this curriculum is still used. Unit titles of this curriculum program is shown in Table 3, and Table 4 displays the aim, focus and subject titles of the Unit of Matter Structure and Properties as indicated in the program, which is one of the 7th grade units. The concept map shown below is also as in the program.
4. DISCUSSIONS
Man is a biological system that can think. This acceptance contains subjective understanding as a prerequisite. Yet, it is also clear that this acceptance does not cover scientific (accurate) understanding. The first distinction between scientific understanding and subjective understanding starts with the limitation that the data perceived through observations and senses are necessary but not sufficient for organizing knowledge, a limitation brought about by Popper, Griffiths and Ozenli regarding the knowledge. It is highly likely that students will acquire subjective understanding when the education is carried out within the scope of the definitions of science literacy. Science literacy does not include the structure to allow for scientific understanding instead of subjective understanding. A discussion on content of science literacy may confront this definitional opposition to this view. This article will not discuss the content of science literacy. This article will include a discussion on confronting the definitional opposition and on whether the content of curriculums prepared within the scope of science literacy will generate scientific understanding or not. As the sample curriculum, we chose Turkish National Curriculum, which has been prepared within the scope of science literacy.
Interchangeably use (confusing) of science and scientist, a commonly encountered problem in issues related to science, presents itself between science literacy and science literate. The fact that these concepts are confused with each other is obvious from the definitions used in science education. Qualities such as researchingquestioning, critical thinking, problem solving and decision-making and being life-long learner can be used for defining science literate not science literacy. Here, an approach maintaining that there is an attempt to explain the definitions of these concepts in terms of learners and/or an approach maintaining that these concepts are purposes of science literacy indicate that the definition is limited to a wrong and insufficient approach. When one examines the comparison between science and scientist from a scientist's point of view, the principles simplicity and correspondence are peculiar to science. They cannot be attributed to a scientist. Mental functions or quality, on the other hand, are peculiar to scientist not to science. When we try to define the scientist with a change of verb from the definition of science or science with a change of verb from the definition of scientist without considering such comparisons between science and scientist (Science is a mental activity.
When we label the person carrying out this activity as scientist and the outcome as knowledge, the definition of science, scientist and knowledge are in compatible with each other ontologically. However, there are epistemological differences. One cannot always maintain the ontological assumption that the definition of science is also the definition of scientist and knowledge), not only the mistakes specified above (in terms of simplicity, correspondence and mental functions) will be made but also they may be diversified.
There are similarities between the mistakes made while changing the verb of the definition of science or scientist in order to transfer the definition of one to another and the mistakes made while changing the verb of the definition of science literacy or science so as to transfer the definition of one to another. When we transfer the definition of science literacy to science literate, we can see that these definitions are weak, insufficient and wrong. Furthermore, the lack of an agreed-upon definition of science literacy indicates that the definitions are weak and insufficient.
When evaluated linguistically, science literacy can be said to bring about a situation similar to bilim-ilim discussion in Turkey. When we accept ilim as Turkish equivalent of science, bilim includes knowledge but not understanding. When we examine the root of the word, it can be observed that understanding is not derived but only provided in return for knowledge. Understanding is derived from the verb "understand" and comprehension is presented as its equivalent. In that case, incorporating "understanding" into the word bilim cannot prove more than a pragmatic approach. Pragmatic approaches tell us that we are not within the boundaries of science. If we accept ilim as Turkish equivalent of science, this word is derived from Arabic and means accumulated knowledge (Ozemre, 2002). Since all cumulative knowledge cannot be scientific, there may be an opposition to accepting it as equivalent of science. However, although the etymological content of this word does not exclude knowing and understanding, it does not tell us anything about them, either. This allows us to make semantic definition of the word ilim and it is used as equivalent of knowing+understanding as different from its etymological meaning. Insistence on accepting bilim as Turkish equivalent of science and holding the demand for protecting the language due to its Turkish root as a reason for this leads Turkish language into incapability. Accepting ilim as a Turkish equivalent of science, on the other hand, is not an effort to put foreign words in Turkish but a temporary situation until a word which includes knowing+understanding is composed.
The reason for accepting it as a temporary equivalent is that it is possible to make a semantic meaning out of this word. It is a necessity to accept ilim as Turkish equivalent of science. It is up to linguists to compose a Turkish equivalent of science and not to try to use Turkish-origin bilim which cannot be an equivalent of science. These debates concern Turkish people. However, arguing that science literacy (literate or literacy in a more general sense) does not include understanding in a scientific sense bear resemblances to linguistic debate in Turkey over the equivalent of science. In the event that the word literacy (being literate) is attached different meanings in different languages, if the equivalent of a word includes being literate and that word is attached meanings at a higher epistemological level than being literate, this results from the weakness of that language. When looked in terms of lexical meaning, literacy is prerequisite for knowing but not the knowing or understanding (within the framework of cybernetic and mathematical logic) itself. Attaching "knowing" or "knowing+understanding" to this word does not compose a semantic meaning but proves a pragmatic approach at best, as is the case for the debate in Turkey.
The study used science curriculum in Turkey as sample of science literacy. When we take the units related to physics in Table 3 as sample and examine the unit "Structure and properties of Matter" for 7 th grades chosen among these units (Table 4), we can see that in order to enable the students to gain an understanding, firstly the subject of a unit should reinforce itself and then the units within the same discipline should reinforce each other. And then, correlated units of different grades should reinforce each other at a level that will lead to understanding. The concept map for the unit "Structure and properties of Matter" for 7 th grades constitutes a good sample for a better understanding of this. The concepts specified as (a) in the concept map require knowledge about chemistry, those specified as (b) knowledge about quantum mechanic and those specified as (c) knowledge about both quantum and relativity. Without the necessary knowledge for the subjects included in the concept map, the students will not be able to understand (in the semantic meaning way specified above) and know (in the same way as specified above) these subjects.
The knowledge and understanding in this unit is subjective on the part of students. They are likely to tend to gain misunderstandings (subjective) through the knowledge free of its structure occurring to them (subjective). An instruction carried out without providing the students with the necessary content knowledge shows us that there is a knowledge-data problem in question. When assessed scientifically, what is achieved as a result of scientific effort is knowledge. Yet, it is data when looked on the part of person. At this point, it is necessary to bring a limitation to human aspect; if data does not require conscious phase in order to generate understanding when conceived by the person, that data constitutes the knowledge for that person and this person is the specialist in that field. Data is not knowledge for everyone.
It can be said that during an instruction carried out within the framework of the definition of science literacy the students are required to understand the subjects chosen as sample at a level determined again within the framework of science literacy. In that case, a problem arises in terms of the objectives of education. The purpose of education and things which education provides the students with by necessity are kind of information which they have to know and learn. And we cannot call a student as "knowledgeable" or "understood" simple because he/she knows what he/she has to know and learn! One should not confuse literate students with understood ones. Otherwise, the students would lack the opportunity to go through the necessary phases and they start to decline with increasingly outdated knowledge (Ozenli,1999). Being literate and learning are different concepts. National educational policy of a country should be planned on the basis of modern Science and technical potential in a way that will develop a "learned" society and this should be applied by developing a methodology for transferring these into students' memory. The efforts made for the sake of a "literate" society are not in compatible with the concept national education and is also a betrayal towards it (Ozenli, 1994).
As a final discussion, it can be thought that interpretation made without considering different definitions and subdimensions of science literacy are imperfect, insufficient and even wrong. This approach will be answered in the following way: A physicist never takes the views put forward by astrologists into account. If we/she is concerned with them, it is simply a hobby. This is not a scientific effort. The reason for this is that a physicist is well aware of the fact that any star cluster in space, one of primary approaches of astrology and such, affects human life in two ways. One of them is gravitational and the other one is electromagnetic. Astrologists go ahead with birth date or the worlds' position at that time or such but a physicist knows that any object looked at had already existed before we realized it and it is constantly effective. He/she knows that emergence of the effect claimed by astrologists is caused by the world's moving around its orbit. He/she starts calculating this effect by measuring the distance between the world and object in question. Then, he/she calculates the ever-effective change in world's different positions. Once he/she has taken into account the effects on humans (or the world) and all other gravitational and electromagnetic effects, he/she does not desire to study the views and reasons held by astrology (or such) since he/she anticipates that the astrology (or such) does not have a scientific structure. Just as a physicist is not interested in analyzing the internal structure of disciplines such as astrology, whose starting points, definitions and contents are insufficient or wrong, we have not been interested in sub-dimensions of science literacy.
5. CONCLUSION AND SUGGESTIONS
Under the discussion heading of this study, Science literacy (Science literate) was criticized in the sense of definition and linguistics. As can be seen from the two dimensions of science literacy discussed, there have been mistakes in its definition. Learned individuals should be raised instead of insisting on raising science literate. The key to raising learned individuals is to define the education with cybernetic and mathematical logic at first and then to construct it within this framework. The principle role in this construction will without doubt be up to operational research. It is of great importance to analyze the knowledge within an epistemological framework in order to enable the students to gain an understanding in a scientific way. Yet, it is a prerequisite to reveal the mental functions of individuals and design subjects/units within this framework. Through an instruction lacking these or with definitions such as science literacy, one cannot expect to raise learned individuals but rather those specified in the definition of science literate and science literacy in linguistic section. The purpose of this study has tried to indicate that one cannot expect to raise knowledgeable and understood individuals through an instruction carried out within the framework of the definition of science literacy.
REFERENCES
Doğan, D. M. (2003). Büyük Türkçe Sözlük, (pp. 1020-1021). Ankara: Vadi Yayınları.
Griffiths, D. J. (1999). Introduction to Electrodynamics, (pp. 484-485). Prentice-Hall.
Gülensoy, T. (2007). Türkiye Türkçesindeki Türkçe Sözcüklerin Köken Bilgisi Sözlüğü, (pp.71-145). Ankara: Türk Hava Kurumu Basımevi.
Available: http://tr.wikipedia.org/wiki/Okuryazarl%C4%B1k
Millar, R. (2006). Twenty First Century Science: Insights from the Design and Implementation of a Scientific Literacy Approach in School Science. International Journal of Science Education, 28(13), 1499-1521.
National Research Council (1996). National science education standards. (pp.21-22).Washington, DC: National Academy Press.
Norris, S. P. & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240.
Ozemre, A. Y. (2002). Fiziksel Realite Meselesine Giriş, 2(2), 205-236.
Ozenli, S. (1994). İlim ve Teknolojinin Olumlu İlkeleri, (pp. 1-2). Adana.
Ozenli, S. (1999). İlmi Sohbetler, (pp. A1-T34). Adana: Karakuşlar Otomotiv Tic. Ve San. Ltd. Şti.
Popper, K. R. (1959). The Logic of Scientific Discovery, (pp. 27-30). Second Printing. New York: Basic Books, inc.
Püsküllüoğlu, A. (1999). Türkçe Sözlük, (pp. 1162-1163). Istanbul: Doğan Ofset A. S.
T.D.K. (1998). Türkçe Sözlük, (pp. 1676-1677). Ankara: Türk Tarih Kurumu Basım Evi.
Thomas, G. & Durant, J. (1987), as cited in Millar, R. (2006). Why should we promote the public understanding of science? Scientific Literacy, (pp. 1–14). Oxford: Department of External Studies, University of Oxford.
Topaloğlu, A. (2005). Misalli Büyük Türkçe Sözlük, (pp. 2382-2383). Istanbul: MAS Matbaacılık A.S..
Turkish ministry of national education. (2005). Turkish national science & technology education curriculum,(pp. 5-285). Ankara: Devlet Kitapları Müdürlüğü.
Table 1 Characteristic of scientific literacy (from Thomas & Durant, 1987)
- An appreciation of the nature, aims and limitations of science; a grasp of "the scientific approach"- rational argument, the ability to generalize, systematize and extrapolate; the roles of theory and observation
- A knowledge of the way in which science and technology actually work, including the funding of research, the conventions of scientific practice, and the relationships between research and development
- An appreciation of the nature, aims, and limitations of technology, and of how these differ from those of science
- An appreciation of the inter-relationships between science, technology, and society, including the role of scientists and technicians as experts in society and the structure of relevant decision-making processes
- A basic grasp of how to interpret numerical data, especially relating to probability and statistics
- A general grounding in the language and some of the key constructs of science
- The ability to assimilate and use technical information and the products of technology: "usercompetence" in relation to technologically advanced products
- Some idea of where or from whom to seek information end advice about matters relating to science and technology
Table 2 Conceptions of scientific literacy in the science education literature (from Norris & Phillips, 2003)
- Knowledge of the substantive content of science and the ability to distinguish science from nonscience
- Understanding science and its applications
- Knowledge of what counts as science
- Independence in learning science
- Ability to think scientifically
- Ability to use scientific knowledge in problem-solving
- Understanding the nature of science, including its relationships with culture
- Knowledge needed for intelligent participation in science-based social issues
- Appreciation of and comfort with science, including its wonder and curiosity
- Knowledge of the risks and benefits of science
- Ability to think critically about science and to deal with scientific expertise
Table 3 Science units in Turkish national education curriculum (from national science & technology education curriculum, 2005)
Table 4 A unit related to Physics which is one of the units in 7th grade in Turkish national education curriculum (from national science&technology education curriculum, 2005)
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Lighting a Fire
"Education is not the filling of a bucket, but the lighting of a fire."
— W. B. Yeats
by Susan Richman
[This article first appeared in Issue 95 (Summer, 2006) of the PENNSYLVANIA HOMESCHOOLERS® newsletter.]
I thought a lot about this quote the other day-- and I admit here that I had a tough time finding it with an Internet search, so I'd have it just right, because I thought it was Einstein who said it.
You see, I was trying to light a fire, and it wasn't going well. I had a big pile of brush built up-sticks blown down in our yard over the winter, old Japanese knotweed stalks like ragged bamboo pulled out of garden areas, old broken boards from projects that had fallen apart in wind storms or that had collected in the back recesses of our garages and out buildings. I was ready to burn all this rubbish in our bonfire area below our barn. It was a sunny day, the wood all seemed nice and dry, there wasn't so much wind that I'd have to worry about fire leaping over to the huge hemlock tree a bit too nearby. I brought out a box of small wooden matches, and a handful of old sheets of paper, which I wadded up to fit into crevices in my pile. I thought that lighting a few of these would set the whole pile in flame, and quite quickly. After all, conditions were perfect, and this had often been my experience before. Once, in fact, a bonfire pile got so immediately roaring, that we had to bring out hoses quickly to dampen it down and keep it from spreading out into the dry grass. The flames rose 8 feet high-- making me think, looking back, that even if "education is not the filling of a bucket", maybe having a few full buckets nearby can be handy.
But that day, it just didn't work.
I lit match after match. Often the match would go out even before I'd brought it near to the paper, even though I couldn't see or feel any wind to blow it out, and the air didn't feel particularly damp to me. Once I did get the paper lit, it would burn hopefully for maybe 5 seconds, and then fizzle, with barely a corner burnt--and absolutely no impact on the twigs and boards and sticks all around it. I ran out of matches from this box, and had to go inside to get another. And I needed to get more paper, a bigger armful this time.
I truly thought for a few moments maybe it just wasn't the day for a fire--maybe something was against me lighting it. I felt like the homeschooling mother who worries that she's maybe pushing a reluctant reader too hard to try just one more time. Or like the frazzled mom who can't believe her kids aren't reacting like the "imagined" children in the lesson plan outline in the book.
Should I just give up? Call it a day? Try again another time? Sometimes we all do that in our homeschooling days. And sometimes that's the right thing to do-- especially if we look closely and see that things really aren't optimal. To carry our bonfire analogy farther, maybe the wood is damp, the wind is whipping up menacingly, and there's no newspaper to try to coax it to a start-- and in homeschooling terms maybe that would mean our child is tired, or even ill, or just out of sorts because of eating too much cake at the homeschool event the night before. Maybe we really don't have the needed "kindling" to get this fire going-- maybe our ideas aren't so engaging, or the materials are frankly dull and tedious, with no spark to them. Maybe the timing is all wrong. Maybe it's best to wait till another day. We've all done this.
I realized that this notion of "lighting a fire" of motivation in our children isn't so easy—it's not just a nice theory about learning floating around in poetic wisps of clouds—it's something we need to meet and do on the ground. With real materials, with our real kids, with our hearts and minds. And it isn't something that just "happens" naturally always--which is maybe not such a bad thing really, as fire can also be quite dangerous when no one is watching it and seeing that it stays in some sort of bounds. I remembered then the story my kids and I read together about Thomas Edison as a young boy taught at home by his mother-- he set a family barn on fire one time, simply because he was very curious about what might happen if he just…. His insatiable fire for learning would lead him to develop a light bulb, no doubt, but it had some rough edges to start with!
But sometimes, I realized, maybe the lesson to us, as fire-lighters, is that we shouldn't give up too easily. Maybe we, as our children's teachers, need to learn some perseverance-something we often chide our children for lacking.
So I tried once more. More matches, more paper. I tried new techniques--quick strikings of the match very close to the paper, being sure I was holding the match under just a thin edge of paper, and not on top of a blunt folded wad. I found very delicate twigs right nearby, ready to sprinkle onto the burning paper once it was clearly lit. I nurtured this flame along carefully. I kept at it. I lit small fires all around the pile, helping one fire lead into another one, supporting each other, not staying as isolated little darts of light that might too readily self-extinguish. I instead worked for creating connections, creating finally a glorious "tipping point" when the whole huge pile started that familiar roaring sound. Flames whipped up, the whole pile became engulfed in heat and light and released energy. Now the bonfire didn't need me anymore. I could stand back and admire it-- in fact I had to stand back, as the heat was intense and scorching now, full of its own life.
And I thought that, yes, at least sometimes we homeschooling parents may just need to keep at our job, to find a new way to go about it, to work at not being discouraged when our first efforts at inspiring our children seem to bring a mere fizzle rather than the hoped-for fire of enthusiasm. Maybe we need to help our children forge links in their learning, so one small tentative flame can lean into another and join up for a full-dress bonfire of excitement and connection. Maybe we need a good supply of matches— and even some hi-tech helps, like one of those new long electric lighters designed I guess for barbecues, capable of pushing deep into a pile of brush (I of course completely forget that I owned one-- it would have been handy with this fire of mine). We need lots of dry paper handy, an eye on the sky and the weather, and hope and a clear vision that this sometimes very daunting task is, after all, quite possible.
I remembered too reading with my children about the original Faraday Lectures, given by the famous British chemist to groups of youngsters each winter in London. His favorite topic was ' The Chemical History of the Candle-- as he felt that everything in science could be explained to children by helping them understand this common phenomena. (If you might want to read a transcript of these amazing lectures, do a Google search for "Faraday Christmas lecture chemical history of the candle" and you'll find them right online-- very suitable for high school chemistry students-- this is not elementary school fare!). A lot is involved in this mysterious business of flame-- no wonder we sometimes have trouble igniting a flame under our students at times!
I hope you might think of all this over the summer, while you recharge and enjoy a change of pace from your usual homeschooling routines. Maybe you'll be sitting around a campfire roasting marshmallows or mountain pies or just gazing at the flames with your kids while on a camping vacation or out in the backyard as the dark comes on. Keep that vision of all the work that might need to go into lighting a fire as you envision your coming school year with your children. And don't give up. The flames of learning will yet dance in their eyes-- it just might take a little while to get going. | <urn:uuid:ff8b6551-2bcd-4497-9d63-ce292d23f270> | CC-MAIN-2024-10 | https://phaa.org/static/media/newsletter/issue95c.pdf | 2024-03-05T09:37:57+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707948234904.99/warc/CC-MAIN-20240305092259-20240305122259-00377.warc.gz | 437,760,402 | 1,744 | eng_Latn | eng_Latn | 0.998258 | eng_Latn | 0.998303 | [
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SPIRAL Placement Guide Brighton
Licence and copyright I.
Attribution – NonCommercial 4.0 International (CC BY-NC 4.0)
This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
I. The educational system in England
In the UK, the Education System has been through significant changes in structure and content during the last 10 years. Scotland, Wales and Northern Ireland have devolved responsibility for their education system. In England, the Department for Education oversees initial teacher training and the schools system. This mobility guide provides an overview of schooling in England.
1. General information
In England children are required to have a full-time education at school or at home between the ages of 5 and 16. Young people aged 16-18 must either continue with academic education at school or college, or undertake vocational training.
The two main phases of school education up to age 16 are Primary and Secondary.
2. Primary: Age 5 - 11 years
Many primary age schools are divided into Infant (Key Stage 1) and Junior (Key Stage 2) schools. Before attending a primary school, many children attend a nursery school. Nursery schools teach children between the ages of 3 and 5 years and may or may not be attached to an infant or primary school.
The primary age educational phases are as follows:
Foundation Stage: Reception/Year R (age 4-5)
Key Stage 1: Year 1 (age 5-6), Year 2 (age 6-7)
Key Stage 2: Year 3 (age 7-8), Year 4 (age 8-9), Year 5 (age 9-10), Year 6 (age 10-11)
3. School Organisation
All children in England between the ages of 5 and 16 are entitled to a free place at a state school – this means a school funded by the government. Most state schools have to follow the National Curriculum although some schools have more choice about the curriculum they choose to teach. There are four main types of state schools:
- community schools, controlled by the local council
- foundation schools and voluntary schools, which have more freedom to change the way they do things than community schools
- academies, run by academy trusts, independent from the local council – these schools do not have to follow the national curriculum
- grammar schools, run by the council, a foundation body or a trust - they select all or most of their pupils based on academic ability: pupils usually pass an exam to gain entry
Special schools
Special schools with pupils aged 11 and older can specialise in 1 of the 4 areas of special educational needs:
- communication and interaction
- cognition and learning
- sensory and physical needs
- social, emotional and mental health
Schools can further specialise within these categories to reflect the special needs they help with: Autistic spectrum disorders, visual impairment, or speech, language and communication needs (SLCN) for example.
The National Curriculum
The 'basic' school curriculum includes the 'national curriculum', as well as religious education and sex education. The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject. Compulsory national curriculum subjects at primary school are:
- English
- maths
- design and technology
- science
- history
- geography
- art and design
- music
- physical education (PE), including swimming
- ancient and modern foreign languages (at key stage 2)
- computing
Schools must provide religious education (RE) but parents can ask for their children to be taken out of the whole lesson or part of it. Local councils are responsible for deciding the RE syllabus, but faith schools and academies can set their own religious curriculum.
Schools often also teach:
- personal, social and health education (PSHE)
- citizenship
- modern foreign languages (at key stage 1)
Key stage 2: Foreign language
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The focus of study in modern languages will be on practical communication. The most common languages taught in England at primary school are French, German and Spanish.
II. Practical information
1. Daily life
a.
Where will I be based?
You will be hosted by the University of Brighton where you will have a Lead Tutor who is responsible for you during your training placement in the UK. The Lead Tutor will meet you at the University and provide an induction programme which will give you an overview on the English education system, the work you will be undertaking and practical hints on your stay. You will be English student teachers and have the opportunity to ask initial questions.
b. School Placements
You will be located at a primary school (aged 4-11) in Brighton. All of the placement schools work in partnership with the University and have a good established track record in teacher training. Each School will provide you with a mentor who will work with you to support you through your stay. They will be a senior teacher within the School that you're based in. They will normally not be the class teacher who you will be working with so you can have an independent person to help you through your class placement experience. The School Day will be approx. 9 – 3.30pm.
c. Where will I stay?
You will stay with a host family. You will be provided with breakfast and an evening cooked meal plus food to make your own pack lunch. The host family will be able to help support you with general questions about life in Brighton. You do not need to bring sheets or towels.
d. Cultural Information
Brighton is a multi-cultural city, 60 miles south of London located by the Sea. It is a place where there is something for everyone to do. There are theatres, museums, galleries, restaurants and cafes. There is a good mixture of independent shops and chain stores. It is primarily a safe place to be but we advise that you take the practical steps that you would take in any large city in relation to personal safety.
e. Funding
Brighton will charge your University a fee of £260 to pay for your accommodation and food detailed above. You will need to allow for expenses at the weekend where you may want to explore Brighton or the surrounding area more fully either on your own or with your student colleagues.
f. Disclosure & Barring Service (DBS) Enhanced Disclosure
Child Protection policies for schools in the UK require a Disclosure & Barring Service (DBS) check to be made on you to ensure you are suitable for working with children.
The DBS provides access to this information through an Enhanced Disclosure. Security Watchdog, part of Capita plc, will assist you in obtaining your Disclosure & Barring Service (DBS) check. Security Watchdog provides expertise and administrative support to guide you through the DBS application process and ensures that the DBS Policy and Codes of Practice are strictly adhered to.
Stage One and Stage Two of the application process must be followed. Start Stage One as soon as possible.
Stage One: online application
- Go to this link: https://disclosure.capitarvs.co.uk/cheqs/rbLogin.do
- Click Start Application
- Enter the following Organisation Reference but leave the Password blank, like this:
- Now follow the 5-step on-screen instructions
- You must give an answer for boxes marked with an asterisk like this (*) You can leave other boxes blank.
Stage Two: verifying your identification
The University of Brighton Admissions Team must check and certify 3 forms of acceptable identification against DBS requirements. We will ask you to show us your identification documents when you arrive at the University of Brighton, as part your induction process. If you fail to show the appropriate identification we will not be able to process your application.
Please bring with you 3 of the following IDENTITY DOCUMENTS. At least 1 document must come from GROUP 1 and at least 1 document MUST confirm your CURRENT ADDRESS in your HOME country:
| Group 1 Proof of your identity (Group 1 primary document) | Valid Passport and/or EU Identity Card and/or Driving Licence photocard. If one of these documents has your address on it you can use this as your ‘proof of address’ document. | You must bring the original documents. Photocopies and scans are not acceptable. You must also show us your own Police Check certificate. |
|---|---|---|
| Group 2 Proof of your address in your home country | A letter from your University confirming your home address in your country. or a Bank Statement or Credit Card statement confirming your home address | |
More information about the DBS List of Acceptable Identification documentation is available here: http://dbsdirect.co.uk/resources/List%20of%20Valid%20ID%20Flow%20Chart.pdf
For Further advice please contact University of Brighton Admissions Office on 01273 643528
2. Contacts
a. Embassies
FRANCE:
58 Knightsbridge London SW1X 7JT +44 20 7073 1200
GERMANY
23 Belgrave Square/ Chesham Place London SW1X 8PZ +44 20 7824 1300
b. Cultural centres
CERVANTES INSTITUTE
15-19 Devereux Court, London WC2R 3JJ +44 (0)207 201 0750
FRENCH INSTITUTE
17 Queensberry Place, London, SW7 2DT +44 20 7871 3515
c.
SPAIN 39 Chesham Place London SW1X 8SB +44 20 7235 5555
THE NETHERLANDS
38 Hyde Park Gate London SW7 5DP +44 20 7590 3200
THE GOETHE INSTITUTE
50 Princes Gate Exhibition Road London SW7 2PH +44 20 7596 4000
SPIRAL partners
At the University of Brighton
Daryl Bailey (Academic 01273 641014)
Kat Sat Smatova (Support Staff 01273 643386)
d. Emergency numbers
Your placement school, your host family and the University of Brighton can assist you in case of any problems. The emergency number for the Police, Fire or Ambulance Service is 999 or 112. | <urn:uuid:c7c77397-43c5-4c60-b8d0-caf420ee12d1> | CC-MAIN-2019-09 | https://spiral-euproject.eu/wp-content/uploads/2017/02/SPIRAL_O2_Annex-2_Placement-Guide-in-Brighton.pdf | 2019-02-21T16:55:41Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00381.warc.gz | 703,517,384 | 2,294 | eng_Latn | eng_Latn | 0.940988 | eng_Latn | 0.998113 | [
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Supporting children in Primary school when a family member is dying
* Don't avoid the topic of death. Remember that when a child asks a question it's a good thing. Try not to be scared. It is ok to not know the answer to a question and to be honest about it as death and dying is about the unknown.
* Try to build a rapport with the family and have a contact for you to keep in touch with. Check in with this person and find out what information they have given and how much they have told the child; what words, phrases imagery have they used. It is important for the child to have consistency with their information. Use age appropriate language.
* It's important to emphasize to the child that it's their choice if they want to talk about it or not. It would be helpful to allocate one member of staff to the child so they know who they can speak to and how to access them.
* A child may need to take time out of class or an activity if feelings overwhelm them (especially during the illness or days and weeks after the death). You could have a designated person, area to go to, box of toys for them to use, a card to show to the teacher to indicate time out is needed as the child may find telling them what is wrong may be too hard at that time as well as not wanting attention drawn to them.
* It's good to encourage the family to keep to normal routines. Sometimes school is the safe consistent place for the child although the family may be struggling to get them there and pick them up. Check out these things as support may be able to be put in place for them with transport etc. (has financial setting change – could the child have free school dinners for now?)
* Try to be as flexible as you can with the child, their concentration and behaviour may lapse. You may need to repeat instructions more than usual.
* Changes in circumstances in the school (new teachers, timetables etc) and transitions into new classes or schools can be hard for children who are having to cope with many unwanted changes at home.
* Children may experience; guilt, anger, low self-esteem, desire for attention
* Learning may be affected; it can become hard to process information, they often feel tired, emotional, withdrawn, anxious and overwhelmed. Worried about what might be happening at home to their loved one. These feelings may increase towards home time.
* It can help to have some story books, information leaflets which look at the topic of dying, death and loss for them to look through.
* It can be very helpful for the child to have some space each week with a counsellor or mentor in order to explore their difficult feelings. A regular safe space.
* Think about the topics you may be covering in class as there are certain subjects that could provoke emotions such as: topic around things being alive or not alive, biology around breath and organs, religious conversations, the war and people dying, certain pieces of music being used. Mother's day/father's day/ Christmas cards being made. You may want to prepare the children for these sessions of have an alternative for them to do.
Living On Bereavement Service www.livingon.org.uk
Registered Charity No:
1166617
Supporting children, young people and their families in Orpington when someone they love is dying | <urn:uuid:efb32821-0b3b-439a-938e-125ef051fe04> | CC-MAIN-2021-21 | http://livingon.org.uk/wp-content/uploads/2021/03/supporting-children-when-someone-is-dying-for-professionals-1.pdf | 2021-05-18T20:48:40+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00160.warc.gz | 28,697,889 | 694 | eng_Latn | eng_Latn | 0.998729 | eng_Latn | 0.998729 | [
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Time Marches On: Mastering Your Time Before It Controls You!
If you had a choice of having more time or more money, which would you pick? Who doesn't want more money. At the same time, all the money in the world will not buy you more time in your day, your week, your month, your year, or your life. The best option, then is to maximize how you use your time.
Even though you can't get any more hours from a day you can learn to be more productive by managing the time you have. Training yourself to prioritize and to avoid procrastination can lead to a healthier, less stressful, and more enjoyable lifestyle. Gaining control begins by discovering how you currently spend your time.
Keep a time log. Try to make brief notations every fifteen minutes throughout the day. Keep the log for two or three weeks.
musts" accomplished early in the day when you have the most energy, and avoid that frantic feeling throughout the day.
Examine and prioritize. See if time is being wasted on low-priority tasks. One useful system, described in Alan Lakein's book "How to Get Control of Your Time and Your Life," assigns each task a priority rating of A, B, or C. Setting aside time to complete lesson plans on Friday may rate an A, making up a test to be used two weeks from now, a B or C. Your focus should be on scheduling time for the "A" tasks. Get "absolute
Plan your day. Setting a direction to your day starts with creating a TO-DO list. Your daily TODO list should be limited to 10 prioritized items. You may even want to estimate the time that each task should take and try to stay within that time limit.
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Learn to JUST SAY NO!
Ask yourself, "How terrible would it be if I didn't do this low-priority item?" If the answer is "Not too terrible," then don't do it or move it to the next day's list. Declining additional responsibility might sometimes be the best course of action. "No" is a responsible and reasonable answer. To help you say no, you can:
* Use nonverbal language. Ninety percent of the message you send to another person is in voice tone and body language.
* Avoid defensiveness—you have the right to your own life and to work out your own plan.
* Be direct and honest.
* Be brief. The longer you talk, the more likely you'll end up saying yes.
* Use the broken record technique. Prepare a response ahead of time, and each time you are asked, replay the response.
* Hesitate for at least 10 seconds before giving a response that will commit you to an action.
* Suggest alternatives.
Procrastination
Procrastination means performing low-priority activities rather than high-priority activities with the intent to avoid doing the high-priority activities. Procrastination results in more work, more pressure, the loss of self-esteem, a loss of control, and health problems. Here are some coping strategies for each of the major reasons people procrastinate:
Completing an unpleasant task:
* Decide what to do and do it first.
* Delegate the task to someone else.
* Reward yourself after completing the task.
* Set a deadline.
* Work on it for no less than five minutes.
Handling a difficult or overwhelming task:
* Use positive self-talk (focus on past accomplishments that turned out well).
* Break the job into smaller tasks, and include those tasks each day.
* Ask for help.
Dealing with indecision:
* Make a list of possible positive and negative results of a decision, and see which list is longer.
* Set up a schedule and a target date for a
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decision. Do whatever research you can before the target date. Make your decision on that date.
* Flip a coin! Reflect on how you feel about the outcome. If you feel good, the toss came out the way you wanted the decision to go; if you feel disappointed, you wanted it to go the other way. Now follow your decision.
Conquering a fear of failure:
* Have realistic goals. No one is perfect, so there will be setbacks.
* Focus on your successes.
* Just do it! It may be difficult, but doing the thing you fear most will help you conquer your fear and improve your self-esteem.
* Plan exactly how you will tackle this project
* Feeling prepared may alleviate the stress that might otherwise hinder your success.
Managing Time at Work
Managing time in your personal life is a good start to managing it in your work life as you will need this balance to minimize stress levels in your life and to maintain control between work and life. Teaching is time intensive but the right strategies helps prevent it from overwhelming your life.
Texas State Teachers Association
Maximize technology. Much of the strategies identified in this document can be done online through the use of google docs; clouds to store and maintain records and other documents; and to complete research and online professional development, often from your classroom or your own home.
Color-code your grade book. You'll be amazed how much confusion you avoid when you color code your grade book. Put all matters pertaining to attendance in green, grades in red, other information such as students' names and grade level in black, and special assignments or projects in another color. Labels above the assignment squares indicate what the grade or paper was for and saves searching later.
Make a schedule. A schedule can add to your efficiency, but it must be realistic. Don't take on more than one human being can handle in one day.
Learn to delegate. Make use of your teacher's aide (if you have one), and be sure to use student volunteers to assist you with routine clerical chores. Remember to say, "THANK YOU" to those who help you in your classroom.
Write it down. No one can remember everything. Keep a list and take notes in your calendar or day planner. Organize yourself so that you write everything in one book or calendar.
Develop a class conduct sheet. Let students know what is expected of them so that they cannot offer the frail "but you didn't tell me" excuse for misconduct. Send a copy of the sheet home to parents so they know what behavior is expected of their child as well.
Post signs. Posters are quick and easy room decorators. Try posting a sign on your room door, "Did you bring your book to class?" Post another sign with the school's daily schedule. It helps keep everyone on track.
Start an attendance drawer. You'll find it helpful to keep a separate drawer for daily attendance reports especially when you must settle a dispute about when someone was absent from your class. In addition to marking the absence in your grade book, prepare a daily report sheet. Place a dash and the number of the period absent beside the person's name.
Create an absentee center. Instruct students to go directly to this area after they are absent. Create folders for an assignment list, handouts, and a schedule for making up tests and quizzes. Of course, let students know that you will answer any questions they have after they visit the center.
Create a tardy notebook. Instead of grabbing the attendance sheet every time a student arrives late, let them sign in. Place a notebook by the classroom door and instruct students to write their name in the book if they arrive after the bell. You can then mark everyone at the same time once the class has started their day's activities.
Take advantage of the resources available.
Ask co-workers if they are interested in sharing lesson plans. You can get some great ideas from others even if you aren't teaching the same unit. There are also several ready-made lesson plans available on the internet.
Develop a code. Code tests and lesson plans so you will know the date the sheet was made up. When it's out of date or you make a better one, pitch it.
Find a quiet work area. It may be difficult, but finding an area to work - at school and at home - without interruptions will increase your concentration and efficiency.
Don't rush. Working too quickly is counterproductive; you will spend more time correcting your mistakes later. Do things right the first time.
Complain effectively. Analyze what is making your job difficult or impossible, how the problem can be solved, and who has the power to solve it - often that person is you. Complain only to the person or persons with the power to change
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Texas State Teachers Association the situation. Don't waste time moaning in the faculty lounge; contact your TSTA Campus Representative!
Fighting eMail Fatigue
Technology in our schools has increased the means by which we connect with parents, students, and other professionals. For the most part this is a good thing; however, there are times when the volume of messaging via texts, email, and social media can prove overwhelming for teachers. Emails are quick and easy ways to keep everyone in the loop and social media (within a professional context) can be used to provide additional resources. An active presence using social media is necessary in this day and age; however, like anything else it has to be managed or else it takes increasing amounts of your time to address. Here are some tips to make it more manageable.
1. Read it once! This is an old time management technique that has increasing relevance today. Your email box is flooded with emails from parents, students, colleagues, administrators, and many others. Some may require a response of some sort while others may be headed for the trash; therefore, schedule (in writing) a time of day to address emails AND do not open or read them until then. If you open emails, read them, and plan to go back later to respond something may be overlooked or time may slip away and the response doesn't get written.
When you schedule a certain time to respond to emails, you have the opportunity to craft your responses. When you wait until a scheduled time to read them, then you're not using other valuable time to read the same emails. It also puts you in control of the email.
You need to communicate this. Set up automatic replies to emails explaining that you will respond to them at a certain point during the day. This will minimize confusion and frustration on your part and that of the sender. Your most important function during the school day is instruction, not responding to emails.
2. Avoid putting names (and your name) in the "cc" field! When we respond to emails, we often "cc" people on them or we may be "cc'd" on some emails. If your emails require someone's attention, then include them in the "to" field. A name in the "cc" field does not necessarily guarantee attention. Encourage your colleagues to do the same with you. None of us want our email boxes filled with mail that has been "cc'd" to us as an FYI. Encourage your colleagues to do the same. Do the same for email you send from work to your own personal email-put it in the "to" field.
3. Follow-up with a phone call! Emails are great for keeping a running record of exchanges but when not managed properly, they become ongoing conversations. A follow-up phone call can often consolidate or eliminate many emails. Phone conversations enable both participants to dialogue and clarify intent, content, and expectations that may take many days (or weeks) of emails to get to the same point. Ask yourself, would you rather address an issue with a parent via a string of 50 emails over the course of a week or with one 20-minute phone call?
4. Put down the smartphone! I know they're addictive and all of us have the tendency to play with them, text, email, tweet, and FB during meetings (or in the classroom). First, if the person you're communicating with on your smartphone is more important than the people in the meeting (parents, colleagues, or administrators) then it's either not an important meeting or there is an absence of value for the meeting and the participants. In either case, everyone's time is being wasted.
You're more likely to craft better responses to emails sitting in front of a desktop computer rather than on a smartphone or mobile de vice. Work emails, in particular, need to be well thought out and, for teachers, correct with regard to syntax, spelling, and vocabulary, as they can be a part of your teacher appraisal [Dimension 2.3 Communication on the T-TESS].
5. Keep work and personal emails separate. Never let personal emails come to your work
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account (it's the school district's account, they own it, the control it, and they can access it at will) and never let work emails spill over into your personal or down time. Keep the two separate. Everyone needs a break from workeven teachers!
Emails are here to stay and they have become a necessary part of our lives and work. Keep in mind, though, they are tools and another means of communication. Keep control of them and keep them in the context of the primary purpose of your work - teaching!
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Students Right to Remain Silent Card
Many public schools in this country practice Zero Tolerance on a level that makes one question whether fundamental constitutional rights have been violated. Because of this trend many parents are telling their children the following:
1. Do not to talk to any school offi cial or police liason offi cer about anything that is non-academically related.
3. Do not consent to a search of your person or articles of possession but do not become physically threatening with resistance to such a search.
2. Do not sign any forms or discuss anything related to your family.
3. Do ask the school offi cial to call your parent/legal guardian and ask the parent to come to the school immediately.
4. Do be respectful to all school offi cials and/or police liason offi cer at all times.
This can be a lot of information for a child that has never been in trouble with school authorities and may not feel he/she needs to remember all the details of such warnings. The card below can be fi lled out by a parent and given to a student to keep on their person in case a situation should occur where they would need to use it.
Students Right to Remain Silent with Parental Consent
__________________________ has the right to remain silent with parental consent in the event he/she is questioned by a teacher, principal, social worker, psychologist or police offi cer about any non-academic matter related to information about said student or another student. He/she requests that the school immediately contact a parent or legal guardian and inform them of the situation. The student does not consent to his/her search of person, car, locker, purse, backpack or books and will not sign any documentation without fi rst obtaining permission from a parent or legal guardian. Parent Signature: _______________________________ Date: _________________
WHAT IS MY RIGHT TO PRIVACY?
http://endzerotolerance.com/privacy_rights.htm http://totallyunjust.hypermart.net
JUVENILE LAW: FREE LEGAL ADVICE
http://criminal-law.freeadvice.com/juvenile_law/
Return to main page: http://endzerotolerance.com
Parental Right to Be Present
__________________________ has been told to remain silent with parental consent in the event he/she is questioned by a teacher, principal, social worker, psychologist or police officer about any non-academic matter related to information about said student or another student. The school should immediately contact a parent or legal guardian and inform them of the situation. The student does not consent to his/her search of person, car, locker, purse, backpack or books and will not sign any documentation without first obtaining permission from a parent or legal guardian.
Parent Signature: _______________________________
Date: _________________
WHAT IS MY RIGHT TO PRIVACY?
http://endzerotolerance.com/privacy_rights.htm http://totallyunjust.hypermart.net
JUVENILE LAW: FREE LEGAL ADVICE
Return to main page: http://endzerotolerance.com | <urn:uuid:d92ebaf2-7908-4816-8e2d-f444d1dfdc04> | CC-MAIN-2019-09 | http://totallyunjust.tripod.com/student_rights_card.pdf | 2019-02-21T16:55:04Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00383.warc.gz | 272,776,907 | 630 | eng_Latn | eng_Latn | 0.999054 | eng_Latn | 0.999217 | [
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Health Facts for You
Patient and family education
Cold: Home Care
What is a cold?
A cold is sometimes called a "U.R.I." U.R.I. is short for upper respiratory infection. Symptoms of a cold include:
- Runny or stuffy nose
- Cough, hoarse voice
- Fever
- Sore throat
- Red eyes
- Swollen neck glands
What causes a cold?
Cold viruses cause colds. They spread through coughing, sneezing or through direct contact such as hand-to-hand. Colds are not caused by air that is too cold or drafts. A child may have 6 to 8 colds per year.
How is a cold treated?
There is no medicine that can stop the cold virus or make it go away faster. Colds can last up to 14 days. Fevers related to a cold go away in about 3 to 4 days. A cough may last 7 to 10 days.
How can I help my child feel better?
- Allow for plenty of rest. Have your child go to bed early at night or take a nap.
- Offer fluids often. Add 1 to 2 extra glasses of water or juice a day.
- Give acetaminophen (Tylenol®) or ibuprofen (Motrin® or Advil®) for fevers over 100° F (37.8° C) and discomfort. Follow the directions on the bottle of medicine for your child's age. Ask the doctor, nurse or pharmacist if you have questions about the medicine.
- For sore throat or cough:
– If your child is older than 4 years, offer your child hard candy or a throat lozenge. Never let your child lie down or go to sleep while having hard candy or a throat lozenge in the mouth.
– If your child is over 1 year old, offer your child warm liquid like broth, soup or tea. Be sure the tea does not have caffeine.
- Use a cool-mist humidifier in your child's room to help your child breathe more easily. Clean the humidifier according to manufacturer's directions on a regular basis.
How can I help my child feel better?
- Stuffy noses are caused by dried mucus. Use warm water or saline (salt-water) nose drops to loosen up the dried mucus. To make saline nose drops, add ½ teaspoon salt to 1-cup warm water. Put 2 to 3 drops in each nostril while your child is lying on their
back. Then have your child blow their nose. Use a bulb syringe to suction the mucus for younger children.
- Offer your child warm salt water to gargle if they are old enough. Use one teaspoonful of salt to 8 ounces (1 cup) of water.
- Wash your hands with soap and warm water often. Have your child wash their hands often too. Remember that the cold virus is often spread from direct contact (touching).
- A runny nose is the body's way to remove the virus from the nose and sinuses. Wiping and/or blowing the nose often are best. For sore or sensitive skin, put a small amount of petroleum jelly or Vaseline® on the skin around the nose.
ALERT: Call your child's doctor, nurse, or clinic if you have any questions or concerns or if your child has:
- Trouble breathing: breathes too fast or has a hard time taking breaths. Call right away.
- Signs of being very sick such as sleeps all the time, is not able to drink fluids, complains of more and more pain when breathing. Call right away.
- An earache.
- Sinus pressure or pain.
- A sore throat that lasts more than a day OR gets more painful.
- A temperature of 101 o F (38.3 o C) or higher that lasts more than 2 days (48 hours).
- A cough that lasts more than 7 to 10 days.
- A runny nose that has lasted more than 14 days.
- Yellow discharge from the eyes.
- Special health care needs that were not covered by this information.
This teaching sheet is meant to help you care for your child. It does not take the place of medical care. Talk with your healthcare provider for diagnosis, treatment, and follow-up. | <urn:uuid:31bcb531-cd37-4454-9661-fb39177a00fe> | CC-MAIN-2019-09 | https://chw.org/-/media/publication-media-library/2018/07/19/18/02/1898en.pdf | 2019-02-21T16:11:30Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00383.warc.gz | 529,814,315 | 904 | eng_Latn | eng_Latn | 0.999146 | eng_Latn | 0.999126 | [
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Jeff Cole, Network Lead Beyond School Bells 215 Centennial Mall South Suite 200 Lincoln, Nebraska 68508 P: 402.447.6422 F: 402.476.9486 email@example.com
stem
science
technology
engineering
math
|
NebraskaSTEM.org
Why Business Should Support ELO STEM
Economic Transformation
The 21st Century's information economy is creating more jobs that require not only a college education but also some expertise in the fields of science, technology, engineering and math—collectively known as STEM. The last several decades have seen America's industrial- and manufacturing-based economy shift to a service economy fueled by information, knowledge and innovation. According to the U.S. Bureau of Labor Statistics, between 1996 and 2006, the United States lost three million low-tech manufacturing jobs. In that same timeframe, however, 17 million service sector jobs were created, specifically in the areas of health care, education, environment, security and energy. From 2008–2018, many of the fastest-growing jobs in the service sector are and will be STEM-related, high-end occupations that include doctors, nurses, health technicians and engineers. Industries projected to have the most employment growth are in scientific, technical and management consulting; high-tech manufacturing; computer systems design; and other STEM-related services.
Preparing the next generation to succeed in school and in life
Science and technology underpin nearly every aspect of today's society, making STEM skills necessary for all students, regardless of whether or not they eventually pursue careers in STEM. We need a STEM-literate citizenry to make informed decisions about energy sources, health care, transportation, communication, and even food development and nutrition. To become the innovators, scientists, technologists and engineers of the future, youth must be exposed to and master STEM skills. Unfortunately, there is a growing body of research suggesting Americans students are falling behind their peers internationally in their understanding of key math and science concepts.
It's All About Time…
All segments of our society have a role to play in helping to turn these dangerous trends around. Schools will continue to have a vital role. However, to prepare youth for today's challenges, we must think about STEM learning opportunities beyond the traditional school day. Combining STEM learning with Expanded Learning Opporunities (ELOs) can offer students of all ages fun, challenging, hands-on introductions to the skills they will need to be successful in school, college and the workplace. Research shows that when young people have meaningful, high-quality STEM experiences during non-school hours that support their classroom instruction, they are much more likely to succeed in STEM careers. Innovative school-community partnerships with strong privatesector participation can provide youth with ELOs to become the excited, engaged and inspired STEM learners that America needs.
Adapted from Afterschool Alliance, Issue Brief #44: Afterschool and Middle School Science, Technology, Engineering and Math, September 2010 | <urn:uuid:b6df0276-4e16-41a2-af89-2a884aa8990a> | CC-MAIN-2019-09 | http://beyondschoolbells.org/file_download/e02d81ce-8e2a-4564-ba7f-79db920cab38 | 2019-02-21T16:39:11Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00384.warc.gz | 31,875,876 | 614 | eng_Latn | eng_Latn | 0.997201 | eng_Latn | 0.997201 | [
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The quarterly review of innovative applications in alternative education
Report OUT
Winter 2019
Higher Education Needs New Models
In this issue
06 What is Digital Story Telling
02 Editorial: Report / OUT Raison d'être
34 The Cognitive Advantages of Growing Older
10 Book Review: Thinking Fast and Slow
22 Does Humor Enhance Learning?
16 A Culture of Learning
26 Metacognition And Learning
30 Voice of the Learner
42 The Visual Learning Style
38 A Model for the Future of Education
The quarterly review of innovative applications in alternative education
2
1 A Raison d'être for ReportOUT:
SynED was formed by individuals from business, corporate training, and higher education who were concerned about the state of education and committed to its reformation.
1 Winter 2019
Together they envisioned a nonprofit that would serve as a catalyst to promote positive change in education from within and from without. SynED's founders saw the importance of getting cutting edge, well-informed information out to the public, and thus, ReportOUT was born.
Recognizing that real change is necessary, ReportOUT focuses on the non-traditional, and the notion that effective educational practices can be found in some unlikely places. When searching around the edges, exploring techniques and technologies outside of traditional education, and looking within the ancillary realms of corporate training, for profit schools, and independent learning systems, it helps to have a guidebook. That is our hope for ReportOUT.
SynED recognizes that traditional education is challenged by multiple forces: an accelerating pace of change, rapidly evolving educational technologies, and a web of cultural/ sociological developments that confront existing models of education. Formal education has evolved into a complex, multi-faceted, life-long activity no longer delivered in a monolithic block during one's first twenty years. SynED's intent is to help transition learning from a finite, institutional activity, to a life-long journey for every person.
By anticipating these dynamics, SynED initiates and delivers programs which embrace rapid technological changes to spur transformations in institutional education and independent learning. Recognizing that lifespan learning is the norm for almost every career, SynED seeks to implement non-traditional and experiential solutions to realize the best possible outcome for learners.
This is achieved through its four primary divisions: ReportOUT, Initiatives, Solutions, and Masters.
SynEd's ReportOUT serves as a conduit not only for new ideas, but ideas which are iconoclastic, that challenge traditional thinking, pedagogies, and institutions. SynED's express purpose of sharing the vision of educational innovators is to provide a forum for best practices, new ideas, and teaching and learning in the 21st Century.
SynED is helping transition learning from a finite, institutional activity to a life-long journey for every person.
SynED seeks to implement non-traditional and experiential solutions to realize the best possible outcome for learners. This is achieved through its four primary divisions:
ReportOUT,
Awareness of current and future trends arms educators, employers, and citizens with key knowledge to make relevant decisions and create effective organizations to support those evolving needs. At the heart of synED's charter and passion is the investigation and discussions of our evolving world with those who are acutely impacted by it.
Initiatives,
Answers the need for a non-profit managed collaboration of public and private entities where independence from bias and effective management is essential to achieving common goals.
Solutions,
Non-profit solutions and contract management for educational grants needing professional business expertise and pooling multi-college funds to support innovative and pilot projects.
Masters,
A non-profit host and support network for innovative and experienced professionals to initiate and direct independent grant proposals.
What is digital stoytelling?
2 Report OUT Winter 2019
At its most basic core, digital storytelling is the practice of using computer-based tools to tell stories. This practice includes digital documentaries, computer-based narratives, digital essays, electronic memoirs, interactive storytelling, etc. In general, they all revolve around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing.
As with traditional storytelling, most digital stories focus on a specific topic and include a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips, and/or music. Digital stories can vary in length, but most of the stories used in education typically last between two and ten minutes. The topics range from personal tales, to the recounting of historical events, from exploring life in one's own community, to the search for life in other corners of the universe, and everything in between.
Despite its emphasis on computer technology, digital storytelling is not a new practice. One of the field's most noted pioneers is Joe Lambert, the co-founder of the Center for Digital Storytelling (CDS), a nonprofit, community arts organization in Berkeley, California. The CDS has been assisting young people and adults in the creation and sharing of personal narratives, through the combination of thoughtful writing and digital media tools, since the early 1990s.
Another pioneer in the field, British photographer, author, and educator Daniel Meadows, defined digital stories as "short, personal, multimedia tales told from the heart."
The beauty of this form of digital expression, he maintained, is that these stories can be created by people everywhere, on any subject, and shared electronically all over the world. Meadows added that digital stories are "multimedia sonnets from the people" in which "photographs discover the talkies, and the stories told assemble in the ether as pieces of a jigsaw puzzle, a gaggle of invisible histories which, when viewed together, tell the bigger story of our time, the story that defines who we are."
Researcher and digital culture consultant, John Seely Brown, described digital storytelling saying, "I'm particularly interested in digital storytelling, in new ways to use multiple media to tell stories, and in the ability of kids, who are now growing up in a digital world, to figure out new ways to tell stories. They have the ability to build interpretive movies very simply and to lay sound tracks around the content. They condition or 'sculpture' the context around the content. The serious interplay between context and content is key to what film—and rich media in general—is about."
Today, the use of digital storytelling is being practiced in neighborhood community centers, schools, libraries, and businesses, by novice technology users as well as those with advanced skills. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels.
Educational Uses: Digital Storytelling as an Effective Instructional Tool for Teachers
There are numerous ways that digital storytelling can be used in education. One of the first decisions to be made when using this tool is whether an instructor will create the digital stories or have their students do it. Some educators may decide to create their own stories and show them to their students as a way to present new material. An engaging, multimediarich digital story can serve as an anticipatory set or hook to capture the attention of students and increase their interest in exploring new ideas.
Research has shown that the use of multimedia in teaching helps students retain new information, and aids in the comprehension of difficult material.
Digital Storytelling as an Effective Learning Tool for Students
Digital storytelling can also be a potent tool for students who are taught to create their own stories. After viewing example digital stories created by their teachers or other story developers, students may be given assignments in which they are first asked to research a topic and then choose a particular point of view. The process can capitalize on the creative talents of students as they begin to research and tell stories of their own, while learning to use the library and the Internet to research rich, deep subject matter, and analyzing and synthesizing a wide range of content. In addition, students who participate in the creation of digital stories may develop enhanced communication skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. It can also help students as they learn to craft stories for an audience, and present their ideas and knowledge in an individual and meaningful way. In addition, when digital stories are published online, students have the opportunity to share their work with their peers and gain valuable experience in critiquing their own and other students' work. This can promote gains in emotional intelligence and social learning. Digital storytelling appeals to students with diverse learning styles and fosters collaboration when students are able to work in groups. It's also valuable in enhancing the student experience through personal ownership and accomplishment.
Bernard Robin, Ph.D. University of Houston, College of Education
Book Review
Thinking Fast and Slow By Jim Holt, New York Times
3 Report OUT Winter 2019
In 2002, Daniel Kahneman won the Nobel in economic science. This was unusual because Kahneman is a psychologist. Specifically, he is one half of a pair of psychologists who, beginning in the early 1970s, set out to dismantle an entity long dear to economic theorists: that arch-rational decision maker known as Homo economicus. The other half of the dismantling duo, Amos Tversky, died in 1996 at the age of 59. Had Tversky lived, he would certainly have shared the Nobel with Kahneman, his longtime collaborator and dear friend.
Human irrationality is Kahneman's great theme. There are essentially three phases to his career. In the first, he and Tversky did a series of ingenious experiments that revealed twenty or so "cognitive biases" — unconscious errors of reasoning that distort our judgment of the world. Typical of these is the "anchoring effect," our tendency to be influenced by irrelevant numbers that we happen to be exposed to. (In one experiment, for instance, experienced German judges were inclined to give a shoplifter a longer sentence if they had just rolled a pair of dice loaded to give a high number.) In the second phase, Kahneman and Tversky showed that people making decisions under uncertain conditions do not behave in the way that economic models have traditionally assumed; they do not "maximize utility." The two then developed an alternative account of decision making, one more faithful to human psychology, which they called "prospect theory." (It was for this achievement that Kahneman was awarded the Nobel.) Now in the third phase of his career, after the death of Tversky, Kahneman has delved into "hedonic psychology," the science of happiness, its nature and its causes. His findings in this area have proved disquieting—and not just because one of the key experiments involved a deliberately prolonged colonoscopy.
"Thinking, Fast and Slow" spans all three of these phases. It is an astonishingly rich book: lucid, profound, full of intellectual surprises and self-help value. It is consistently entertaining and frequently touching, especially when Kahneman is recounting his collaboration with Tversky ("The pleasure we found in working together made us exceptionally patient; it is much easier to strive for perfection when you are never bored."). So impressive is its vision of flawed human reason, that New York Times columnist David Brooks recently declared that Kahneman and Tversky's work "will be remembered hundreds of years from now," and that it is "a crucial pivot point in the way we see ourselves." "They are," Brooks said, "like the Lewis and Clark of the mind." Now, this worries me a bit. A leitmotif of this book is overconfidence. All of us, and especially experts, are prone to an exaggerated sense of how well we understand the world, as Kahneman reminds us. Surely, he himself is alert to the perils of overconfidence. Despite all the cognitive biases, fallacies, and illusions that he and Tversky (along with other researchers) purport to have discovered in the last few decades, he fights shy of the bold claim that humans are fundamentally irrational.
Or does he? "Most of us are healthy most of the time, and most of our judgments and actions are appropriate most of the time," Kahneman writes in his introduction. Yet, just a few pages later, he observes that the work he did with Tversky "challenged" the idea, orthodox among social scientists in the 1970s, that "people are generally rational." The two psychologists discovered "systematic errors in the thinking of normal people," errors arising not from the corrupting effects of emotion but built into our evolved cognitive machinery.
Although Kahneman draws only modest policy implications (e.g., contracts should be stated in clearer language), othersperhaps overconfidently?—go much further. Brooks, for example, has argued that Kahneman and Tversky's work illustrates "the limits of social policy"; in particular, the folly of government action to fight joblessness and turn the economy around.
To see how, consider what Kahneman calls the "best-known and most controversial" of the experiments he and Tversky did together: "the Linda problem." Participants in the experiment were told about an imaginary young woman named Linda, who is single, outspoken, and very bright, and who, as a student, is deeply concerned with issues of discrimination and social justice. The participants were then asked which was more probable: (1) Linda is a bank teller, or (2) Linda is a bank teller and is active in the feminist movement. The overwhelming response was that (2) was more probable; in other words, given the background information furnished, "feminist bank teller" was more likely than "bank teller." This is, of course, a blatant violation of the laws of probability. Every feminist bank teller is a bank teller; adding a detail can only lower the probability. Yet even among students in Stanford's Graduate School of Business, who had extensive training in probability, 85 percent flunked the Linda problem. One student, informed that she had committed an elementary logical blunder, responded, "I thought you just asked for my opinion."
What went wrong here? An easy question (how coherent is the narrative?) is substituted for a more difficult one (how probable is it?). And this, according to Kahneman, is the source of many of the biases that infect our thinking. System 1 jumps to an intuitive conclusion based on a "heuristic"—an easy but imperfect way of answering hard questions—and System 2 lazily endorses this heuristic answer without bothering to scrutinize whether it is logical.
Are we really so hopeless? Think again of the Linda problem. Even the great evolutionary biologist Stephen Jay Gould was troubled by it. As an expert in probability he knew the right answer, yet he wrote that "a little homunculus in my head continues to jump up and down, shouting at me, 'But she can't just be a bank teller; read the description.'" It was Gould's System 1, Kahneman assures us, that kept shouting the wrong answer at him. But perhaps something subtler is going on. Our everyday conversation takes place against a rich background of unstated expectations, what linguists call "implicatures." Such implicatures can seep into psychological experiments. Given the expectations that facilitate our conversation, it may have been quite reasonable for the participants in the experiment to take "Linda is a bank clerk" to imply that she was not, in addition, a feminist. If so, their answers weren't really fallacious.
The planning fallacy is "only one of the manifestations of a pervasive optimistic bias," Kahneman writes, which "may well be the most significant of the cognitive biases." Now, in one sense, a bias toward optimism is obviously bad, since it generates false beliefs, such as the belief that we are in control, and not the playthings of luck. But without this "illusion of control," would we even be able to get out of bed in the morning? Optimists are more psychologically resilient, have stronger immune systems, and live longer on average than their more reality-based counterparts. Moreover, as Kahneman notes, exaggerated optimism serves to protect both individuals and organizations from the paralyzing effects of another bias, "loss aversion," our tendency to fear losses more than we value gains. It was exaggerated optimism that John Maynard Keynes had in mind when he talked of the "animal spirits" that drive capitalism.
Even if we could rid ourselves of the biases and illusions identified in this book (and Kahneman, citing his own lack of progress in overcoming them, doubts that we can), it is by no means clear that this would make our lives go better. And that raises a fundamental question: What is the point of rationality? We are, after all, Darwinian survivors. Our everyday reasoning abilities have evolved to cope efficiently with a complex and dynamic environment. They are thus likely to be adaptive in this environment, even if they can be tripped up in the psychologist's somewhat artificial experiments. Where do the norms of rationality come from, if they are not an idealization of the way humans actually reason in their ordinary lives? As a species, we can no more be pervasively biased in our judgments than we can be pervasively ungrammatical in our use of language—or so critics of research like Kahneman and Tversky's contend.
Kahneman never grapples philosophically with the nature of rationality. He does, however, supply a fascinating account of what might be taken to be its goal: happiness. What does it mean to be happy? When Kahneman first took up this question, in the mid 1990s, most happiness research relied on asking
people how satisfied they were with their life as a whole. But such retrospective assessments depend on memory, which is notoriously unreliable. What if, instead, a person's actual experience of pleasure or pain could be sampled from moment to moment, and then summed up over time? Kahneman calls this "experienced" well-being, as opposed to the "remembered" well-being that researchers have relied upon. He found that these two measures of happiness diverge in surprising ways. What makes the "experiencing self" happy is not the same as what makes the "remembering self" happy.
Kahneman's conclusion, radical as it sounds, may not go far enough. There may be no experiencing self at all. Brainscanning experiments by Rafael Malach and his colleagues at the Weizmann Institute in Israel, for instance, have shown that when subjects are absorbed in an experience, like watching the "The Good, the Bad, and the Ugly," the parts of the brain associated with self-consciousness are not merely quiet, they're actually shut down ("inhibited") by the rest of the brain. The self seems to simply disappear. Then who exactly is enjoying the film? And why should such egoless pleasures enter into the decision calculus of the remembering self?
Clearly, much remains to be done in hedonic psychology, but Kahneman's conceptual innovations have laid the foundation for many of the empirical findings he reports in this book. To name a handful, he finds that while French mothers spend less time with their children than American mothers, they enjoy it more; that headaches are hedonically harder on the poor; that women who live alone seem to enjoy the same level of wellbeing as women who live with a mate; and that a household income of about $75,000 in high-cost areas of the country is sufficient to maximize happiness. Policy makers interested in lowering the misery index of society will find much to ponder here. By the time I got to the end of "Thinking, Fast and Slow," my skeptical frown had long since given way to a grin of intellectual satisfaction. Appraising the book by the peak-end rule, I overconfidently urge everyone to buy and read it. But for those who are merely interested in Kahneman's takeaway on the Malcolm Gladwell question, it is this: If you've had 10,000 hours of training in a predictable, rapid-feedback environment—chess, firefighting, anesthesiology—then blink. In all other cases, think.
New York Times columnist David Brooks recently declared that Kahneman and Tversky's work "will be remembered hundreds of years from now," and that it is "a crucial pivot point in the way we see ourselves."
A Culture of Learning: A Case Study in Learning and Professional Development
Few companies have gone through as much transformation as Hewlett-Packard Enterprise (HPE) over the last few years.
4 Report OUT Winter 2019
The company itself was born out of change. In 2015, Hewlett-Packard split into HP Inc. (HP) and Hewlett Packard Enterprise (HPE). Post separation, HP continued with its enterprise and consumer-focused PC and printing business, while HPE focused on solving the challenges of enterprise customers with technology solutions and services that spanned the evolving world of hybrid IT and the intelligent edge. Since launching in 2015, HPE has continued to transform, completing two divestitures, as well as eight acquisitions and cycles of program, process, and organizational reinvention. While these actions have created a welcomed return to growth, the continuous change has been disruptive, creating unease for employees-something the L&D team at HPE is acutely aware of.
"During times of significant change and uncertainty, we have to think about what we can do to better support our people, to take the right actions to create an environment that enables them to succeed, and to demonstrate through the right investments, that our people matter," HPE VP of Learning & Professional Development Adrian Stevens said. "We have to clearly communicate to our people, 'You are important to us.'"
To show that "investment in people," HPE enhanced learning offerings to include Lynda.com from LinkedIn Learning. An additional benefit was that it served the strategic business imperative of increasing innovation, leadership excellence, and the development of future skills across HPE."We had to pivot from a mindset of fix and turn around to one of growth and innovation," Stevens said. "Everyone was incredibly focused on getting work done and we needed to cultivate a desire and a thirst to seek out new ideas and knowledge to help us succeed."
One Year and One Million Videos Viewed
It worked. Since November 2017, HPE employees have watched more than 1 million Lynda.com videos, completed 20,000 courses, and consumed 67,000 hours of content. This has reflected the upskilling of employees at scale and helped set the foundations for a culture of learning at HPE. Importantly, feedback from employees has been overwhelmingly positive, as Lynda.com helps keep them engaged and supported.
For Stevens, HPE's investment in Lynda.com is part of a broader strategy to "democratize learning and create a recognized culture of learning. While the roots of HPE reach back some 80 years, we had to think once again like an agile startup. We wanted to provide inspiration to our people, cultivate a sense of purpose, and allow them to think about their future, to build their capabilities, create value and be valued. I believe we are well on our way."
The Top Reasons Why HPE Invested in Lynda.com
"Our past (learning) investments had been expensive and underutilized," Stevens said. "Our sole dependence on an LMS resulted in content being hard to find with curriculums quickly losing relevance and becoming dated."HPE partnered with Lynda.com as part of their learning ecosystem enhancement for the following reasons:
The variety and quality of content.
With 13,000+ courses, Lynda.com had the breadth and depth of content HPE needed. Today, Lynda courses are included in more than 100 different learning channels and paths that the company offers employees.
Ease-of-use.
With online courses split into short video segments, and courses clearly marked 'beginner,' 'intermediate,' and 'advanced,' Stevens and his team were assured that the right content would reach the right individuals. The HPE learning teams could focus on the big picture, take advantage of Lynda. com playlists, and avoid sweating the small stuff. Consequently, Lynda courses have been integrated into employee onboarding, professional development planning and management, and leadership training.
Brand familiarity.
"It turned out that a good number of HPE employees already had Lynda.com personal accounts," said Kevin Metsers, who is responsible for HPE's digital learning strategy and corporate university user experience in the L&D department. For those with personal accounts, "we were giving them their money back by offering Lynda through the company," he said. "They
already knew Lynda, and they already liked it. We actually heard reactions like, 'This is like a gift from HPE.'"
Data-driven learning.
The analytics Lynda provides gives Stevens and his team the ability to "understand what is working and where the demand for new knowledge and capabilities are" by seeing exactly what content learners at HPE are searching for and consuming.
How HPE Marketed Lynda.com and 'Accelerating U'
The results of this new offering were immediate. Four months after Lynda.com was launched, "our activation rates, video consumption, and the number of certifications achieved was on par with what had been possible across 12 months previously," Stevens said. "There had been a perception that no one had the time to learn or the appetite to learn, but our numbers told us a different story."
Stevens' response to the early success was to "ratchet up the marketing" of Lynda.com and to integrate it with HPE's learning experience platform (LXP), branded internally as "Accelerating U."
The team created and released a video filled with inspirational quotes, soaring music, and images of Earth from outer space to welcome HPE's people and people leaders to "the new Accelerating U." The messaging emphasized in-demand skills needed in the "idea economy", modernization of programs, personalization, collaboration and variability. HPE offers more than 180 different learning channels on its learning experience platform, utilizing content from Lynda.com across the majority of them.
Banners that went to 20 company locations around the world stressed the ease of use, the breadth and depth of the content, and the social features of the platform. "An interactive, social learning experience," the banners touted. "Create learning groups and share knowledge, best practices, and insight with colleagues."
After the first year of the new LXP and Lynda.com, Stevens put together an in-house committee with representatives from different divisions to create a "rolling thunder" marketing plan with a goal of fueling the emerging culture of learning and realizing even higher activation and return across investments like Lynda.com.
Eileen Flaherty is a learning program manager and was appointed to the marketing committee by Stevens. The first thing she did, Flaherty noted, was head straight to Lynda.com. "Now, I've done some marketing, but I thought the best thing would be to go to Lynda.com," Flaherty said. "I searched marketing strategy and found a great class. It got us organized and, on a path, to create a plan."
An Additional Bonus – A More Strategic L&D Team at HPE While Lynda.com has helped engage and upskill thousands of employees at HPE, Stevens and his team are seeing an added benefit: it has helped lighten the "learning burden" for HR. Specifically, rather than spending the majority of their time working on designing, developing, and launching individual programs, Lynda.com empowers department heads to create and curate programs faster.
"We have close to 180 different learning channels, and 140 of those are business-led, not HR-led," he said. "The business understands they need to be involved, they are the consumers of the content and have the autonomy to directly influence the relevance and prioritization of content."
That means more business leaders and teams are prioritizing and helping to personalize learning. This has empowered the L&D team to focus on consulting with the business to help set them up to succeed, while remaining focused on the bigger picture of learning and its vital role in improving performance and helping HPE build momentum.
"We are adding more value to the company and are better able to focus our experience and capacity on the learning priorities that will help drive HPE's sustained growth into the future," Stevens said. "And that is what the right mix of partnership, innovation, and action is all about."
The analytics Lynda.com provides give the ability to "understand what is working and where the demand for new knowledge and capabilities are" by seeing exactly what content learners at HPE are searching for and consuming.
Benefits of Using Humor for Learning
by Connie Malamed
5 Report OUT Winter 2019
Having a sense of humor is described as the appreciation of things that are amusing. It is also the ability to make humorous comments or have humorous perceptions. You can recognize humor because it brings a smile, amusement, joy, or laughter to others. It can occur in verbal and nonverbal communications.
Humor and Laughter Have a Purpose
Humans are predisposed to humor. Babies as young as three months develop the capacity to appreciate humor, particularly from unexpected stimuli that occur in a safe setting (think peek-a-boo). Humor can also improve social influence by enhancing how much a person is liked. Psychologists point out that humor is often a coping mechanism to help us get through difficult situations.
As to its effects on instruction, appropriate humor can enhance a learning experience, but it must be used correctly so that it is not a distraction. In a classroom environment, positive humor can increase group cohesion. Laughter releases endorphins that promote bonding. Humor can also reduce tension, such as before a test or when the individuals in a group don't know each other.
What makes you laugh?
Although it may vary by country and culture, there seems to be some agreement that the things we find funny stem from incongruity and surprise. The person who is amused perceives an inconsistency between what he or she expects and what is delivered. This incongruity is the basis for a wide range of funny antics, including satire, parody, jokes, puns, and slapstick.
Benefits of Using Humor for Learning
The beneficial effects in formal instruction result from using humor in a positive way. Aggressive or disparaging humor is not effective. A review of the research demonstrates that the use of humor in formal instruction can potentially enhance learning. Below is a summary of benefits from a research review.
Creates a positive learning environment. Humor elicits a positive effect in learners, which in turn creates a pleasant and enjoyable learning environment. This can reduce anxiety about studying difficult subjects. It can also make learners feel more comfortable communicating in an online or in-person class. Yet, humor that is used too frequently or inappropriately might cause learners to think that an important topic is trivial. Therefore, humor must be accompanied by good judgement.
Ensure the humor will not overshadow or distract from the instructional message and that it is appropriate for the target audience.
In his review of 40 years of humor research, Banas (2011) sums it up well, "The clearest findings regarding humor and education concern the use of humor to create a learning environment. The use of positive, nonaggressive humor has been associated with a more interesting and relaxed learning environment, higher instructor evaluations, greater perceived motivation to learn, and enjoyment of the course."
Increases attention and interest.
Humor has been shown to increase attention and interest. According to research by Berlyne (1972), anything that disrupts expectations or surprises a person, such as humor, can result in psychological arousal. This can transform an inattentive learner into a moderately attentive learner, which facilitates performance.
Improves instructor-student relationships. Humor has the ability to reduce the psychological distance between an instructor and a learner. Aylor and Opplinger (2003) found that humor contributes to the sense that an instructor is approachable.The resulting increase in interactions leads to a more meaningful relationship.
Enhances recall and aids learning.
Adding humor to instruction has the potential to aid recall. For example, in lab experiments, learners were able to recall humorous information more easily than non-humorous information (Schmidt, 2002). Also, lectures that had a humor treatment increased test scores compared to those without a humor treatment (Ziv, 1988).
In the latter experiments, Ziv used these criteria:
* Humor was relevant to the lessons
* There were three or four jokes per lesson
* Tests contained questions about the topics humorously presented
* Concepts were first taught with no humor but illustrated with a joke. Then, the concepts were paraphrased at the end without humor.
Increases divergent thinking skills.
This fascinating finding relates to the potential for humor to enhance creativity. During the creative process, we use divergent thinking to produce a variety of unique responses that may seem illogical, adventurous, or incompatible.
In two studies by Ziv (1983), the use of humor (reading cartoons and watching humorous films) resulted in enhanced divergent thinking. He theorized this was due to the fact that humor creates a fun mood and environment, which encourages unusual responses. Also, by viewing humorous materials, study subjects were more likely to model "humorous logic." Finally, participants were explicitly instructed to use humor, which may have triggered original thinking.
Guidance for Using Humor in Instruction
Ensure that your humor will be correctly understood by the audience. According to the instructional humor processing theory (IHPT), learners need to perceive and then resolve the incongruity in a humorous instructional message. If the humor is understood, it increases attention. If the learner cannot resolve the incongruity, he or she may experience confusion instead of humor (Wanzer et al., 2010). Confusion is not an optimal state for learning.
Consider the placement of humor.
Some researchers believe that the placement of humor has a significant impact on learning. Contiguous humor is not tightly tied to the content of the instructional message. An example is the use of a humorous theme or context that occurs before and at the end of an eLearning lesson. Conversely, integrated humor is embedded in instructional lessons or activities. If content recall is a goal, there is evidence to support the use of contiguous humor over integrated. Use humor for increased interest and motivation at the start and end, but avoid its use for key instructional points. It is possible that humor could interfere with processing instructional content. Note that most of the research was done in educational rather than workplace settings.
Reflect on how using humor can help to achieve the instructional goal.
As with all design strategies, think through the purpose of using humor for your learning experience. Determine the type you will use: satire, irony, farce, jokes, etc. Ensure the humor will not overshadow or distract from the instructional message and that it is appropriate for the target audience.
Humor can also improve social influence by enhancing how much a person is liked.
Metacognition And Learning: Strategies For Instructional Design
by Connie Malamed
Do you know how to learn? Many people don't. Specifically, they don't know how to look inward to examine how they learn and to judge which methods are effective.
6 Report OUT Winter 2019
Improved metacognition can facilitate both formal and informal learning. It can improve the performance of new tasks on the job and help teams problem solve more effectively.
Let's start at the beginning. Here are some things learning professionals should know about metacognition. Metacognition is often referred to as "thinking about thinking," but that's just a quick definition. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance.
Metacognition allows people to take charge of their own learning. It involves awareness of how they learn, an evaluation of their learning needs, generating strategies to meet these needs, and then implementing the strategies. (Hacker, 2009)
Learners often show an increase in self-confidence when they build metacognitive skills. Self-efficacy improves motivation as well as learning success.
Metacognitive skills are generally learned during a later stage of development. Metacognitive strategies can often (but not always) be recognized and stated by the individual who is using them.
For all age groups, metacognitive knowledge is crucial for efficient independent learning because it fosters forethought and self-reflection.
The Two Processes of Metacognition
Many theorists organize the skills of metacognition into two complementary processes that make it easier to understand
and remember. According to theory, metacognition consists of (1) the knowledge of cognition, and (2) the regulation of cognition.
Knowledge of cognition has three components: knowledge of the factors that influence one's own performance; knowing different types of strategies to use for learning; knowing what strategy to use for a specific learning situation.
Regulation of cognition involves setting goals and planning; monitoring and controlling learning, and evaluating one's own regulation (assessing results and strategies used).
Metacognition and Expertise
Many experts cannot explain the skills they use to elicit expert performance. This is considered tacit knowledge. (See Strategies for Tacit Knowledge Transfer.)
Metacognitive strategies often separate an expert from a novice. For example, experts are able to plan effectively on a global level at the start of a task, whereas a novice won't see the big picture.
Some adults with expertise in one domain can transfer their metacognitive skills to learn more rapidly in another domain. On the other hand, some adults do not spontaneously transfer metacognitive skills to new settings and thus, will need help doing so.
Examples of Metacognition Skills You May Use
Successful learners typically use metacognitive strategies whenever they learn, but they may fail to use the best strategy for each type of learning situation. Here are some metacognitive strategies that will sound familiar to you:
1. Know the limits of your own memory for a particular task and create a means of external support.
2. Self-monitor your learning strategy, such as concept mapping, and then adapt the strategy if it isn't effective.
3. Notice whether you comprehend something you just read and then modify your approach if you did not comprehend it.
4. Choose to skim subheadings of unimportant information to get to the information you need.
5. Repeatedly rehearse a skill in order to gain proficiency.
6. Periodically do self-tests to see how well you learned something.
Metacognitive Strategies
Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities, and other formal or informal learning experiences.
1. Ask Questions. During formal courses and in post-training activities, ask questions that allow learners to reflect on their own learning processes and strategies. In collaborative learning, ask them to reflect on the role they play when problem solving in teams.
2. Foster Self-reflection. Emphasize the importance of personal reflection during and after learning experiences. Encourage learners to critically analyze their own assumptions and how this may have influenced their learning.
3. Encourage Self-questioning. Foster independent learning by asking learners to generate their own questions and answer them to enhance comprehension. The questions can be related to meeting their personal goals.
4. Teach Strategies Directly. Teach appropriate metacognitive strategies as part of a training course.
5. Promote Autonomous Learning. When learners have some domain knowledge, encourage participation in challenging learning experiences. They will then be forced to construct their own metacognitive strategies.
6. Provide Access to Mentors. Many people learn best by interacting with peers who are slightly more advanced. Promote experiences where novices can observe the proficient use of a skill and then gain access to the metacognitive strategies of their mentors.
7. Solve Problems with a Team. Cooperative problem solving can enhance metacognitive strategies by discussing possible approaches with team members and learning from each other.
8. Think Aloud. Teach learners how to think aloud and report their thoughts while performing a difficult task. A knowledgeable partner can then point out errors in thinking, or the individual can use this approach for increased self- awareness during learning. Another approach to thinking aloud is the working out loud approach. Listen to this interview with Jane Bozarth about working out loud.
9. Self-explanation. Self-explanation in writing or speaking can help learners improve their comprehension of a difficult subject.
10. Provide Opportunities for Making Errors. When learners are given the opportunity to make errors while in training, such as during simulations, it stimulates reflection on the causes of their errors.
In summary, metacognition is a set of skills that enable learners to become aware of how they learn and to evaluate and adapt these skills to become increasingly effective at learning. In a world that demands lifelong learning, providing people with new and improved metacognitive strategies is a gift that can last forever.
Metacognitive strategies often separate an expert from a novice.
References:
Hacker, Douglas J., John Dunlosky and Arthur C. Graesser (Eds.). Handbook of Metacognition in Education, 2009.
Pashler, H. et al., Organizing instruction and study to improve student learning. IES practice guide, 2007. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf
Smith, Cecil M. and Thomas Pourchot. Adult Learning and Development: Perspectives From Educational Psychology, 1998.
White, Barbara and John Frederiksen. A Theoretical Framework and Approach for Fostering Metacognitive Development. Educational Psychologist, 40(4), 211–223, 2005.
Wilson, Arthur L. and Elisabeth Hayes, Handbook of Adult and Continuing Education by American Association for Adult and Continuing Education.
Handbook of Metacognition in Education Douglas J. Hacker, John Dunlosky and Arthur C. Graesser (Eds.).
Who's Taking Nondegree Courses – and Why?
By Mark Lieberman Iside Digital Learning
Alternative credentials pose an increasing threat to the supremacy of the traditional degree as the key that unlocks a career path. But available options and student preferences haven't solidified, and they're evolving so quickly that it can be difficult to keep track of the increasingly convoluted market.
7 Report OUT Winter 2019
Alternative credentials pose an increasing threat to the supremacy of the traditional degree as the key that unlocks a career path. But available options and student preferences haven't solidified, and they're evolving so quickly that it can be difficult to keep track of the increasingly convoluted market.
A new report published last month by two researchers from Columbia University's Teachers College aims to ground discussions of the nondegree landscape in numbers rather than the speculation and hyperbole that often surrounds it.
Fiona Hollands, associate director and senior researcher at the college's Center for Benefit-Cost Studies of Education, and Aasiya Kazi, the center's program coordinator and researcher, concentrated their research on collections of massive open online courses packaged into specializations and micromasters programs. More than 3,000 students surveyed last spring were enrolled in six specialization programs offered on the Coursera platform and four micromasters programs on the edX platform between February 2017 and August 2018.
Specialization programs generally cost students between $39 and $79 per month, offering a certificate at the end of completion after a few months, but no academic credit toward a further degree. Micromasters programs on average cost between $900 and $1,000, culminating in the option of a credential that also serves as a ticket to apply for a full master's degree, either at the student's home institution or a different one. Free versions of the courses are also available. Results on student demographics, motivations, and preferences offer a look at the types of students who enroll in nondegree courses and hint at the potential for these offerings to play a
vital role in improving Americans' career prospects. Close to 80 percent of respondents reported already having an undergraduate degree, and 40 percent also had a master's degree. Only 16 percent of enrolled students had no prior degree, suggesting that massive open online courses appeal mainly to students with prior academic credentials-perhaps those looking to acquire new skills or advance their careers in new directions.
Sean Gallagher, executive director of Northeastern University's Center for the Future of Higher Education and Talent Strategy, and a close observer of the MOOC landscape, said the report bolsters his burgeoning theory that this market mainly appeals to students as a vessel for lifelong learning. "It's just more confirmation of the disconnect between a lot of the rhetoric that these alternative credentials are an alternative to college in that they might replace college degrees and diplomas," Gallagher said.
The report's findings around motivation lend credence to those theories. From a provided list of possible benefits, surveyed students most frequently indicated they're looking to improve performance in their current job. Other oft-cited motivations included needing help to start a new business, seeking new knowledge, and wanting to improve applications for new jobs.
The report shows that students enroll in MOOCs hoping that the substance of the courses will make them better at their jobs, and not purely as a resume item that could lead to a promotion or a new job, "which takes perhaps more investment in something like a degree," Gallagher said.
Only 30 percent of the micromasters students, and 40 percent of the specialization students, said they planned to earn the alternative credential at the end of the course or program. One quarter of respondents said they would enroll in all of the courses in the series without earning the credential. Students in these programs on average tend to be in their mid-30s, though the survey respondents included at least one specialization student who identified as eight years old, and one micromasters student who was 83. Nearly half of specializations students were white, a much larger share than in the micromasters program, wherein only 30 percent of surveyed students identified as white. Students in both programs hailed from more than 100 countries.
Slightly more than half of the surveyed students were paying for the courses themselves, while 21 percent were enrolled in free versions. Seven percent of learners received financial aid from either Coursera or edX, and five percent of students had half or all of the course fees paid for by their employer.
A vast majority of surveyed students (more than 80 percent) said they gave up leisure time to work on courses, while the remainder said the courses ate up time that would otherwise be reserved for paid work, studying, and family care.
Nina Huntemann, senior director of academics and research at edX, told Inside Digital Learning that the report reinforces the company's plan to provide "modular, flexible credentials that provide career advancement."
"What is encouraging from this report is that students are finding educational opportunities that are relevant to their current careers or desired career trajectory," Huntsman said in an email.
Inside Digital Learning also reached out to Coursera for comment, but they declined to comment because they weren't involved in the report.
Hollands and Kazi plan to continue their research with a follow-up survey upon students' completion of the credential program, and then another survey a year later to assess job performance. At the time of publication, most students hadn't yet responded to the post-completion survey, either because they hadn't yet finished the cycle of courses, or because they had no plans to do so.
Gallagher believes future reports could shed more light on the stackability of credentials into degrees, a phenomenon that only started taking off after the initial round of surveys began. "These microcredentials that stack into degrees are slowly beginning to remake the online degree market," he said. "A lot of these motivations-certainly the [return on investment] and the outcomes that students have-could potentially shift."
Most students enrolled in nondegree online programs already have degrees, and a minority actually want acredential, new data shows.
The Cognitive Advantages of Growing Older By Alison Gopnik
8 Report OUT Winter 2019
If, like me, you're on the wrong side of sixty, you've probably noticed those increasingly frequent and sinister "senior moments." What was I looking for when I came into the kitchen? Did I already take out the trash? What's old what'shis-name's name again?
One possible reaction to aging is resignation: you're just past your expiration date. You may have heard that centuries ago the average life expectancy was only around 40 years. So, you might think that modern medicine and nutrition are keeping us going past our evolutionary limit. No wonder the machine starts to break down.
In fact, recent research suggests a very different picture. The shorter average life expectancy of the past mainly reflects the fact that many more children died young. If you made it past childhood, however, you might well live into your 60s or beyond. In today's hunter-gatherer cultures, whose way of life is closer to that of our prehistoric ancestors, it's fairly common for people to live into their 70s. That is in striking contrast to our closest primate relatives, chimpanzees, who very rarely live past their 50s.
There seem to be uniquely human genetic adaptations that keep us going into old age and help to guard against cognitive decline. This suggests that the later decades of our lives are there for a reason. Human beings are uniquely cultural animals; we crucially depend on the discoveries of earlier generations. Older people are well-suited to passing on their accumulated knowledge and wisdom to the next generation.
Michael Gurven, an anthropologist at the University of California, Santa Barbara, and his colleagues, have been studying aging among the Tsimane, a group in the Bolivian Amazon. The Tsimane live in a way that is more like the way we all lived in the past, through hunting, gathering, and small-scale farming of local foods, with relatively little schooling or contact with markets and cities. Many Tsimane are in their 60s or 70s, and some even make it to their 80s. In a 2017 paper in the journal, Developmental Psychology, Prof. Gurven and colleagues gave over 900 Tsimane people a battery of cognitive tasks. Older members of the group had a lot of trouble doing things like remembering a list of new words, but the researchers also asked their subjects to quickly name as many different kinds of fish or plants as they could. This ability knowledge improves up to middle age, and then declines much more slowly, if at all.
So when I forget what happened yesterday but can tell my grandchildren and students vivid stories about what happened 40 years ago, I may not be falling apart after all. Instead, I may be doing just what evolution intended.
The later decades of our lives are there for a good evolutionary reason.
Higher Education Needs New Models
By Matthew S. Holland, Inside Higher Education
9 Report OUT Winter 2019
Over the last few years, we've heard much discussion about the disenfranchisement of the working class and our nation's failure to educate them. The lack of skilled workers is starting to have widespread repercussions. According to a recent survey by Manpower, 46 percent of U.S. employers are struggling to fill job vacancies, and for the seventh consecutive year, employers report that skilled trade vacancies are the hardest to fill. At the same time, many people in the middle class are finding it hard to afford the cost of higher education, leaving behind more and more people who wish to earn a degree but cannot handle the financial burden. Fortunately, a spirit of reform is in the air when it comes to higher education in general, and vocational education in particular. Lawmakers and higher education professionals are looking for ways to address declining enrollment numbers and skyrocketing tuition, as well as to repair the knowledge gap in today's work force.
For example, in spring of 2018, a group of university system presidents, chancellors, journalists, and others working in higher education gathered at Utah Valley University to discuss alternative models to the traditional four-year institution, which many believe, while still enormously relevant, needs to explore new pathways for students.
Articulation agreements, dual admissions, and co-located degrees are some of the methods higher education has been exploring lately. In Utah, three universities-including Utah Valley, where I previously served as president-use a "dualmission" model of higher education. That model combines under one roof the advanced training of a teaching university with the openness and vocational programs of a community
college. All three institutions began as vocational schools and gradually expanded into universities while retaining their community college and open-admissions roots. Weber State University pioneered this approach in 1991. UVU followed suit in 2008 and is now the largest public university in the state, with an enrollment of nearly 40,000 students.
Similar models have been cropping up across the country. One manifestation is merging universities with community colleges. Georgia, for example, has been combining some of its universities and community colleges, and Wisconsin began doing the same this fall. Both states saw the need to consolidate in this way when enrollment at rural community colleges started dropping as the population in those areas shrank.
Other states are developing dual-mission institutions through expansion rather than consolidation. Community colleges across the country have added select bachelor's degrees to their programs to answer local industry needs, as well as to provide an easier path for students to obtain a higher degree. Florida was one of the first to begin taking this approach. Some two-year-degree institutions are establishing formal collaborations with four-year ones. Pulaski Technical College, a technical school in north Little Rock, AK that offers classes in construction, collision repair, nursing and other subjects, has struggled with low graduation rates. Recently, it partnered with the University of Arkansas Little Rock to give students better opportunities by allowing them to transition more seamlessly to a baccalaureate program after obtaining a twoyear degree. Graduation rates are improving, said Pulaski chancellor Margaret Ellibee, a hopeful sign for the region.
We must provide better and more affordable opportunities for more people, writes Matthew S. Holland, citing a "dual-mission" approach as one example.
Many of these models can help universities save costs and keep tuition low by sharing staff, faculty members, and infrastructure. Meanwhile, the dual-mission model-or "dual function," as Georgia calls it-gives students who start on a vocational or community college track the certificate or twoyear degree they desire. It also allows them to continue toward an advanced degree much more smoothly and efficiently than if they were to transfer to a different institution.
This model can also help two-year colleges in rural areas keep young people in their communities by giving them options beyond an associate degree that don't require moving to an urban area. As many of those rural colleges have found, when two-year graduates transfer to a larger university in a more metropolitan area, they are less likely to come back and build a life in the community. This has been the case with Red Deer College in Alberta, Canada, where many of its graduates moved on to obtain degrees in bigger cities like Calgary and
Edmonton and didn't return. As a result, the college recently received approval to begin adding four-year degrees to its program, while retaining its mandate to provide vocational training and two-year degrees.
At the heart of all of these models is the idea that more options in higher education should be available to more people. At the recent gathering on dual-mission institutions, Raymond Cross, president of the University of Wisconsin System, said that one reason the system's 13 community colleges are merging with seven of its four-year universities, is that the state needs to retain access and expand opportunity, particularly as the population in its rural areas declines. "If we leave these communities, they'll fold up and be gone," he warned. Steve Wrigley, chancellor of the University System of Georgia, said that since his state began combining some of its community colleges and universities, students have gotten access to more degrees and are being served better. One college once offered only four bachelor degrees, he said. After the consolidation, that institution now provides 22. The dual-mission model is not for every institution, and it is not without its challenges.
However, the benefits go beyond even cost and quality preparation options for life and career. Incorporating a community college operation within a university environment also gives students who are less academically-oriented a greater sense of worldliness and self-assurance, while building practical skills and career readiness for those on an academic four-year path.
At the same time, it fosters robust social and academic interaction between both groups. As the nation and the world see more and more polarization between elites and the working class, the significance of this intangible benefit is hard to overstate.
Traditional approaches that strictly separate the functions of a community college and university still have their place, but the evidence already shows that those models alone are insufficient for our times.
10 Report OUT Winter 2019 43 50 Dual Enrolled Students Earn a Career Strategist Digital Badge at Cuesta College! Santa Barbara City College's Career Skills Institute is on the road to delivering a unique one-day career workshop to college students in the South Coast region.
Santa Barbara City College's Career Skills Institute (CSI) is on the road to delivering a unique one-day career workshop to college students in the South Coast region. For the past several months, SBCC has facilitated career workshops in the region to serve students and provide training on three key areas: career planning, strategic job search, and the benefits of LinkedIn. The goals of this project are to promote digital badging, to offer a single, universal and relevant badge to the region, and, most importantly, help guide students through the career planning process.
One of the objectives of this project is that each Career Technical Education (CTE) community college student will create a LinkedIn profile that is connected to their college webpage while they are still a student. This way, a college can continue to track a student's employment after the student has graduated. To prepare the students for the workforce, they receive a targeted one-day training on a strategic job search, how Lynda.com integrates with this process, and the necessary steps to create a professional LinkedIn profile. In addition, students who complete the workshop will receive a one-year subscription to Lynda.com, along with a South Central Coastbranded Career Strategist digital badge.
While SBCC is producing these one-day workshops at community colleges within its region, the long-term goal is for each of the colleges to have their own state-approved, noncredit curriculum focused on preparing students for a successful job and career search process. To that end, SBCC shared its curriculum with the region for the Career Strategist certificate and badge. In addition, should community colleges want to emulate the model set forth by SBCC's Career Skills
Institute (CSI), whereby a student can earn both a noncredit certificate of completion and a digital badge for their LinkedIn profile, each college will receive a digital badge starter kit from the same company that SBCC currently uses. Nearly 420 digital badges have been issued by CSI since its inception in Fall, 2015.
The first one-day Career Strategist workshop at Cuesta College in San Luis Obispo was attended by 50 dual enrollment high school students. The day kicked off with a general session on Career Planning and was followed by smaller break-out sessions on Strategic Job Search and LinkedIn. During the Strategic Job Search breakout, students learned about transferable skills and how the soft and hard skills acquired in current extracurricular activities could help them find a job. After re-framing their activities as job experience, students paired off for invaluable mock interviews.
During the LinkedIn breakout, students became animated once they learned that LinkedIn's mission is to provide their users with economic advancement opportunities, while Lynda. com's mission is to help you learn the skills you need to achieve your full potential. In addition, once students understood the social media piece of LinkedIn and how they could start investing in their professional online presence now, students commented that they would spend less time on other social media platforms and create more time for LinkedIn. By the end of the session, each student had created a LinkedIn profile and was starting to create professional network connections.
The day culminated in mock interviews where three adults interviewed one student at a time for five minutes. The student started by providing each of the interviewers with a copy of their resume and then were asked five to six questions during the allotted time frame. Each student then walked away with an interview score sheet filled out by each interviewer, along with verbal resume and interview tips. SBCC has received numerous thank you emails from the dual enrollment high school teachers saying how useful the day was and how excited everyone (teachers included) is to enhance their LinkedIn profile and connections. Teachers also expressed that the workshop would help them better integrate aspects of career search into their own curriculum.
SBCC has three more of these workshops planned for Spring 2019 (College of the Canyons, Ventura College and Moorpark College).
For more information on this project, or digital badges, please contact: Lee Yarborough, SynED Project Manager at firstname.lastname@example.org
Please submit success stories, case studies, innovative ideas, as well as questions, feedback, gripes, and concerns to: email@example.com www.syned.org
Report OUT
Winter 2019
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(Stinging Nettles continued)
including steamed, boiled, sautéed, added to soups, egg dishes, stir fries, etc. Some people consider them best for mixed dishes, rather than alone as a side dish, as the leaves can retain a distinct texture. Nettles can be dried and used in tea, or stored dry and used all year as an addition to soups, casseroles, etc. Nettles can also be used fresh by blending or juicing them.
Health and nutrition: Nettles are one of the most nutritious plants available, containing lots of protein by weight, high amounts of vitamin C, and beta carotene. They are also rich in minerals including iron, calcium, magnesium, and potassium.
Garlic Mustard
(Alliaria petiolata)
This non-native mustard family plant, introduced from Europe, has a savory flavor, with a mildly garlicky taste, and some spiciness and bitterness. It grows aggressively in most of North America and is considered an "invasive" plant, as it emits an herbicide from its roots that inhibits native woodland plants from growing in its path.
How it grows: Garlic mustard is very cold tolerant, with leaves starting to come out in late winter. During its second season it grows to about 3 feet tall, with clusters of small white flowers and long, thin seed pods at the tip. It generally prefers shaded to partially shaded areas including forest floors and edges, roadsides and trailsides shaded by trees, fence edges, etc.
How to store: Garlic mustard can be stored for 7-10 days in the fridge.
Cooking tips: Garlic mustard leaves can be eaten raw or cooked. Generally use as a fraction of the raw greens in salad, or as a green on sandwiches or in burritos. It's also a nice addition to omelets, bean dishes, and other mixed dishes.
Health and nutrition: Garlic mustard is high in fiber, beta carotene, vitamin C, vitamin E, zinc, calcium, iron, manganese, and omega-3 fatty acids, among other beneficial phytochemicals.
Wild Edibles Resources
Edible Wild Plants: Wild Foods from Dirt to Plate, by John Kallas (includes lots of cooking tips)
The Forager's Harvest, by Samuel Thayer (includes in-depth preparation instructions)
Identifying and Harvesting Edible and Medicinal Wild Plants, by "Wildman" Steve Brill (includes wild edibles recipe section)
Nature's Garden, by Samuel Thayer (includes in-depth preparation instructions)
About City Market, Onion River Co-op
City Market, Onion River Co-op is a consumer cooperative, with over 10,800 Members, selling wholesome food and other products while building a vibrant, empowered community and a healthier world, all in a sustainable manner. Located in downtown Burlington, Vermont, City Market provides a large selection of local, organic ,and conventional foods, and thousands of Vermont-made products. Visit City Market, Onion River Co-op online at www.CityMarket.coop or call 802-861-9700.
Your Community-Owned Grocery Store 82 South Winooski Avenue Downtown Burlington, VT 05401 (802) 861-9700 • www.CityMarket.coop
Wild Edibles
Definition of wildcrafted: Wildcrafting is the practice of harvesting plants from their natural habitat for food, medicine, or other uses. City Market's wildcrafters are a small group of individuals, many of whom we have worked with for years. Before taking on new wildcrafters, we work to ensure that their knowledge base, practices and goals align with the values and goals of quality, safety and sustainability. They have signed a wildcrafter's sustainability pledge attesting to their commitment to ethical harvesting.
Thoroughly clean wildcrafted foods at home, particularly tender greens, roots, and tubers, to wash away any microbes that may be clinging to the surfaces. If you're new to a particular wild edible, eat it in moderation the first time. Just as some individuals are sensitive to commercial fruits or vegetables, wild edibles can cause allergic reactions and digestive disturbances (most commonly stomach upset) in some people.
Ramps/Wild Leeks
(Allium tricoccum)
Ramps are a wild-growing member of the onion family. Also called "wild leeks," these delicately pungent green plants share their name with the Abenaki-named Winooski River ("Onion River") as well as our own "Onion River Co-op."
How they grow: Ramps typically appear in late March and early April in cool, shady areas with damp soil, such as wooded areas beside streams, rivers, and lakes. About the size of a scallion, they have a white bulb, a slender stalk with a purplish tint, and two broad green leaves. In most areas, they are one of the first wild edibles to emerge from the ground.
How to store: Store ramps in a clean, dry plastic bag in the refrigerator for up to a week.
How to prepare: Wash ramps well under running water to remove any dirt from them. Trim off any roots clinging to the bulb. Once ramps have been washed and dried, you can use both the bulb and leaves for cooking.
Cooking tips: The flavor of ramps is stronger than scallions, often described as a cross between onions and garlic. In Appalachian regions, the most common way to cook them is to fry them with potatoes in a skillet and serve them with bacon, eggs, and biscuits. You can also slice them raw in salads, turn them into pesto, pickle them in vinegar, and use them in soups.
Health and nutrition: Ramps are a spring tonic, high in compounds that cleanse the blood, and high in vitamin C and beta carotene.
Ostrich Ferns/Fiddleheads
(Matteuccia struthiopteris)
Edible fiddlehead ferns are the coiled tips of a variety of fern called the Ostrich fern that is popularly eaten in Vermont, Maine, Quebec and the Maritime regions. Fiddleheads have a grassy, nutty flavor and a texture similar to asparagus.
How they grow: Fiddleheads typically emerge from the ground in tight clumps in mid-April to early May in wooded areas with rich, damp soil.
How to store: Use as soon as possible, or within 5 days, for best color and flavor.
How to prepare: Both the Ostrich fern stalks and the coiled fiddleheads are edible. Remove any brown, papery chaff clinging to the coil. Wash under cold water to remove any dirt.
Cooking tips: Fiddleheads should be thoroughly cooked before eating. They can be boiled or steamed until tender, and then dressed with a little butter. They can also be blanched until half tender in a little salted water and then sautéed with garlic in butter or oil and a little wine or stock. They are also delicious roasted with olive oil and sea salt. Incorporate into stir fry, pasta, pizza, and quiche.
Health and nutrition: With their dark green color, fiddlehead ferns are high in vitamin C, beta carotene, and minerals. Note: Most sources suggest avoiding raw fiddleheads, as they may cause stomach upset.
Wild Jerusalem Artichokes
(Helianthus tuberosus)
Jerusalem artichokes are a wildflower perennial in the sunflower family with knobby tubers that visually resemble ginger. Samuel de Champlain sent the first samples to France, noting the taste of the tubers was similar to artichokes (they are sometimes sold as "sunchokes"). The name "Jerusalem" is thought to be derived from the Spanish girasol and Italian girasole, which means "spinning sun."
How they grow: The plants grow in sunny areas in poor/ sandy soil conditions and shoot up and spread out from their network of tubers underground. The flowers bloom in late summer and the tubers sweeten and mature in the fall, particularly after the first hard frost.
How to store: Due to their thin skin, tubers will rapidly lose moisture; keep in sealed plastic bags in your fridge for up to 2 weeks.
How to prepare: Scrub tubers well. You can eat the thin skin of the tubers or, if you choose, you can peel them – however, after cutting, they begin to discolor and turn gray almost right away, so many recipes suggest tossing them into cold lemon or vinegar water before proceeding.
Cooking tips: Wild Jerusalem artichokes should be eaten cooked, and have a smooth, somewhat nutty flavor, somewhat reminiscent of freshly steamed artichoke. They can be boiled and eaten as a side-dish, pureéd into creamy soups, or roasted in chunks. When fully cooked, they have a softer texture than potatoes, which lends itself to long, slow braising. In fact, many sources recommend cooking them this way to avoid the digestive complaints associated with them (more on that below).
Health and nutrition: Jerusalem artichokes are high in an indigestible carbohydrate called "inulin". This may cause a gas in some individuals, creating abdominal discomfort. Eat Jerusalem artichokes in moderation the first time, and consider long, slow cooking to help ease digestion. As a side note, Jerusalem artichokes are cultivated for animal feed and for the fructose that gets used in the processed foods industry.
Stinging Nettles
(Urtica dioica)
The stinging nettle is a favorite of many herbalists and wild food enthusiasts due to its powerful healing properties and high nutrient content. It is an abundant, wild perennial plant introduced from Europe. Nettles have stinging hairs on their leaves and stems, which cause a mild tingling or burning sensation in the skin when the fresh plant is touched.
How they grow: Stinging nettles are one of the earliest spring greens, growing in dense colonies in many sunny areas including along fences at the edges of farm fields, along dirt roads and ditches, and near gardens or compost piles. The plants can grow quite tall, often reaching over 5 feet in height, and they can be mowed or clipped and grow back vigorously.
How to store: Fresh stinging nettles can be stored in the fridge, in a similar fashion to other greens. They should be handled carefully, perhaps with tongs or a plastic bag over the hand to avoid the sting. Once they are cooked or dried the stinging component is deactivated.
Cooking tips: Generally, when preparing nettles, the leaves are used and the tougher stem is removed. Stinging nettles can be prepared in many ways | <urn:uuid:afb74efd-c342-4c5a-8a5e-572690172626> | CC-MAIN-2019-09 | http://www.citymarket.coop/files/brochures/Wild_Edibles_Brochure.pdf | 2019-02-21T16:25:54Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00383.warc.gz | 328,119,151 | 2,209 | eng_Latn | eng_Latn | 0.997248 | eng_Latn | 0.997827 | [
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Curriculum Overview – The Greeks
We hope that this information will give you an understanding of what your child is learning at school and we encourage your involvement.
MATHEMATICS
We will be doing lots of work on fractions, decimals and percentages as well as consolidating our understanding of multiplication and division using formal written methods.
COMPUTING
Digital safety; using technology within other lessons
Art & Design
Art- Study of Apollodorus (Greek artist)
DT- Design, make and evaluate a bridge (science link)
GEOGRAPHY
Understand similarities and differences between human and physical geography of a region of the UK and a region in Europe.
Physical geography: volcanoes and earthquakes.
MUSIC
We will continue to work with Musicscool, learning the ukelele and improvisation skills.
YEAR 5- SPRING Term 2019
Theme: The Greeks
Mr Harvey, Ms Atkins, Ms Francis, Mr Young Ms McCloud, Ms Barbara, Ms Zainab, Ms Funmi
PSHE
ENGLISH Reading
Through daily guided reading sessions, pupils will be supported in reading with expression, fluency and expression as well as being able to infer information as well as answer more simple comprehension style questions., We will be looking at the authors use of vocabulary and the impact this has on the reader.
Writing
We will be using a core text in our English lessons to explore a variety of different genres. Throughout all of these, we will be ensuring that all pupils are secure with their spelling, punctuation and sentence structure.
PHYSICAL EDUCATION
KidFit this term we will be focussing on invasion games e.g. netball, football, cricket etc.
Science
Money matters- learning about financial responsibilities and money, savings and finance.
Who likes chocolate- Fair Trade.
Forces- Pupils will explore the effect of gravity and other forces, including air resistance, water resistance and friction.
They will also learn about how mechanisms, such as levers and pulleys allow a smaller force to have a greater effect.
HOW PARENTS CAN HELP: Ensure your child arrives to school on time with everything s/he needs.
Read with your child every day. Practise weekly spellings with your child. Practise times-tables or other number facts with your child.
Ensure your child has a quiet table to sit at and time allocated to do some of his/her home learning.
RE
Our second topic is Birth and Death, looking at how these are viewed in different cultures and religions.
IMPORTANT DATES
Homework is sent home every Friday and is due to be returned by Wednesday.
Half term holiday: Monday 18th February – Monday 25th February.
World Book Day: Thursday 7 th March 2019 | <urn:uuid:123a60cf-8d11-4127-b1f5-39d61e08864f> | CC-MAIN-2019-09 | http://www.leopoldprimary.co.uk/wp-content/uploads/2019/01/Year-5-Curriculum-Spring-2019%C2%A3.pdf | 2019-02-21T16:31:40Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00383.warc.gz | 388,986,538 | 561 | eng_Latn | eng_Latn | 0.997871 | eng_Latn | 0.997871 | [
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ST. THOMAS MORE CATHOLIC SCHOOL 2019 - 2020 APPLICATION FORM
Date: ________
Grade_____ Sex: F ____ M _____
Child: __________
____________________ __
Last Name)
(First Name)
(Middle)
Home Address:
_________
City/Zip:
Phone: ()
E-Mail Address:
Birthdate:
Birthplace:
SSN:
Fathers's Name:
SSN:
Religion:
Occupation:
Name of Emp:
Phone:
Cell Phone #:
Mother's Name:
SSN:
________
Religion:
Occupation:
Name of Emp:
Phone:
Cell Phone #:
Name(s) of Children currently attending S. T. M.
Number of Children in Family: Boys: Girls:
Parish in which you CURRENTLYreside in: _____________________________________________________
School Transferred from:
City/State/Zip:
HOME ENVIRONMENT: Language spoken at Home:
Parent(s) are:
Married
Divorced
Single
Legally Separated
Child Living with
: Mother & Father Mother Only
Father Only Mother & Stepfather
____Father & Stepmother
Guardian
Do you or your children have Internet Access? ( Yes No ) Do your children have access to e-mail ( Yes No )
HOW DID YOU HEAR ABOUT ST. THOMAS MORE: Referred by:
Advertisement Driving by School Live in the Parish
Which Newspaper
ST. THOMAS MORE SCHOOL FEES FOR 2019 - 2020
| Testing Fee Per Child | $50.00 |
|---|---|
| Registration Fee Per Family | $250.00 |
| Re-Registration Fee Per Family | $200.00 |
| Material & Supply Fee Per Child | $375.00 |
| Graduation Fee | $375.00 |
| Mandatory Parent Meeting | $25.00 Missed Meeting Fee |
| Fundraising | $500.00 |
| Service Hours | Buyout Available |
| Morning Care | $4.00 per Child or $5.00 per Family |
| After School Care | $185.00 per month |
YEARLY TUITION RATES FOR 2019 - 2020
Tuition Assistance is available through the Catholic Education Foundation. Applications for the Catholic Education Foundation Tuition Assistance are available in the School Office.
ADMISSION POLICY
This Parish Elementary School in the Archdiocese of Los Angeles, mindful of its mission to be a witness to the love of Christ for all, admits students regardless of race, color or national and/or ethnic origin to all rights, privileges, programs and activities generally accorded or made available to students at this school.
The pastor and principal are responsible for determining the admission of students to St. Thomas More Catholic School. The school will strive to have Catholic education accessible to as many students as possible, both with its educational programs and financial considerations; however, it may be limited in its abilities to serve the educational needs of some students. No student shall be denied admission because of race, color, national and/or ethnic origin. However, priority for acceptance is as follows:
1. Preferences shall be given to active members of the parish.
2. Siblings of students enrolled in the school
3. Catholics Out of Parish
4. Non-Catholics
Children will be welcomed at St. Thomas More Catholic School if they have a record of acceptable behavior and can maintain the academic program of the school. The application process involves an assessment of the child's academic readiness, a parent orientation with the principal, and receipt of all required documents and a review of previous report card. New students are considered on probation for the 1 st trimester.
Assurance of parental cooperation and support of the signed contract is an essential factor in the acceptance of the students into St. Thomas More Catholic School each year. This includes the obligation to meet tuition payments on schedule and to comply with the policies in the handbook as well as the policies related to service hours and fundraising.
It is understood that the limited resources of archdiocesan schools may make it impossible to reasonably provide an appropriate educational environment for students needing additional support.
The needs of each student applying for admission must be considered. The principal will make the final decision about initial admission and continued enrollment in the school.
STATEMENT OF PHILOSOPHY
We at St. Thomas More Catholic School participate in the Church's mission of education by providing a Catholic environment of Christian life and learning. We strive to integrate the Gospel values in our daily lives and encourage our students to grow in their relationships with God, in their self-esteem and in their respect for one another.
Recognizing the uniqueness of each child, we strive to provide an educational program, which directs the students to become responsible individuals and to live full lives through the integration and sharing of Christian values, experiences and knowledge.
Acknowledging parents as the primary educators of their children, we assist by providing an environment that will nourish the faith development of each person.
Our purpose is to foster the growth of the whole person. Through religious, intellectual, psychological, social, physical and aesthetic development, the full human potential of each individual may be attained.
SCHOOL CURRICULUM
The curriculum in all schools of the Archdiocese of Los Angeles is developed and based on the Common Core State Standards and California State Standards in specific academic areas along with the integration of Gospel values. St. Thomas More Catholic School's curriculum builds on and enhances the Archdiocesan curriculum/standards, and strives for a well-balanced curriculum by considering factors such as individual needs, instructional organization, strengths of the faculty, and current research.
Instruction is given in the core areas of Religion, Math, Social Studies, Science, and Language. In order to educate the whole student, classes in Music, Spanish, Physical Education, Art and Technology are incorporated across the curriculum. Accelerated Reader is a computer program that helps teachers manage and monitor children's independent reading practice.
Standardized tests (STAR) are administered four times a year in Kindergarten through 8 th grade in order to assess academic standing and project the needs of the students. A.C.R.E. (Assessment of Catechesis Religious Education) is administered to all fifth and eighth grade students once every year.
Extracurricular activities may include a variety of sports teams, academic decathlon, speech and debate, chess club, musical instrument lessons, liturgical dance, student government, and robotics club.
KINDERGARTEN
California State Law requires that children entering Kindergarten be five (5) years old by September 1 of the year they enter school. It is also expected that they have had some per-school experience in order to prepare them to enter into a new environment.
Kindergarten Curriculum
Religion is taught daily. Children are taught about the beauty of God's creation and how special each person is in this creation. They are taught how special each one of them is in God's Plan. They are taught to memorize certain prayers that are said daily in the classroom and at outdoor assemblies.
Based on Common Core Standards, the Language Arts curriculum includes identifying both upper and lower case letters, developing phonemic awareness, identifying rhyming words and understanding the concepts of print (D'Nealian Handwriting). Children then progress from letters to combining letters to make words and from making words to writing sentences. They begin to write short sentences independently and interactively using known words and inventive spelling. Children are also taught to comprehend and interpret reading materials appropriate to grade level as well as to build a beginning vocabulary. This is accomplished in the classroom and reinforced by using the Chromebooks / Computer Lab twice a week. Another integral part of the language curriculum is helping the children develop speaking and listening skills in order to communicate effectively.
Mathematics is presented to the children in many ways using Common Core Standards. The children progress from identifying small numbers and larger numbers, counting, working with number patterns, identifying geometric figures and developing number sentences. Children use manipulatives to work out some of the Math problems. They also have a chance to work with pattern blocks and other manipulatives as needed.
The Social Studies and Science Curriculum introduces the children to all aspects of our environment, famous people and Holidays as well as many interesting things that God has put on this earth to help us. Children are taught proper care of God's earth and their surroundings. They are taught to care for themselves, and be responsible to eat healthy foods and develop strong healthy bodies.
The children have daily singing and physical activities to develop their muscle control so that they many better achieve in the classroom and outside. Discipline is used to foster self-esteem and social responsibility to ensure that all students develop an appreciation for themselves and others.
KINDERGARTEN
California State Law requires that children entering Kindergarten be five (5) years old by September 1 of the year they enter school. It is also expected that they have had some per-school experience in order to prepare them to enter into a new environment.
Kindergarten Curriculum
Religion is taught daily. Children are taught about the beauty of God's creation and how special each person is in this creation. They are taught how special each one of them is in God's Plan. They are taught to memorize certain prayers that are said daily in the classroom and at outdoor assemblies.
Based on Common Core Standards, the Language Arts curriculum includes identifying both upper and lower case letters, developing phonemic awareness, identifying rhyming words and understanding the concepts of print (D'Nealian Handwriting). Children then progress from letters to combining letters to make words and from making words to writing sentences. They begin to write short sentences independently and interactively using known words and inventive spelling. Children are also taught to comprehend and interpret reading materials appropriate to grade level as well as to build a beginning vocabulary. This is accomplished in the classroom and reinforced by using the Chromebooks / Computer Lab twice a week. Another integral part of the language curriculum is helping the children develop speaking and listening skills in order to communicate effectively.
Mathematics is presented to the children in many ways using Common Core Standards. The children progress from identifying small numbers and larger numbers, counting, working with number patterns, identifying geometric figures and developing number sentences. Children use manipulatives to work out some of the Math problems. They also have a chance to work with pattern blocks and other manipulatives as needed.
The Social Studies and Science Curriculum introduces the children to all aspects of our environment, famous people and Holidays as well as many interesting things that God has put on this earth to help us. Children are taught proper care of God's earth and their surroundings. They are taught to care for themselves, and be responsible to eat healthy foods and develop strong healthy bodies.
The children have daily singing and physical activities to develop their muscle control so that they many better achieve in the classroom and outside. Discipline is used to foster self-esteem and social responsibility to ensure that all students develop an appreciation for themselves and others.
FACTS TUITION PAYMENT
For the 2019-2020 School Year, families can pay their tuition in one of two ways:
Full Payment of Tuition by the 1 st day of school, including books, will receive $100 discount on fundraising or waive their service hours. This payment is to be made directly to the school office.
Automatic Payments through FACTS Payment Plan. Payments can be made for nine months (September – May), ten months (August – May), eleven months (July – May) or twelve months (July – June). Payments can be made either the 5 th and/or the 20 th of the month. This method of payment will also be used for bi-yearly payments (first payment due on 9/20/19 with the second payment due on 1/20/20). Please note that there is a $48 fee (for plans 3 – 12 months) once a year to budget through FACTS Please note that if your payment is NSF, FACTS will collect $30 per missed attempt from your bank account.
If you budget through FACTS, your bank will automatically make the payments on your behalf to the bank used by FACTS. It is important to note that FACTS Management and the school never see your bank account or have any direct access to your account.
In deciding the above tuition policy and the FACTS Payment Plan, we did what we believe to be best for the school. We have used FACTS for sixteen years and have been happy with its success. It has greatly increased the financial stability of our school.
Your registration, fundraising moneys, etc., will continue to be collected through the School office. If you would like to include your Fundraising Buyout or your After School Care Fee in your FACTS, please let the School Office know before we electronically finalize your form through FACTS Management. Only Tuition and Books and the $48.00 fee will be collected through FACTS unless advised otherwise. | <urn:uuid:1315ca07-6633-4d4e-96c4-d5d3eea99646> | CC-MAIN-2019-09 | https://4.files.edl.io/3174/01/29/19/213748-f3259ef5-a936-43d7-8a75-2c07c7eb4b26.pdf | 2019-02-21T16:54:13Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00384.warc.gz | 471,377,988 | 2,686 | eng_Latn | eng_Latn | 0.964988 | eng_Latn | 0.998039 | [
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SUPPLEMENTAL ESL IV
Unit 2
Course Description
(Workshop Model)
Supplemental English as a Second Language consists of developing reading, writing, speaking, and listening skills. ESL teachers will use the appropriate leveled language objectives to build lessons for ELLs, which reflects what is covered in the general education program. In this way, all teachers work on the same New Jersey Student Learning Standards. The design of language objectives are based on the alignment of the World-Class Instructional Design Assessment (WIDA) Consortium's English Language Development (ELD) standards with the New Jersey Student Learning Standards (NJSLS). WIDA's ELD standards advance academic language development across content areas, ultimately leading to academic achievement for English learners. As English learners are progressing through the six developmental linguistic stages, this course will assist all teachers working with English learners to appropriately identify the language needed to meet the requirements of the content standard. At the same time, the language objectives recognize the cognitive demand required to complete educational tasks. The teachers will instruct students using the workshop model philosophy with the use of the "I DO, WE DO, YOU DO" method of instruction. Other skills such as grammar, vocabulary, listening, and speaking are infused in the exploration of effective reading and writing. The New Jersey Student Learning Standards are designed to provide a clear understanding of what students are expected to learn, providing teachers and parents the knowledge of what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the information and skills that our young learners need for success in college and careers. It is our goal to establish a community of learners to become productive citizens in society striving towards pursuing their life-long goals. Through an enriching and rigorous education and with on-going support, our students will be fully prepared for the future to compete successfully in the global economy.
.
Pacing Chart – Unit 2
Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular pattern
in learning
Quick Writes
Pair/trio sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash cards
Interviews
Role playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Guided Practice (We Do),
Independent Practice (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader's/Writer's Notebooks
Educational Technology Standards
8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1
Technology Operations and Concepts
- Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources
- Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.
Creativity and Innovation
- Apply previous content knowledge by creating and piloting a digital learning game or tutorial.
Communication and Collaboration
- Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.
Digital Citizenship
- Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
- Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.
- Compare and contrast policies on filtering and censorship both locally and globally.
Research and Information Literacy
[x] Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.
Critical Thinking, Problem Solving, Decision Making
- Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.
Computer Skills
Keyboarding - Demonstrate mastery of:
Home Row
Upper Row and Lower Row
Number Row
Shift Key
Basic Computer Skills – Demonstrate mastery of:
Acceptable Use Policies
Symbols of Technology
Dramatic Digital Video
Printer and Scanner
Identifying Computer Devices
Audience and Media
Word Processing- Demonstrate mastery of:
Creating and Organizing Content
Revising, Formatting, Proofreading, and Editing
Page Layout and Desktop Publishing
Copy, Cut, and Paste
Insert Clip Art, Columns, and Chart/Table
Headers/Footers
Bold/Alignment
Stamina - In accordance with NJSLS.ELA-Literacy.W.8.6
□ Use technology, including the Internet, to produce and publish writing and present relationships between information and ideas efficiently as well as to interact and collaborate with others.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3. Attend to personal health and financial well-being.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP10. Plan education and career paths aligned to personal goals.
CRP11. Use technology to enhance productivity.
CRP12. Work productively in teams while using cultural global competence.
WIDA Proficiency Levels
At the given level of English language proficiency, English language learners will process, understand, produce or use:
| 6- Reaching | Specialized or technical language reflective of the content areas at grade level A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level Oral or written communication in English comparable to proficient English peers |
|---|---|
| 5- Bridging | Specialized or technical language of the content areas A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports Oral or written language approaching comparability to that of proficient English peers when presented with grade level material. |
| 4- Expanding | Specific and some technical language of the content areas A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support |
| 3- Developing | General and some specific language of the content areas Expanded sentences in oral interaction or written paragraphs Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support |
| 2- Beginning | General language related to the content area Phrases or short sentences Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support |
| 1- Entering | Pictorial or graphic representation of the language of the content areas Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support |
| | Differentiated Instruction | | |
|---|---|---|---|
| | Accommodate Based on Students Individual Needs: Strategies | | |
| Time/General Extra time for assigned tasks Adjust length of assignment Timeline with due dates for assignments and projects Communication system between home and school Provide lecture notes/outline | | Processing Extra response time Have students verbalize steps Repeat, clarify or reword directions Mini-breaks between tasks Provide a warning for transitions Reading partners | Comprehension Precise step-by-step directions Short manageable tasks Brief and concrete directions Provide immediate feedback Small group instruction Emphasize multi- sensory learning |
Interdisciplinary Connections
History: “ History America: Land of Opportunity ”
Enrichment
The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the district's curriculum. Teachers are to accommodate based on student individual needs.
Seeking to build each learner's capacity to do the following:
- Open-ended activities and projects
- Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.
- Pose questions and exhibit sincere curiosity about principles and how things work.
- The ability to grasp concepts and make real world and crosscurricular connections.
- Generate theories and hypotheses and pursue methods of inquiry.
- Produce products that express insight, creativity, and excellence.
- Possess exceptional leadership skills.
- Evaluate vocabulary
- Elevate Text Complexity
- Inquiry based assignments and projects
- Independent student options
- Tiered/Multi-level activities
- Purposeful Learning Center
- Form and build on learning communities
- Providing pupils with experiences outside the 'regular' curriculum
- Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own grade level.
- A higher quality of work than the norm for the given age group.
- The promotion of a higher level of thinking and making connections.
- The inclusion of additional subject areas and/or activities (crosscurricular).
- Using supplementary materials in addition to the normal range of resources.
| | Grades: | | Unit: 2 | | Topic: Reading Information/Writing |
|---|---|---|---|---|---|
| | 9-12 | | Level 4-4.9 | | Informative/Explanatory |
| NJSLS: RI.9.1, RI.9.2, RI.9.3, RI.9.5 W.9.2, W.9.4 | | NJSLS: RI.10.1, RI.10.2, RI.10.3, RI.10.5 W.10.2, W.10.4 | | NJSLS: RI.11.1, RI.11.2, RI.11.3, RI.11.5 W.11.2, W.11.4 | |
| NJSLS Student Learning Standard | Language Objective | Essential Questions | Sample Activities |
|---|---|---|---|
| Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9.1, I. 10.1, RI.11.1,RI.12.1 . | (9-10) Read to cite and express explicit and inferential evidence from informational text at a grade 7-9 text complexity level. (11-12) Read and cite explicit evidence from informational texts within grades 9-11 complexity level using complex sentences with a variety of grammatical structures and content based vocabulary. RI.9.1, RI. 10.1, RI.11.1, RI.12.1 | What is the main idea? What are the details from the text that clearly support the main idea? What part of the text is not clear to you? How can you define a theme? | (9-10) Read with purpose and understanding. Identify the facts, terms, and basic concepts. List the most important details from the text. (11-12) Read and interpret the text. Identify the facts, terms, and basic concepts. List key phrases from the text and write sentences. |
| Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details RI.9.2., RI.10.2 RI.11.2, RI.12.2 | (9-10) Read to analyze how a central idea is developed by specific details from informational text at a grade 7-9 text complexity level. (11-12) Read and analyze how two or more themes develop using complex sentences with a variety of grammatical structures and content based vocabulary. RI.9.2., RI.10.2 RI.11.2, RI.12.2 | What are the themes of a text? What does the text mostly tell you about? What are the themes that support the main idea of the text? How does an author use complex sentences to convey meaning and support the central theme? | (9-10) Select the central idea of a text Brainstorm the information of a text. Identify two themes from the reading. (11-12) Select the central idea of a text. Brainstorm the information of a text. Identify two themes from the reading. Outline the information for an objective summary. |
|---|---|---|---|
| Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made. RI.9.3., RI.10.3 RI.11.3, RI.12.3 | (9-10) Read and analyze the impact of the author’s choice on the development of ideas in an informational text at a grade 7-9 text complexity level. (11-12) Read and analyze ideas or events in order to explain the interaction | How does the author use language to introduce and develop an analysis or series of events over the course of the story or text? | Determine the meaning of key words and phrases introduced in the text, including figurative, connotative meaning. Determine an author’s point of view or purpose in the text. Draw a timeline of the events in the story. |
| | and development of individuals, ideas or events in texts within grades 9-11 complexity levels using complex sentences with a variety of grammatical structures and content based vocabulary RI.9.3., RI.10.3 RI.11.3, RI.12.3 | | Determine which are the key ideas in the story. Why does O. Henry use Third –person omniscient narration in the story? Describe O. Henry’s writing style in the story. Why does he use sentence fragments in his narration? |
|---|---|---|---|
| Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9.5, RI.10.5 RI.11.5, RI.12.5 | (9-10) Read and analyze how the organization of the text develops an author’s ideas using an outline. (11-12) Read to analyze and evaluate the effectiveness of the structure used in an exposition or argument from grade level text using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary. RI.9.5, RI.10.5 RI.11.5, RI.12.5 | How does the author organize the text to develop the main idea? How does an author embed multiple, complex sentences with a variety of grammatical structures and precise content based vocabulary into the text? | Can you identify the main idea of the text? How does De Maupassant incorporate greed, pride and humility into the story? Can you cite examples of complex sentences from the text? Cite examples of content based vocabulary used in the text. How does an author develop a specific idea as you read a text? Can you find complex |
| | | | sentences that support the central idea of the text? |
|---|---|---|---|
| Write informative explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, of content. W.9.2, W.10.2 W.11.2, W.12.2 | (9-10) Write to convey complex ideas clearly and accurately by producing multiple, complex sentences with a variety of grammatical structures and precise, content- based vocabulary (11-12) Write to introduce, organize, and connect complex ideas by producing clear and coherent writing using multiple, complex sentences with a variety of grammatical structures and precise, content- based vocabulary. W.9.2, W.10.2 W.11.2, W.12.2 | How does the author convey complex ideas clearly within a text? How does a variety of grammatical structures and precise content- based vocabulary support the author’s ideas? | Identify the main idea in the text. Determine how the author utilizes a variety of grammatical structures to convey complex ideas within a text. Write a short composition that clearly conveys a complex idea through a variety of grammatical structures and precise content-based vocabulary. |
Unit Vocabulary
betel - N. an Asian nut with red juice and narcotic properties bazaar - N. a traditional marketplace of street of stalls, common in Eastern and Middle-Eastern countries
bait - V. to harass with persistent criticism or carping nimble - ADJ. quick and skillful in movement, agile; clever sneer - V. to use a facial expression of contempt or scorn jeer - V. to abuse vocally; to taunt or mock raj - N. a Hindi word for empire; British rule in India (17571947)
tyranny - N. cruel and unjust use of power; absolute rule through threat of violence prostrate - V. or ADJ. lying face down, submissively
bayonet - N. a knife that can be fixed to the end of a rifle and used as a weapon must - V. an annual period of increased sexual activity and intermale aggression in large mammals, especially elephants
mahout - N. the driver and keeper of an elephant municipal - ADJ. relating to local, city government
squalid - ADJ. foul and run-down and repulsive; dirty and wretched, as from poverty or lack of care coolie - N. an offensive name for an unskilled Asian laborer
imperialism - N. a policy in which a strong nation seeks to dominate other countries poitically, socially, and economically, forming an empire despotic - ADJ. characteristic of a despot, an absolute ruler or absolute rule
ravage
| | Unit Project (Choose 1) |
|---|---|
| After reading and examining George Orwell’s short story, “Shooting an Elephant” you should be able to an essay that examines its theme and structure. | |
Speaking Rubric of the WIDA™ Consortium*
| | Task Level | | Linguistic Complexity | | Vocabulary Usage | Language Control |
|---|---|---|---|---|---|---|
| | | Single words, set phrases or chunks of memorized oral language | | Highest frequency vocabulary from school setting and content areas | | |
| 1 Entering | | | | | | |
| | | Phrases, short oral sentences | | General language related to the content area; groping for vocabulary when going beyond the highly familiar is evident | | |
| 2 Emerging | | | | | | |
| | | Simple and expanded oral sentences; responses show emerging complexity used to add detail | | General and some specific language related to the content area; may grope for needed vocabulary at times | | |
| 3 Developing | | | | | | |
| | | A variety of oral sentence lengths of varying linguistic complexity; responses show emerging cohesion used to provide detail and clarity | | Specific and some technical language related to the content area; groping for needed vocabulary may be occasionally evident | | |
| 4 Expanding | | | | | | |
| | | A variety of sentence lengths of varying linguistic complexity in extended oral discourse; responses show cohesion and organization used to support main ideas | | Technical language related to the content area; facility with needed vocabulary is evident | | |
| 5 Bridging | | | | | | |
Adapted from ACCESS for ELLs® Training Toolkit and Test Administration Manuals, Series 103 (2007-08)
*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English is comparable to that of their English-proficient peers.
Writing Rubric of the WIDA Consortium (Grades 1-12)
| | Task Level | | Linguistic Complexity | | Vocabulary Usage | | Language Control |
|---|---|---|---|---|---|---|---|
| | | Single words, set phrases or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language. | | Usage of highest frequency vocabulary from school setting and content areas. | | Generally comprehensible when text is copied or adapted from model or source text; comprehensibility may be significantly impeded in original text. | |
| 1 Entering | | | | | | | |
| | | Phrases and short sentences; varying amount of text may be copied or adapted; some attempt at organization may be evidenced. | | Usage of general language related to the content area; lack of vocabulary may be evident. | | Generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text; comprehensibility may be often impeded by errors. | |
| 2 Emerging | | | | | | | |
| | | Simple and expanded sentences that show emerging complexity used to provide detail. | | Usage of general and some specific language related to the content area; lack of needed vocabulary may be evident. | | Generally comprehensible when writing in sentences; comprehensibility may from time to time be impeded by errors when attempting to produce more complex text. | |
| 3 Developing | | | | | | | |
| | | A variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity. | | Usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident. | | Generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference. | |
| 4 Expanding | | | | | | | |
| | | A variety of sentence lengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization | | Usage of technical language related to the content area; evident facility with needed vocabulary. | | Approaching comparability to that of English proficient peers; errors don’t impede comprehensibility. | |
| 5 Bridging | | | | | | | |
| | | A variety of sentence lengths of varying linguistic complexity in a single tightly organized paragraph or in well-organized extended text; tight cohesion and organization | | Consistent use of just the right word in just the right place; precise Vocabulary Usage in general, specific or technical language. | | Has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments. | |
| 6 Reaching* | | | | | | | |
GRADE 6-12 - RUBRIC
(Revised July 29, 2014)*
Narrative Task (NT)
*The rubric is subject to further refinement based on research and study*
| Construct Measured | Score Point 4 | Score Point 3 | Score Point 2 | Score Point 1 | Score Point 0 |
|---|---|---|---|---|---|
| Writing Written Expression | The student response: is effectively developed with narrative elements and is consistently appropriate to the task; demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas; establishes and maintains an effective style, attending to the norms and conventions of the discipline. | The student response: is mostly effectively developed with narrative elements and is mostly appropriate to the task, demonstrates coherence, clarity and cohesion, making it fairly easy to follow the writer’s progression ideas, establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline. | The student response: is developed with some narrative elements and is somewhat appropriate to the task; demonstrates some coherence, clarity, and/or cohesion, making the writer’s progression of ideas usually discernible but not obvious; has a style that is somewhat effective, generally attending to the norms and conventions of the discipline. | The student response: is minimally developed with few narrative elements and is limited in its appropriateness to the task; demonstrates limited coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear; has a style that has limited effectiveness, with limited awareness of the norms of the discipline. | |
| Writing Knowledge of Language and Conventions | | The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar and usage, but meaning is clear. | The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar and usage, that occasionally impede understanding, but the meaning is generally clear. | The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics; grammar and usage that often impede understanding. | |
ELL Resources
[x] Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
[x] "Word clouds" from text that you provide-http://www.wordle.net/
[x] Bilingual website for students, parents and educators: http://www.colorincolorado.org/
[x] Learn a language for FREE-www.Duolingo.com
[x] Time on task for students-http://www.online-stopwatch.com/
[x] Differentiation activities for students based on their lexile- www.Mobymax.com
[x] WIDA- http://www.wida.us/
[x] Everything ESL - http://www.everythingESL.net Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers
[x] ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox
best practices for various aspects of an English language classroom
[x] Hope4Education - http://www.hope4education.com
Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion forums, and tele-chats hosted by Hope Blecher-Sass
[x] Learning the Language http://blogs.edweek.org/edweek/learning-the-language/ Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English language learners
[x] FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135
[x] OELA - http://www.ed.gov/offices/OBEMLA
The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students
[x] New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/
[x] Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc
supported through the NJDOE, Office of Special Education Programs.
ELL Resources
Click on "Services" and scroll down to the library in your region.
[x] 1-Language.com - http://www.1-language.com Activities, exercises, worksheets, forums, chats, articles, and more
[x] Repeat After Us - http://repeatafterus.com/
The best collection of copyright-free English texts and scripted recordings
[x] Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il Games and quizzes for practicing vocabulary
Students K-12
[x] Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com Sites and resources for classroom instruction compiled by Keith Schoch
[x] Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com Tips, activities, information & links for students and teachers
[x] Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html
Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more
[x] 21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html
Implement "Centers" in a high school classroom using the i-pod touch
[x] Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in the humanities
[x] ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18 http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25 Search by college or location. Updated annually | <urn:uuid:1bccfdb7-de71-4fc2-a727-3536f8b78fdb> | CC-MAIN-2019-09 | http://www.paterson.k12.nj.us/11_curriculum/bilingual/Supplemental%20ESL%20IV%209-12%20pdf/Supplemental%20IV%20Unit%202.pdf | 2019-02-21T15:41:43Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00385.warc.gz | 430,394,363 | 6,656 | eng_Latn | eng_Latn | 0.925887 | eng_Latn | 0.984755 | [
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211
Know what services exist in our community, which ones are best suited to meet your needs, and how to access them. If you have ever tried to find the right resource to meet your specific needs, you know that it takes time and often a lot of phone calls.
Not anymore!
The next time you have a community resource question, just call 211 (your community resource know-it-alls)!
At 211, we know:
* where a single-parent can find childcare
* where students can find free and low-cost events and entertainment
* where a newcomer to Canada can learn to speak English
* where a senior can volunteer their time
* where a family can donate their new and gently-used household goods
And many other ways you can help your community and your
community can help you
We are here to provide community resource referrals to: individuals and families who are in need of support; helping professionals who are looking for a specific program or service for a client; and members of the community who want to give back through volunteering and/or donations.
It's the easiest way to get all the information you need on the social, health and government services in your community.
So, the next time you've got a community program or services question, dial 2-1-1 or visit www.211edmonton.com.
presenting
Options for Eating Healthy on a Budget
You can eat a whole day's worth of healthy food for about the same price as a meal out, all it takes is time and planning.
Don't be afraid to go to a store to just buy one item that you know is on sale.
Compare prices. Store and generic brands are typically less even if a brand name is on sale.
Shop with a grocery list and stick to it.
Bread: Day old or McGavins Bread Basket.
Save money by shopping at a dollar store first. Look for cereal, canned salmon, canned soup, canned pineapple, mayo, bouillon cubes and sweet chili sauce there.
Spices: Bulk Barn or Dollarama. You can also buy small amounts in bulk for less than packaged spices.
Shop first Tuesday of the month. Save-On Foods, Sobey's and Safeway offer 10-15% discount on the first Tuesday. Find out your grocery stores discount day and shop then.
Check flyers for sales and coupons. They may have coupons for buy one get one free.
Tools
Weekly Menu Planning
Being prepared is always a good idea. Jot down a supper idea for each day of the week and include a list of main ingredients. Don't forget your leftover day.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Favourites
When you create a great meal, write it down. Keep track of ingredients and substitutions so you can make it a staple at your table.
Buy canned soups with low sodium content or at the can for "reduced sodium", "low salt", and "no salt added".
Eat lots of fibre. Choose whole grains and whole wheat foods. Whole grains make you feel fuller, longer.
Buy a variety of fresh fruits and vegetables. The Canada Food Guide recommends adults get between 7 and 10 servings of fruits and vegetables each day. Children should have between 4 and 8 servings.
Aim to have 2 cups of milk a day. Milk is a great source of calcium and vitamin D.
A soup and sandwich combo makes a great lunch for every day of the week. Try a variety of different soup and sandwich combinations
Some Meal Ideas
Breakfast
Cereal with Milk, Orange Juice and Fruit
* cereal (1½ cup) (such as oat O's cereal, frosted wheat cereal)
* milk, 1% (1 cup)
* banana (1)
100% orange juice (½ cup)
AM Snack
* You can use a variety of fruit with this simple morning meal. Try apples, oranges, canned peaches or canned mandarins.
Yogurt with Fruit
* yogurt ( 3 /4 cup)
* sliced pineapple, canned in pineapple juice (½ cup)
Lunch
Salmon Sandwich and Soup
* whole wheat bread (2 slices)
* salmon, canned (75g)
* tomato, diced (1)
* lettuce, shredded (½ cup)
* celery, diced (½ cup)
Simple substitution: use canned light tuna if canned salmon not available. Choose light tuna over white to reduce the mercury levels.
* mayonnaise, light (1 ½ tsp)
* soup, beef and vegetables or lentil, canned (1 cup)
Tools
Shopping List
Using a list will help keep you on track of your grocery purchases. It is a really good habit to get into. Use the list below to write down the most common items you pick up from the store every shopping trip.
Tools
Some Meal Ideas
Notes
Cheap Supper Ideas for the Rest of the Week
Wednesday
Delicious Chicken Pizzarella - servings: 4-6
*
chicken thigh (1 thigh)
* •
* •
brown rice (1 cup)
2
broth, low sodium (
carrots (½cup)
broccoli (½cup)
3
cup)
Preheat oven to 350ºF. Place chicken into a baking pan. Combine tomato sauce, mushrooms, onion, and garlic and pour over chicken. Bake for 45 minutes. Sprinkle cheese over chicken. Bake again for 5 minutes or until cheese melts.
Boil noodles and steam carrots. Serve with chicken pizzarella for a delicious and nutritious meal.
/
Programs that Help Reduce the Cost
Food Banks
A food bank is a non-profit hunger relief organization that receives food donations to distribute to those in need. Food banks are found in most communities and rely on donors and volunteers to carry out day-to-day operations.
Edmonton's Food Bank
Each month, more than 13,000 people receive hampers from Edmonton's Food Bank or one of the over 210 agencies, churches or food depots with which we are affiliated. The Food Bank also distributes food to more than 350,000 meals and snacks each month. Approximately 40 per cent of clients served are children under 18.
When individuals call the Food Bank looking for assistance, they are asked questions about their situation such as their name, address, family size, source of income, and what has happened that has left them short of money and food. During this process, the individual may be provided with information on other helping agencies or groups such as low-cost housing, collective kitchens, free meals, free or low-cost household goods or clothing, a food co-op, employment information (resumes, access to fax and phone), Health For Two (pre-natal health connection), emergency shelters and immigrant services.
If you require food assistance, please call: 780.425.4190 Monday to Friday 8:30 am to 4:00 pm www.edmontonsfoodbank.com
Programs that Help Reduce the Cost
Wecan Food Basket Society of Alberta
The Wecan Food Basket Society is a membership based program where participants buy a $5 membership in order to purchase fresh food through the society. The Society buys food in bulk and then distributes it depots throughout the Edmonton area. Once a month, volunteer member drivers pick up food from the supplier (The Grocery People), members then count, sort and pack the baskets for pick up. Members pay on the first Friday of the month and pick up their food baskets on the third Thursday (or sometimes Friday) of the month. The monthly cost of baskets depends on if meat or produce or both are ordered.
For more information visit www.wecanfood.com or email email@example.com
Bread Runs
These Bread Runs provide free day-old bread and sometimes other food on a drop-in basis. Please refer to the specific services offered below.
Garneau United Church – 11148-84 Avenue Time: Saturdays from 9:00 a.m. to 10:00 a.m. Provides: free day-old bread on a drop-in basis.
Mill Woods Bread Run – 15 Grand Meadow Crescent Time: Saturdays from 10 a.m. to 11:30 a.m. Please arrive early Provides: free day-old bread and a variety of fruits and vegetables on a drop-in basis.
Freedom Centre Bread Run – 4925-134 Avenue Time: Wednesdays from 10:00 a.m. to 11:00 a.m. Provides: day-old bread, pastries, fresh vegetables and sometimes other food items when available.
*Bread Run times and location are subject to change. Please visit www.edmontonsfoodbank.com
Boil potatoes until soft inside.
Fry up celery, onion, and green pepper in oil in a frying pan over medium heat. Add potatoes and parsley. Reduce the heat to low. Pour the eggs over the vegetable and add salt and pepper. Allow the eggs to set without stirring. When the bottom of frittata is cooked, and the top is runny, add the cheese. Cover and cook for 5-7 minutes until eggs are set.
Optional: garnish frittata with tomatoes.
Friday
You bought a frozen pizza from a grocery store, so let's see how you can make it a healthier meal. Here's what you can do to make pizza night a more balanced choice:
Pizza Night
*
share your pizza - have 1-2 slices of pizza
* add 1 cup of salad or steamed vegetables to your pizza
* add 1 cup of milk (low fat or skim) to your meal
Cheap Supper Ideas for the Rest of the Week
Saturday
Tasty Pizza-style Fish - servings: 4
*
frozen fish fillets, thawed (½kg)
* tomato sauce (½ cup)
*
pepper, fresh, green, chopped (1)
*
parsley, fresh, chopped (1/4 cup)
* • •
½
basil, dried ( tsp)
mozzarella cheese, skim (1 cup)
rice, brown, boiled (2 cups)
Sunday
Leftovers Wrap Night - servings: 3
* wraps, whole-wheat (3)
* leftover cooked meats or fish
* leftover vegetables
* leftover potatoes or rice
Bread: Day old or McGavins Bread Basket. You have cooked all week and you probably have leftovers. Now it's time to clean out your fridge.
* mayonnaise, light (3 tsp)
7
Take your leftover meats or fish and place in the middle of the wrap. Add your leftover vegetables. Add 1 tsp of mayonnaise per wrap. Make the wrap. Serve with leftover potatoes, rice, or noodles – whatever you have available.
Preheat oven to 450ºF. Grease a baking dish. Place fish fillets in the dish. Pour tomato sauce on top. Sprinkle green pepper, parsley, basil, and cheese.
Bake for 10 minutes until the cheese is bubbly and fish flakes easily.
Boil the rice and green beans. Season to taste and serve with pizza-style fish! Enjoy your meal.
Programs that Help Reduce the Cost
Collective Kitchens
Collective kitchens are small groups of people who get together on a regular basis to plan and cook meals. Members share ideas and recipes while learning to improve their basic cooking skills. This includes planning, shopping and preparing meals for themselves and their families. By cooking together and sharing food, time and money are saved. Meals can be frozen and used when money is tight or time is limited.
Collective kitchen members meet once a month. Two members will do the shopping for the group the day before and the group will prepare four to five main dishes each time they meet. The cost varies by kitchen but may be as little as $2 per person in the family. Most kitchens operate in community settings such as community centres, churches and schools. Anyone who is interested in cooking and meeting new people can join a collective kitchen.
For more information on these programs, call Diane Thursby at 780.735.3044 or email: firstname.lastname@example.org
Basic Shelf Program
The Basic Shelf program is a series of workshops where a small group is taught how to cook and shop for food on a limited budget. The program is based on the strategy of keeping a 'basic shelf' of ingredients with which participants learn to create a variety of nutritious and affordable meals. The program is comprised of 10 weekly workshops and a team of facilitators leads the program, ensuring each workshop is educational and informative.
Participants receive "The Basic Shelf Cookbook" designed to utilize the basic shelf of ingredients, with tips on how to shop, store and cook on a limited budget. If you are interested in this program please contact Diane Thursby at 780.735.3044. or email: email@example.com | <urn:uuid:7c11cff7-f940-450a-a261-be335c51d5fd> | CC-MAIN-2019-09 | https://d10k7k7mywg42z.cloudfront.net/assets/5474abc4d4c96110d5001bd6/Options_Eating_Healthy.pdf | 2019-02-21T16:58:54Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00385.warc.gz | 547,668,149 | 2,670 | eng_Latn | eng_Latn | 0.997982 | eng_Latn | 0.998663 | [
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Objective
Learning Environment
Types of Students
Standards
Materials
Procedures
Application
Evaluation
Vocabulary Lesson Plan
The students will learn how to navigate through the Webs.com website with the help of an instructor. Then the students will go through the website and use the link to each week's vocabulary lesson to discover their new words. After viewing each new word and its definition, description, and examples, the student will use three of the ten new words to write a complete sentence for each on the blog portion of the Webs.com website.
The students will be in the fourth grade. Their ages will range from 8 to 9 years old. They are from a middle class suburban socioeconomic status. The students are a mix of females and males.
This lesson will take place in a quiet computer lab. There will be an instructor present so they can show the student how to navigate the website and answer any questions the students may have.
The standards addressed are:
* 4.1.5 Thesaurus Use
* 4.1.2 Vocabulary & Concept Development
* 4.6.2. Sentence Structure
* 4.6.2 Spelling
Computer Lab
Possibly a projector and projection screen connected to the instructor's computer so that the instructor may show the students how to navigate through the site and get to the desired destination.
Webs.com website
1. Create a Webs.com website that has links to the each week's vocabulary lesson, containing ten new vocabulary words. This site will also need an open blog where students can contribute their sentences.
3. Allow students to go through each of the vocabulary words in this lesson. They will discover the definition of each word, a descriptive sentence using the word, and examples of where you may encounter the word.
2. Show the students how to navigate through the site and get to this week's lesson. Answer any questions that students may have.
4. Let the students go onto the blog and write three sentences using one of the new ten words in each sentence. They may also use a thesaurus to find synonyms for this word to use as description in the sentences.
Using Webs.com the students will discover new vocabulary and be able to use their new knowledge in an online blog.
5. Evaluate the sentences presented by each student.
The instructor will read each of the student's sentences. The student will be evaluated on:
* Use of a new vocabulary word in the sentence (1 point for each)
* Creating a sentence and posting it on the blog (1 point for each)
* Proper description in the sentence for the vocabulary word used (2 points each)
12 points total | <urn:uuid:9d2ba2be-ac82-4043-be39-ca42b4b758a3> | CC-MAIN-2019-09 | https://wiki.itap.purdue.edu/download/attachments/10397902/vocabprimary.pdf?version=1&modificationDate=1258568043000&api=v2 | 2019-02-21T15:46:40Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00384.warc.gz | 745,561,768 | 540 | eng_Latn | eng_Latn | 0.998958 | eng_Latn | 0.998958 | [
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INFLUENZA VACCINE LIVE, INTRANASAL 2007-08 WHAT YOU NEED TO KNOW
1
Why get vaccinated?
3
Who can get LAIV?
Influenza ("flu") is a contagious disease.
It is caused by the influenza virus, which spreads from infected persons to the nose or throat of others.
Live, intranasal influenza vaccine is approved for healthy people from 2 through 49 years of age, who are not pregnant. This includes people who can spread influenza to others at high risk, such as:
Other illnesses can have the same symptoms and are often mistaken for influenza. But only an illness caused by the influenza virus is really influenza.
Anyone can get influenza, but rates of infection are highest among children. For most people, it lasts only a few days. It can cause:
* fever
* sore throat · chills
* fatigue
* cough
* headache
* muscle aches
Some people get much sicker. Influenza can lead to pneumonia and can be dangerous for people with heart or breathing conditions. It can cause high fever and seizures in children. On average, 226,000 people are hospitalized every year because of influenza and 36,000 die – mostly elderly.
Influenza vaccine can prevent influenza.
2
Live, attenuated influenza vaccine (nasal spray)
There are two types of influenza vaccine:
Live, attenuated influenza vaccine (LAIV) contains live but attenuated (weakened) influenza virus. It is sprayed into the nostrils rather than injected into the muscle.
Inactivated influenza vaccine, sometimes called the "flu shot," is given by injection. This vaccine is described in a separate Vaccine Information Statement.
For most people influenza vaccine prevents serious influenza-related illness. But it will not prevent "influenza-like" illnesses caused by other viruses.
Influenza viruses are always changing. Because of this, influenza vaccines are updated every year, and an annual vaccination is recommended. Protection lasts up to a year.
It takes up to 2 weeks for protection to develop after vaccination.
LAIV does not contain thimerosal or other preservatives.
* Household contacts and out-of-home caregivers of children from birth up to 5 years of age.
*Physicians and nurses, and family members or any one else in close contact with people at risk of serious influenza.
Influenza vaccine should be given to anyone who wants to reduce the likelihood of becoming ill with influenza or spreading influenza to others.
LAIV may be considered for:
*People who provide essential community services.
*People living in dormitories or under other crowded conditions, to prevent outbreaks.
4
Some people should not get LAIV
LAIV is not licensed for everyone. The following people should check with their provider. They may be advised to get the inactivated vaccine (flu shot).
* Adults 50 years of age and older or children 6 months up to 2 years of age. (Children younger than 6 months cannot get either influenza vaccine.)
* Children younger than 5 with recurrent wheezing.
* People who have long-term health problems with:
* Anyone with a weakened immune system.
* Children or adolescents on long-term aspirin treatment.
* Pregnant women
- heart disease
- kidney disease
- lung disease
- metabolic disease, such as diabetes
- asthma
- anemia, and other blood disorders.
* Anyone with a history of Guillain-Barré syndrome (a severe paralytic illness, also called GBS).
Inactivated influenza vaccine is the preferred vaccine for people (including health-care workers, and family members) coming in close contact with anyone who has a severely weakened immune system (that is, anyone who requires care in a protected environment).
Some people should talk with a doctor before getting either influenza vaccine:
* Anyone who has ever had a serious allergic reaction to eggs or another vaccine component, or to a previous dose of influenza vaccine.
* People who are moderately or severely ill should usually wait until they recover before getting flu vaccine. If you are ill, talk to your doctor or nurse about whether to reschedule the vaccination. People with a mild illness can usually get the vaccine.
When should I get influenza vaccine?
Plan to get influenza vaccine in October or November if you can. But getting vaccinated in December, or even later, will still be beneficial in most years. You can get the vaccine as soon as it is available, and for as long as illness is occurring. Influenza illness can occur any time from November through May. Most cases usually occur in January or February.
Most people need one dose of influenza vaccine each year. Children younger than 9 years of age getting influenza vaccine for the first time should get 2 doses. These doses should be given at least 4 weeks apart.
LAIV may be given at the same time as other vaccines.
6
What are the risks from LAIV?
A vaccine, like any medicine, could possibly cause serious problems, such as severe allergic reactions. However, the risk of a vaccine causing serious harm, or death, is extremely small.
Live influenza vaccine viruses rarely spread from person to person. Even if they do, they are not likely to cause illness.
LAIV is made from weakened virus and does not cause influenza. The vaccine can cause mild symptoms in people who get it (see below).
Mild problems:
Some children and adolescents 2-17 years of age have reported mild reactions, including:
* runny nose, nasal congestion or cough
* fever
* headache and muscle aches
* wheezing
* abdominal pain or occasional vomiting or diarrhea
Some adults 18-49 years of age have reported:
* runny nose or nasal congestion
* sore throat
* cough, chills, tiredness/weakness
* headache
These symptoms did not last long and went away on their own. Although they can occur after vaccination, they may not have been caused by the vaccine.
Severe problems:
* Life-threatening allergic reactions from vaccines are very rare. If they do occur, it is usually within a few minutes to a few hours after the vaccination.
Vaccine Information Statement
Live, Attenuated Influenza Vaccine (10/4/07) 42 U.S.C. 300aa-26
§
* If rare reactions occur with any product, they may not be identified until thousands, or millions, of people have used it. Over six million doses of LAIV have been distributed since it was licensed, and no serious problems have been identified. Like all vaccines, LAIV will continue to be monitored for unusual or severe problems.
What if there is a severe reaction?
What should I look for?
* Any unusual condition, such as a high fever or behavior changes. Signs of a serious allergic reaction can include difficulty breathing, hoarseness or wheezing, hives, paleness, weakness, a fast heart beat or dizziness.
What should I do?
* Call a doctor, or get the person to a doctor right away.
* Tell your doctor what happened, the date and time it happened, and when the vaccination was given.
* Ask your doctor, nurse, or health department to report the reaction by filing a Vaccine Adverse Event Reporting System (VAERS) form.
Or you can file this report through the VAERS website at www.vaers.hhs.gov, or by calling 1-800-822-7967.
VAERS does not provide medical advice.
The National Vaccine Injury Compensation Program
In the event that you or your child has a serious reaction to a vaccine, a federal program has been created to help pay for the care of those who have been harmed.
For details about the National Vaccine Injury Compensation Program, call 1-800-338-2382 or visit their website at www.hrsa.gov/vaccinecompensation.
9
How can I learn more?
* Ask your immunization provider. They can give you the vaccine package insert or suggest other sources of information.
* Call your local or state health department.
* Contact the Centers for Disease Control and Prevention (CDC):
- Call 1-800-232-4636 (1-800-CDC-INFO)
- Visit CDC's website at www.cdc.gov/flu
department of health and human services Centers for Disease Control and Prevention
Vaccine Information Statement
Live, Attenuated Influenza Vaccine (10/4/07) 42 U.S.C. §300aa-26 Reprinted by the American Academy of Pediatrics. Additional copies are available for purchase in pads of 100. To order, contact:
American Academy of Pediatrics
Web site - http://www.aap.org
HE0432
Elk Grove Village, IL 60007-1098
141 Northwest Point Blvd
Minimum Order 100
3-148/Rev1007 | <urn:uuid:1560cb77-cc51-4d20-84b6-e95e1031a1e3> | CC-MAIN-2019-09 | https://eastbaypedi.com/forms/Intranasal%20Flu%20Vaccine.pdf | 2019-02-21T15:49:26Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00388.warc.gz | 546,387,660 | 1,834 | eng_Latn | eng_Latn | 0.99767 | eng_Latn | 0.997713 | [
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How Much Protein Do You Need?
Protein is an essential element of any diet. How much protein the average person needs, however, has been the topic of debate for years.
Medical experts contend that most Americans get far too much daily protein from large portions of meat and eggs. They say while these sources are important — and in many cases easier to prepare — there are many other protein sources, such as beans and cheese.
Even so, it is difficult to give an exact amount of protein that each person should intake on a daily basis, since that amount will depend on several factors, including:
- gender
- age
- personal goals (bodybuilder, athlete)
- health factors (pregnancy, illness)
- dietary requirements (vegan, vegetarian)
- and more
There are, however, some points to consider as you decide how to achieve the most healthy daily levels of protein for your own body and goals.
More about Protein
Before exploring the amount of protein in select foods, and how much each person may choose to consume, it is important to first touch on the importance of protein to any diet. More than just a mere muscle builder, protein works in concert with enzymes and other elements in the body to support vital functions, such as metabolism. This means that while protein may help you gain muscle, it can also help you lose fat… at the same time!
Proteins are often referred to as the "building blocks" of a healthy body. In addition to muscle, skin and hair are also made or protein. Red blood cells are renewed every 120 days (four months) through a process that is dependent on protein.
Gauging Your Perfect Personal Protein Levels
Depending on your body goals, you may choose to take in more or less daily protein. However, this, too, has been a point of contention over the years, with the medical community saying that increased protein does not necessarily translate to more muscle mass, while fitness experts swear that it most certainly does.
Whatever your stance on the topic, it is important to note that some protein sources also carry with them high levels of fat and calories. For example, most cheeses — while an acceptable protein source and healthy in small doses — are often high in calories, fat and sodium.
One method by which to gauge a healthy protein level is the idea that adults should plan to get 10 to 35 percent of their daily calories from protein. This amounts to an average of 46 protein grams for women, and 56 protein grams for men.
Protein Sources
It is not difficult for most people to get foods that contain protein, since protein is present in many foods.
Animal Protein (Meat)
A three-ounce serving of meat — including red meat, poultry, and fish — contains an average of 21 grams of protein. An eight-ounce steak contains upwards of 50 grams of protein.
Dairy Protein (Yogurt & Milk)
An eight-ounce cup of yogurt contains an average of 11 grams of protein, while an eight-ounce glass of milk contains about eight ounces of protein.
Vegetable Protein (Including Beans & Soy)
A cup of beans contains an average of 16 grams of protein. Cooking beans does not alter the protein content. Tofu, edamame, soy nuts, and meat substitutes are other healthy protein choices.
Nut Protein
All nuts contain protein, typically in higher levels per serving than other foods. Like cheese, however, many nuts are also high in calories and cholesterol.
Other Protein Sources
Other healthy sources of protein include eggs, whole grains (brown rice, quinoa, granola), some vegetables (broccoli, spinach, asparagus), and other foods. ■ | <urn:uuid:09c61247-89a3-4c58-9ac5-185fa49dad28> | CC-MAIN-2019-09 | http://franksamandari.com/wp-content/uploads/2017/07/how-much-protein-do-you-need.pdf | 2019-02-21T15:40:37Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00388.warc.gz | 105,565,220 | 750 | eng_Latn | eng_Latn | 0.998035 | eng_Latn | 0.999057 | [
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Tips to Reduce Salt Intake
Why is it important to reduce your salt intake?
- Eating too much salt can cause your body to retain water making breathing more difficult for people with Lung Disease
How much salt do I need?
- Your goal is to keep your salt intake under 2300 mg (1 tsp)
- Having too much salt can make your blood pressure go up and increase your risk for heart disease
- Having high blood pressure can damage your kidneys
How to cut back on the salt in your diet:
- Remove salt shaker from table
- Use herbs or no-salt spices like pepper, onion powder, garlic powder, oregano, basil, etc.
- Avoid adding salt to food when cooking
- Read food labels and limit foods with more than 300 mg sodium per serving
- Eat less processed, packaged and fast foods
Try this recipe to help season your foods
No-Salt Seasoning
5 tsp onion powder
1 tbsp garlic powder
1 tbsp paprika
1 tbsp dry mustard
1 tsp dry thyme
Half a tsp pepper
Half a tsp celery seed
Directions:
1. Combine all ingredients in a small jar with a shaker top
2. Use for seasoning fish, poultry, cooked vegetables, soup and stews or place it on the table to use individually
Salt Substitutes:
- Salt substitutes are not for everyone. You should check with you doctor or dietitian before using a salt substitute.
Tips to Reduce Salt Intake
What foods are lower in salt?
- Fresh or frozen fruits and vegetables
- Whole grain breads, buns, cereals, rice, pasta and bannock
- Lentils, beans and barley
- Milk, yogurt and block cheese
- Fresh or frozen meats, wild meats, fish and chicken
- Eggs
- Peanut butter
- Unsalted nuts
What foods are higher in salt?
- French fries and potato chips
- Vegetable juices
- Canned or dried soups and instant noodles
- Canned vegetables and instant potatoes (try rinsing your canned vegetables with water before eating)
- Pickles, olives and sauerkraut
- Nachos, pretzels, popcorn, salted nuts and crackers
- Canned sauces, instant rice and pasta mixes
- Instant oatmeal
- Cheese slices and cheese spread
- Deli meats like ham, pepperoni, salami, bologna and beef jerky
- Hotdogs, smokies, sausages, bacon and canned ham
- Pickled foods
- Condiments like sea salt, seasoning salt, garlic salt, ketchup, mustard, barbeque sauce, soy sauce, teriyaki and salad dressings
2013 - 4. These materials were developed by the Clinical Subcommittee of the Chronic Disease and Network and Access Program of the Prince Albert Grand Council and its partners and funded by Aboriginal Health Transition Fund. These materials will expire in 2018 when the Clinical Practice Guidelines for Diabetes Prevention and Management in Canada are updated.
Printed by Campbell Printing Ltd.
Available on the Chronic Disease Network and Access Program website at: www.ehealth-north.sk.ca
Tips to Reduce Salt Intake
Reading a Label:
- When reading an ingredient list on a food label salt can be called salt, sodium or soda
- Monosodium glutamate also contains salt
- If the term salt, sodium or soda is listed in the first three ingredients or listed more than 3 times this food is considered a high salt food
- Aim for foods with less than 5% (150 mg) sodium
How much salt do you get in a day?
- 1 cup instant noodles = 730 mg
- Fried Chicken (1 thigh) = 1020 mg
- Egg roll (1) = 250 mg
- Sweet and sour chicken balls (3) = 390 mg
- 1 cup chicken fried rice = 800 mg
- 1 cup chicken chow mein = 982 mg
- 1 slice of pizza (deluxe) = 629 mg
- Hotdog (1) = 670 mg
- Sausage (1) = 400 mg
- 2 slices bologna = 620 mg
- 3 slices of bacon = 550 mg
- 1 tsp of salt = 2300 mg
- 1 tsp sea salt = 2300 mg
- 1 tbsp of soy sauce = 1230 mg
- 1 tsp garlic salt = 1480 mg
- 1 large pickle = 830 mg
- 1 cup tomato juice = 690 mg
- 1 tbsp of ketchup = 170 mg
- 60 ml gravy = 330 mg
- 1 tbsp barbeque sauce = 130 mg
- 1 tbsp teriyaki sauce = 700 mg
- 2 tbsp of cheese spread = 500 mg
- Processed cheese slice (1) = 310 mg
2013 - 4. These materials were developed by the Clinical Subcommittee of the Chronic Disease and Network and Access Program of the Prince Albert Grand Council and its partners and funded by Aboriginal Health Transition Fund. These materials will expire in 2018 when the Clinical Practice Guidelines for Diabetes Prevention and Management in Canada are updated. Printed by Campbell Printing Ltd.
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Language & Arabic Sections
Everybody Up (4)
Items Included in Everybody Up 5 Mid- Year exam
Everybody up (4) Units (1, 2, 3 and 4)
Dear parents,
Kindly, be informed that students must study from the Everybody up booklet before doing the net revision.
,السادة أًلياء األمٌر
ًأحيط سيادتكم علما , أنو على الطالب ً الطالباث مزاجعت منيج إنجليشي األسىز من
Everybody up booklet
.قبل حل ىذه الملشمتًجشاكم اهلل خيزا
Language & Arabic Sections Everybody Up (4)
1-Supply the missing parts in the following dialogue. ( helmet – am – What)
(2)
Everybody up (5)
Mid-year 2017-2018
Ali: -------------------------------------------------------------- do you like doing?
Omar: I like snowboarding.
Ali: Are you good at snowboarding?
Omar: Yes, I -------------------------------------------------------------------------
Ali: What do you always wear when you go snowboarding?
Omar: I always wear a --------------------------------------------------------------
2-Supply the missing parts in the following dialogue:
Ahmed: -------------------------------------------------------------------------------?
Mohamed: I go to the aquarium every Friday.
Ahmed: Do you like sea creatures?
Mohamed: --------------------------------------------------------------------------------
Ahmed: Is the eel as long as the seal?
Mohamed: --------------------------------------------------------------------------------
3-Supply the missing parts in the following dialogue:
Allam: What do you like doing?
Mohamed: I --------------------------------------------------------------------- fishing.
Allam: Where do you go fishing?
Mohamed: ----------------------------------------------------------------------------------
Allam: Who do you go with?
Mohamed: ----------------------------------------------------------------------------------
4-Supply the missing parts in the following dialogue:
Mike: Do you like plays?
Danny: ---------------------------------------------------------------------------------------
Mike: Good luck with the play.
Danny: ---------------------------------------------------------------------------------------
Mike: ------------------------------------------------------------------------------ is Julie?
Danny: Julie is the one wearing tree costumes.
Language & Arabic Sections Everybody Up (4)
5-Supply the missing parts in the following dialogue with:
(3)
Everybody up (5)
Mid-year 2017-2018
(long – much – meters – long – do )
Mazen: Do you like the spider crab?
Haneen: Yes, I --------------------------------------------------------------------------
Mazen: How ------------------------------------------- does the spider crab weigh?
Haneen: It weighs 19 kilograms.
Mazen: How -------------------------------------------------------- is the spider crab?
Haneen: It is 308 ------------------------------------------------------- long.
6-Supply the missing parts in the following dialogue:
Hamza: ------------------------------------------------------------------------?
Mazen: My father is the one with short, black hair and glasses.
Hamza: Which --------------------------------------------------------- is your mother?
Mazen: She's the one with the blue ----------------------------------------------------
7-Supply the missing parts in the following dialogue with:
(than – to – going)
Ali: Where are you ---------------------------------------------------?
Hamza :
I'm going --------------------------------- the zoo.
Ali: Is the lion as big as the elephant?
Hamza: No, the lion is smaller ---------------------------------- the elephant.
8-Supply the missing parts in the following dialogue:
Haneen: ------------------------------------------------------- is your favourite sport?
Hazem: My favorite --------------------------------------------------------------
Haneen: -------------------------------------------------------------- do you play it?
Hazem: I play it in the club.
Haneen: Who do you play football with?
Hazem: I --------------------------------------------------------- with my friends.
9-Supply the missing parts in the following dialogue:
Mike: -------------------------------------------------------------------------- wrong?
Danny: I can't --------------------------------------------------- my dictionary.
Mike: ---------------------------------------- worry. You can ------------------------- mine.
Danny: Thanks.
Language & Arabic Sections
Everybody Up (4)
10-Supply the missing parts in the following dialogue with:
(4) Mid-year 2017-2018
Everybody up (5)
Ali: ……………………………………………………………………like doing?
Omar: I like snowboarding.
Ali: Are you good at snowboarding?
Omar: Yes,……………………………………………………………………………………………………………………….
Ali: What do you always wear when you go snowboarding?
Omar: ………………………………………………………………………………………………………………………………….
1) Read and match:
1-Salwa is wearing
a- is very heavy. (---------)
2-I played
b- new and black gloves. (---------)
3-The Komodo dragon
c-volleyball yesterday. (---------)
2) Read and match:
1-The snake is the same
a-with her friends. (---------)
2-Don't worry b-you can borrow mine. (---------)
3-Aya is playing volleyball c-color as the grass (---------)
3) Read and match:
1-Are you good at skiing? a-the blue watch. (---------)
2-I want to wear
b-Yes, I'm very good at it. (---------)
3-Salma is the one
c-wearing black and white socks (---------)
4) Read and match:
1-Do you like plays?
a-used stones to make homes (---------)
2-Some people in ancient Rome b-He played a game on the computer. (---------)
3-What did Ted do in the afternoon? c-Yes, I like them a lot. (---------)
5) Read and match:
What color is Omar's hair?
a-is the same color as the leaf. (---------)
2-The butterfly
b-grilling hamburgers. (---------)
3-My mother is c-It's black (---------)
6) Read and match:
1-Whose canoe is the fastest? a-bigger than the chicken. (---------)
2-The dog is
b-always put on sunscreen (---------)
3-When you go to the beach,
c-Amir's canoe is the fastest. (---------)
Language & Arabic Sections Everybody Up (4)
7) Read and match:
(5)
Everybody up (5)
Mid-year 2017-2018
1-The cow is
a-I'd like the biggest one. (---------)
2-Which one would you like? b-They used the glass (---------)
3-What did they use to make cups? c-smaller than the hippopotamus.
(---------)
1) Unscramble:
1-good – Mona – very – at – surfing – is
-------------------------------------------------------------------------------------------
2-tallest – is – student – Who – the – your – class – in - ?
-------------------------------------------------------------------------------------------
3-,please – I'd – one – like – fastest – the
-------------------------------------------------------------------------------------------
4-Tuesday –What– on – you – did – do - ?
-------------------------------------------------------------------------------------------
5-like – do – What – look – you - ?
-------------------------------------------------------------------------------------------
6- Ahmed – baseball – yesterday – played.
-------------------------------------------------------------------------------------------
7-Octopus – fifty – The – kilograms – weighs
------------------------------------------------------------------------------------------
8-glue – can't – I – find – my
-----------------------------------------------------------------------------------------
9-a lifejacket – you – canoeing – When – go – wear - , always.
-----------------------------------------------------------------------------------------
10- The elephant – the – cow – bigger – is – than.
-----------------------------------------------------------------------------------------
2) Unscramble:
1-doing – What – mother – is – Amira's - ?
---------------------------------------------------------------------------------------------
2-wearing – She – sunglasses – is – your.
---------------------------------------------------------------------------------------------
Language & Arabic Sections
Everybody Up (4)
3-fastest – bike – Whose – is – the - ?
(6)
Everybody up (5)
Mid-year 2017-2018
--------------------------------------------------------------------------------------------
4-wear – Mona – to – black – the – one –wants.
-------------------------------------------------------------------------------------------
5-Monday – Ali – a project – on – on – worked.
-------------------------------------------------------------------------------------------
6-a project – did – use – make – What – you – to?
------------------------------------------------------------------------------------------
7-did – Omar – morning – What – do – Saturday – on - ?
------------------------------------------------------------------------------------------
8-watching – Ali –birds – likes – outdoors.
-----------------------------------------------------------------------------------------
9-clothes –She – shoes – likes – nice – and.
---------------------------------------------------------------------------------------
10-spaghetti – not- good – making – at – I'm – very.
--------------------------------------------------------------------------------------
3) Unscramble:
1-one – is – Which – yours?
-----------------------------------------------------------------------------------------------
2-homes – used – People – make – stones – to.
-----------------------------------------------------------------------------------------------
3-the page – your – of – Write – name – the top – at
----------------------------------------------------------------------------------------------
4-calculator – I – find – can't – my
---------------------------------------------------------------------------------------------
5- Heba - long, - black – has – straight, - hair
----------------------------------------------------------------------------------------------
6-like – one – Which –would – you?
----------------------------------------------------------------------------------------------
7- Danny – a fruit – is – salad – making
---------------------------------------------------------------------------------------------
Language & Arabic Sections Everybody Up (4)
8-the tiger – as – is – The snake – as – long
(7)
Everybody up (5)
Mid-year 2017-2018
-------------------------------------------------------------------------------------------
9-guitar – played – I – the – last weekend
-------------------------------------------------------------------------------------------
10- These – are – and - sunglasses – black- white
---------------------------------------------------------------------------------------------
4) Unscramble:
1-does – What – doing – he – like - ?
-----------------------------------------------------------------------------------------------
2-one – Which – smallest – is – the - ?
-----------------------------------------------------------------------------------------------
3-can – you – I – help
------------------------------------------------------------------------------------------------
4-does – much – How – weigh – crab – the - ?
-------------------------------------------------------------------------------------------------
5-the – is – How – lizard – long - ?
------------------------------------------------------------------------------------------------
6-did – What – use – they – homes – to – make - ?
------------------------------------------------------------------------------------------------
7-fishing – like – and – I – in – canoeing – river – the
------------------------------------------------------------------------------------------------
8-with – Work – your – group
------------------------------------------------------------------------------------------------
Language & Arabic Sections Everybody Up (4)
Write four sentences using these words.
(8)
Everybody up (5)
Mid-year 2017-2018
1-Write four sentences using the following w ords. Camping –Gorilla – Short – Baseball
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
2-Write four sentences using these words. Good – the same – look like - find
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
3-Write four sentences using these words. Wear – beetle – stick – play
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
4-Write four sentences using these words. Metal – earrings – shark – surf
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
Language & Arabic Sections Everybody Up (4)
5-Write four sentences using these words. Friend – grill – biggest – wavy
(9)
Everybody up (5)
Mid-year 2017-2018
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
6-Write four sentences using these words. Trip – green – shape – clay
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
7-Write four sentences using these words. Work – board – group – straight
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
8-Write four sentences using these words. as as – shopping – top – weather
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
9-Write four sentences using these words. Worry – wear – which – How
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
10-Write four sentences using these words. Brave – want – borrow – belt
------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
11-Write four sentences using these words. Is the same – weekend – look like – can't ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------
Language & Arabic Sections Everybody Up (4)
Choose the right answer.
(10)
Everybody up (5)
1. Good luck (with – in) the play.
2. Good luck (in – with) the game.
3. Good luck (on – in) the test.
4. The dolphin is (as – more – most) long as the seal.
5. She (use – used – using) the computer yesterday.
6. When you go snowboarding, always (fasten – wear – play) a helmet.
7. How many (pen – pens – book) do you have?
8. Does Nora (like – likes – liked) (watch – watching) birds?
9. He is the one with a (glasses – gloves – beard).
10. What's your favourite day of the (weak – week – hour)?
11. I (use – practiced – talked) the piano last week.
12. The whale is as (longer – longest – long) as the shark.
13. Rasha is very good at (surf – surfing – ski).
14. I always make my bed (in – on – at) the morning.
15. Write your answer on the (bored – board – bird).
16. People used (wood – glass – clay) to make cups.
17. The caterpillars (look – looks – looking) like leaves.
18. How (long – often – tall) is the lizard?
19. My mother is the one (with – at – is) short hair.
20. What are you good (at – in – with)?
21. Helen likes (hiking – grilling – watching) burgers.
22. When you go (canoeing – canoe – surf), always wear a life jacket.
23. Nagy visited his friend (in – on – at) Monday.
24. People used (clay – stone – glass) to make bowls.
25. Randa is very good at (make – making- made) spaghetti.
26. This is the (better – best – good) cap.
27. What (do – does – done) the earrings look like?
28. Which one would you (liked – lies – like)?
Copy the following in good handwriting.
I help the weak
-------------------------------------------------------------------------------------------------
I respect and help old people.
-------------------------------------------------------------------------------------------------
Language & Arabic Sections Everybody Up (4)
1-Supply the missing parts in the following dialogue.
Ali : What do you like doing?
Omar: I like snowboarding.
Ali: Are you good at snowboarding?
Omar: Yes, I am.
Ali: What do you always wear when you go snowboarding?
Omar: I always wear a helmet .
2-Supply the missing parts in the following dialogue:
Ahmed : When do you go to the aquarium?
Mohamed: I go to the aquarium every Friday.
Ahmed: Do you like sea creatures?
Mohamed: Yes I do.
Ahmed: Is the eel as long as the seal?
Mohamed: No it isn’t.
3-Supply the missing parts in the following dialogue:
Allam: What do you like doing?
Mohamed: I like fishing.
Allam: Where do you go fishing?
Mohamed: I go fishing in the river.
Allam: Who do you go with?
Mohamed: I go with my brother.
4-Supply the missing parts in the following dialogue:
Mike: Do you like plays?
Danny: Yes I do.
Mike: Good luck with the play.
Danny: Thank you.
Mike : Which one is Julie?
Danny: Julie is the one wearing tree costumes.
5-Supply the missing parts in the following dialogue with:
Mazen: Do you like the spider crab?
Haneen: Yes, I do.
Mazen: How much does the spider crab weigh?
Haneen: It weighs 19 kilograms.
(11)
Everybody up (5)
Mid-year 2017-2018
Language & Arabic Sections Everybody Up (4)
Mazen: How long is the spider crab?
Haneen: It is 308 meters long.
6-Supply the missing parts in the following dialogue:
Hamza: Which one is your father ?
Mazen: My father is the one with short, black hair and glasses.
Hamza: Which one is your mother?
Mazen: She's the one with the blue skirt .
7-Supply the missing parts in the following dialogue with:
Ali: Where are you going ?
Hamza :
I'm going to the zoo.
Ali: Is the lion as big as the elephant?
Hamza: No, the lion is smaller than the elephant.
8-Supply the missing parts in the following dialogue:
Haneen: What is your favourite sport?
Hazem: My favorite sport is f o otball . OR Football is my favourite sport.
Haneen: Where do you play it?
Hazem: I play it in the club.
Haneen: Who do you play football with?
Hazem: I play with my friends.
9-Supply the missing parts in the following dialogue:
Mike: What’s wrong?
Danny: I can't find my dictionary.
Mike: Don’t worry. You can borrow mine.
Danny: Thanks.
10-Supply the missing parts in the following dialogue with:
Ali: what do you like doing?
Omar: I like snowboarding.
Ali: Are you good at snowboarding?
Omar: Yes, I am.
Ali: What do you always wear when you go snowboarding?
Omar: I always wear a helmet.
(12)
Everybody up (5)
Mid-year 2017-2018
Language & Arabic Sections Everybody Up (4)
1) Read and match:
Language & Arabic Sections Everybody Up (4)
1) Unscramble:
```
1-good – Mona – very – at – surfing – is Mona is very good at surfing. 2-tallest – is – student – Who – the – your – class – in - ? Who is the tallest student in your class? 3-,please – I'd – one – like – fastest – the I'd like the fastest one, please. 4-Tuesday – What – on – you – did – do - ? What did you do on Tuesday? 5-like – do – What – look – you - ? What do you look like? 6-Ahmed – baseball – yesterday – played. Ahmed played baseball yesterday. 7-Octopus – fifty – The – kilograms – weighs The octopus weighs fifty kilograms. 8-glue – can't – I – find – my I can't find my glue. 9-a lifejacket – you – canoeing – When – go – wear - , always. When you go canoeing, always wear a lifejacket. 10-The elephant – the – cow – bigger – is – than. The elephant is bigger than the cow. 2) Unscramble: 1-doing – What – mother – is – Amira's - ? What is Amira's mother doing? 2-wearing – She – sunglasses – is – your. She is wearing your sunglasses. 3-fastest – bike – Whose – is – the - ? Whose bike is the fastest? 4-wear – Mona – to – black – the – one –wants. Mona wants to wear the black one. 5-Monday – Ali – a project – on – on – worked. Ali worked on a project on Monday. 6-a project – did – use – make – What – you – to? What did you use to make a project?
```
Language & Arabic Sections Everybody Up (4)
7-did – Omar – morning – What – do – Saturday – on - ?
```
What did Omar do on Saturday morning? 8-watching – Ali –birds – likes – outdoors. Ali likes watching birds outdoors. 9-clothes – She – shoes – likes – nice – and. She likes nice clothes and shoes. 10-spaghetti – not- good – making – at – I'm – very. I'm not very good at making spaghetti. 3) Unscramble: 1-one – is – Which – yours? Which one is yours? 2-homes – used – People – make – stones – to. People used stones to make homes. 3-the page – your – of – Write – name – the top – at Write your name at the top of the page. 4-calculator – I – find – can't – my I can't find my calculator. 5-Heba - long, - black – has – straight, - hair Heba has long, black straight hair. 6-like – one – Which –would – you? Which one would you like? 7-Danny – a fruit – is – salad – making Danny is making a fruit salad. 8-the tiger – as – is – The snake – as – long The snake is as long as the tiger. 9-guitar – played – I – the – last weekend I played the guitar last weekend. 10-These – are – and - sunglasses – black- white These are black and white sunglasses. 4) Unscramble: 1-does – What – doing – he – like - ? What does he like doing? 2-one – Which – smallest – is – the - ? Which one is the smallest?
```
Language & Arabic Sections Everybody Up (4)
```
3-can – you – I – help Can I help you? 4-does – much – How – weigh – crab – the - ? How much does the crab weigh? 5-the – is – How – lizard – long - ? How long is the lizard? 6-did – What – use – they – homes – to – make - ? What did they use to make homes? 7-fishing – like – and – I – in – canoeing – river – the I like canoeing and fishing in the river. 8-with – Work – your – group Work with your group. 9-bee – is – The – smallest – the The bee is the smallest. 1-Write four sentences using the following words. Camping –Gorilla – Short – Baseball I will go camping with my family. I can see a gorilla in the jungle. I have short hair. I like playing baseball. 2-Write four sentences using these words. Good – the same – look like – find She is good at drawing. A snake is the same colour as the grass. She looks like her dad. Where did you find that book? 3-Write four sentences using these words. Wear – beetle – stick – play She is wearing glasses. The beetle is an insect. My dad has a brown stick. Good luck with the play. 4-Write four sentences using these words. Metal – earrings – shark – surf We use metal to make keys. I want to buy new earrings. The shark is dangerous. I want to surf the net.
```
Language & Arabic Sections Everybody Up (4)
5-Write four sentences using these words. Friend – grill – biggest – wavy
Dan plays baseball with his friends every Friday.
The elephant the biggest animal in the jungle.
Mum is grilling burgers.
She has short, wavy hair.
We went on a school trip last week.
6-Write four sentences using these words. Trip – green – shape – clay
I want the green dress.
Animals have many shapes and sizes.
We make bowls from clay.
7-Write four sentences using these words.
I go to work on foot.
Write the answer on the board.
I have long, straight hair.
Work – board – group – straight
Bees live in groups.
8-Write four sentences using these words.
Dan is as tall as his brother.
as as – shopping – top – weather
We go shopping on Fridays.
Write your name at the top of the page.
9-Write four sentences using these words. Worry – wear – which – How
What's the weather like?
Don't worry, I can help you.
She sometimes wears jeans.
Which one is your dad?
10-Write four sentences using these words. Brave – want – borrow – belt
How old are you?
She isn't brave enough to work at the circus.
We borrow books at the library.
I want to buy an in-line-skate.
Fasten your seat belt, please.
11-Write four sentences using these words.
The snake is the same colour as the grass.
We go to the club at the weekend.
I can't go surfing this weekend.
Is the same – weekend – look like – can't
She looks like her mum.
(17)
Everybody up (5)
Mid-year 2017-2018
Language & Arabic Sections Everybody Up (4)
Choose the right answer.
1. Good luck (with – in) the play. 2. Good luck (in – with) the game. 3. Good luck (on – in) the test. 4. The dolphin is (as – more – most) long as the seal. 5. She (use – used – using) the computer yesterday. 6. When you go snowboarding, always (fasten – wear – play) a helmet. 7. How many (pen – pens – book) do you have? 8. Does Nora (like – likes – liked) (watch – watching ) birds? 9. He is the one with a (glasses – gloves – beard ). 10. What's your favourite day of the (weak – week – hour)? 11. I (use – practiced – talked) the piano last week. 12. The whale is as (longer – longest – long ) as the shark. 13. Rasha is very good at (surf – surfing – ski). 14. I always make my bed (in – on – at) the morning. 15. Write your answer on the (bored – board – bird). 16. People used (wood – glass – clay) to make cups. 17. The caterpillars (look – looks – looking) like leaves. 18. How (long – often – tall) is the lizard? 19. My mother is the one (with – at – is) short hair. 20. What are you good (at – in – with)? 21. Helen likes (hiking – grilling – watching) burgers. 22. When you go (canoeing – canoe – surf), always wear a life jacket. 23. Nagy visited his friend (in – on – at) Monday. 24. People used (clay – stone – glass) to make bowls. 25. Randa is very good at (make – making - made) spaghetti. 26. This is the (better – best – good) cap. 27. What (do – does – done) the earrings look like? 28. Which one would you (liked – likes – like )?
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The Comprehensible Classroom's
WHAT IS CIRCLING?
an instructional resource from Martina Bex
HOW TO CIRCLE
DEFINITION
Circling is the instructional practice of asking a series of prescribed questions in the target language about a statement in the target language.
PURPOSE
Circling is used to provide students with contextualized repetitions of target structures. (A repetition is an instance in which a language learner understands a structure when she or he hears it or reads it.) Research shows that language learners need between 70-150 repetitions of a structure in order to acquire it into their permanent vocabulary. The range is so wide because (1) different researchers have given different numbers, (2) each learner has a different general 'threshold' of repetitions for acquisition, and (3) each structure requires a different number of repetitions for acquisition. The higher the value of the structure to the learner, the fewer repetitions will be needed.
PROCESS
Begin by making a statement in the target language. The statement should contain only ONE new target structure (vocabulary term or phrase), and the rest of the statement should be completely comprehensible to students (previously acquired vocabulary, cognates, and proper nouns). Follow it up with yes/no, either/or, and open-ended questions, and restate/recast the original statement after the answer to each question is given.To see the process in action, read through the example on page 3. The explanation of each step is in the right-hand column. Then, use the blank template on page 4 to plan out the questions that you will ask about a statement when you first try circling. Post the graphic from Page 5 on your wall to serve as a visual reminder of what questions you can ask and when.
Once a teacher has acquired the practice of circling, it is no longer necessary for him or her to ask EVERY question about EACH component of a statement. If we were to do this every time that we made a statement, students would quickly become disengaged. Once the teacher has acquired the practice of circling, the next step is to develop discretion: learning how to balance the number and variety of questions asked with the engagement level of students. To reduce the need to ask so many questions about a single statement (to get a high number of repetitions of a target structure from a single statement), use strategies like Personalized Questions and Answers and Storytelling that use the target structures many times in different statements. Instead of trying to elicit 20 repetitions from 1 statement, you can strive for 5 repetitions from each of 4 statements. This is a demonstration of me using circling during a story asking session in Spanish 1: www.youtube.com/watch? v=_Eq1vaaXFLA
*2●
CIRCLING TEMPLATE
Adapted from Laurie Clarcq
| SUBJECT | VERB | OBJECT ETC |
|---|---|---|
| John | eats | a pizza. |
| Does John | eat | a pizza? |
| Does Bob Does Michael Jordan Does the French teacher | eat | a pizza? |
| Does John | throw sell drop | a pizza? |
| Does John | eat | M&M’s? basketballs? the coffee? |
| WHO eats a pizza? | WHAT does John DO? | WHAT does John eat? |
| WHEN does Joohn eat a pizzaa? WHY does Joohn eat a pizzaa? WITH WHOM does John eat a ppizza? HOW does Joohn eat a pizzaa? HOW OFTEN doess John eat a ppizza? | | |
Remember to always re-state the original statement correctly after each question. For example, T: "Does John eat M&M's?" S: "NO!" T:"John does not eat M&M's; John eats pizza!"
CIRCLING TEMPLATE
Adapted from Laurie Clarcq
| SUBJECT | VERB | OBJECT ETC |
|---|---|---|
Remember to always re-state the original statement correctly after each question. For example, T: "Does John eat M&M's?" S: "NO!" T:"John does not eat M&M's; John eats pizza!"
SUBJECT
VERB
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"Old Testament History"
Joshua-Esther; 2 Chronicles 7:14, 36:15-16 1
The second group of books in our Bible is "Old Testament History," which records the events of nearly a thousand years. In general, these twelve books discuss six topics:
1. Israel's entry into the Promised Land under Joshua;
3. The division of the nation into the rival kingdoms of Israel and Judah;
2. Israel's life in the Land under the judges and the transition from theocracy to monarchy;
4. The decline and downfall of both kingdoms;
5. Judah's life in Babylonian exile; and
6. Judah's return from exile.
Whereas the Torah took us through the first four of God's seven covenants, the historical books take us through God's fifth covenant, the covenant with David and his successors for all time. Let's jump right in . . . .
JOSHUA
Whereas Numbers gives the history of the wilderness wandering under Moses, Joshua gives the account of the conquest of Canaan under Joshua, Moses' assistant and successor. Opinions vary about whether this conquest was sudden and cataclysmic or more gradual and infiltrative. Whichever it was, Israel never did succeed in expelling the previous occupants of the land completely, nor did Israel ever truly serve the Lord with all their hearts.
Joshua 3:15-17
15 Now the Jordan is at flood stage all during harvest. Yet as soon as the priests who carried the ark reached the Jordan and their feet touched the water's edge, 16 the water from upstream stopped flowing. It piled up in a heap a great distance away, at a town called Adam in the vicinity of Zarethan, while the water flowing down to the Sea of the Arabah (that is, the Dead Sea) was completely cut off. So the people crossed over opposite Jericho. 17 The priests who carried the ark of the covenant of the LORD stopped in the middle of the Jordan and stood on dry ground, while all Israel passed by until the whole nation had completed the crossing on dry ground.
Just as God affirmed Moses' leadership by the miracle of crossing the Red Sea, God affirmed Joshua's leadership by a similarly miraculous crossing of the Jordan River at flood stage as Israel entered the Promised Land at last.
Joshua 5:12
12 The manna stopped the day after they ate this food from the land; there was no longer any manna for the Israelites, but that year they ate the produce of Canaan.
The manna in the wilderness, whatever it was, was truly miraculous. On every day but the Sabbath, the manna would become filled with maggots by the next morning, such that fresh manna was needed every day; 2 but on the Sabbath, that same manna would remain good for two days . . . and then the manna ceased altogether as soon as Israel entered the land "flowing with milk and honey."
1 A sermon by Dr. David C. Stancil, delivered at the Columbia Baptist Fellowship in Columbia, Maryland on June 30, 2013.
2 The manna placed in the Ark at God's command was similarly preserved (Exodus 16:11-35).
Joshua 6:20
20 When the trumpets sounded, the army shouted, and at the sound of the trumpet, when the men gave a loud shout, the wall collapsed; so everyone charged straight in, and they took the city.
The miraculous conquest of Jericho is probably the best-known event in Joshua.
Joshua 24:15, 23
15 But if serving the LORD seems undesirable to you, then choose for yourselves this day whom you will serve, whether the gods your ancestors served beyond the Euphrates, or the gods of the Amorites, in whose land you are living. But as for me and my household, we will serve the LORD." 23 "Now then," said Joshua, "throw away the foreign gods that are among you and yield your hearts to the LORD, the God of Israel."
One of the sad things that recurs again and again is Israel's story is their reluctance and refusal to put away their idols and serve the Lord alone. We, too, serve the Lord with divided hearts far more often than not.
JUDGES
Between the death of Joshua and the establishment of Israel's monarchy, there intervened a period of about 350 years during which the nation's leadership consisted of a succession of twelve Judges who represented God with widely-varying degrees of holiness and effectiveness. You've likely heard of Deborah, Gideon, Jephthah, and Samson, but how familiar are you with Othniel, Ehud, Shamgar, Tola, Jair, Ibzan, Elon, and Abdon?
The basic outline of Judges repeats a four-fold cycle over and over: (1) the people commit spiritual rebellion and apostasy; (2) God exercises judgment on the people in various ways; (3) God raises up a judge who leads the people to repentance and renewal; (4) the people live under God's blessing for a time but soon lapse into rebellion and apostasy once more (Judges 2:18-19).
Judges 2:10
10 After that whole generation had been gathered to their ancestors, another generation grew up who knew neither the LORD nor what he had done for Israel.
In this one sentence is reflected the failure of an entire generation to pass faith and obedience on to their children. In our day, as well, we are never more than one generation away from spiritual collapse . . . and I fear that we are well on our way.
Judges 6:36-40
36 Gideon said to God, "If you will save Israel by my hand as you have promised— 37 look, I will place a wool fleece on the threshing floor. If there is dew only on the fleece and all the ground is dry, then I will know that you will save Israel by my hand, as you said." 38 And that is what happened. Gideon rose early the next day; he squeezed the fleece and wrung out the dew— a bowlful of water. . . .
Judges 16:28
28 Then Samson prayed to the LORD, "Sovereign LORD, remember me. Please, God, strengthen me just once more, and let me with one blow get revenge on the Philistines for my two eyes."
Gideon's fleece and Samson's escapades are probably the best-known events in Judges.
Judges 21:25
25 In those days Israel had no king; everyone did as they saw fit.
This sentence represents not only the last words in Judges but also a fitting summary of its message.
RUTH
The book of Ruth is a lovely short love story whose chief function in Scripture is to identify some of the ancestry of King David.
Ruth 4:21-22
21 Salmon the father of Boaz, Boaz the father of Obed,
22 Obed the father of Jesse, and Jesse the father of David.
Ruth and Boaz were the great-grandparents of King David, through whose line the Covenant Promise and the Messiah would come.
Ruth 1:16-17
16 But Ruth replied, "Don't urge me to leave you or to turn back from you. Where you go I will go, and where you stay I will stay. Your people will be my people and your God my God. 17 Where you die I will die, and there I will be buried. May the LORD deal with me, be it ever so severely, if even death separates you and me."
This may be the most famous affirmation of devotion known to the world.
1 & 2 SAMUEL
In the original Hebrew versions of the Old Testament, Samuel, Kings, Chronicles, and Ezra-Nehemiah were all single books instead of pairs of books. Current English versions of the Hebrew Scriptures divide the books in the ways in which we are accustomed to seeing them, although they appear in a different order.
The book of 1 Samuel records the life and ministry of Samuel, the last of Israel's judges, and the reign of Saul, Israel's first king, recording the nation's shift from theocracy to monarchy.
1 Samuel 2:26
26 And the boy Samuel continued to grow in stature and in favor with the LORD and with people.
Luke 2:52 uses almost the exact same words to describe Jesus.
1 Samuel 3:1-10
1 The boy Samuel ministered before the LORD under Eli. In those days the word of the LORD was rare; there were not many visions. . . . 7 Now Samuel did not yet know the LORD: The word of the LORD had not yet been revealed to him. 8 A third time the LORD called, "Samuel!" And Samuel got up and went to Eli and said, "Here I am; you called me." Then Eli realized that the LORD was calling the boy. 9 So Eli told Samuel, "Go and lie down, and if he calls you, say, 'Speak, LORD, for your servant is listening.' " So Samuel went and lay down in his place. 10 The LORD came and stood there, calling as at the other times, "Samuel! Samuel!" Then Samuel said, "Speak, for your servant is listening."
Samuel's first word from the Lord is one of the better-known events in 1 Samuel. While Samuel had to learn to recognize the Lord's voice, as do we all, it's important to recognize that when God speaks to us, the content is often quite specific (cp. 1 Samuel 9:15-17, 16:7).
1 Samuel 17:45-47
45 David said to the Philistine, "You come against me with sword and spear and javelin, but I come against you in the name of the LORD Almighty, the God of the armies of Israel, whom you have defied. 46 This day the LORD will deliver you into my hands, and I'll strike you down and cut off your head. This very day I will give the carcasses of the Philistine army to the birds and the wild animals, and the whole world will know that there is a God in Israel. 47 All those gathered here will know that it is not by sword or spear that the LORD saves; for the battle is the LORD's, and he will give all of you into our hands."
David's destruction of Goliath, the Philistine giant, is a powerful example of courage and of trust in God.
The sequel of 2 Samuel tells the story of David's reign as a powerful warrior king who united the nation and considerably extended its borders and influence. Although the Bible says that David was "a man after God's own heart" (1 Samuel 13:14), it was true then, as it is now, that power wields a powerfully corrupting influence over the human heart. David's story can perhaps be told in just two verses, the first of which speaks of his power, the second of his arrogance and sin:
2 Samuel 5:4
4 David was thirty years old when he became king, and he reigned forty years.
2 Samuel 12:7
7 Then Nathan said to David, "You are the man!
1 & 2 KINGS
While David was exemplary in many ways, he was not effective as either a husband or as a father. Jealousy, intrigue, immorality and murder were never far from his household.
Solomon, David's second child with Bathsheba, became king after him, and Solomon enjoyed both prosperity and wealth, extending the kingdom to its farthest reaches and building the first Temple in Jerusalem to replace the Tabernacle that had been in use since the Exodus. Even so, Solomon followed in his father's philandering ways and seems to have been equally ineffective as a father.
Very shortly after Solomon's death, the United Kingdom split in two, with the ten northern tribes rejecting the Davidic dynasty and creating their own kingdom of Israel. The two southern tribes, Judah and Benjamin, remained under Davidic kings.
The book of 1 Kings records Solomon's reign, the division of the kingdom, and the powerful ministry of the prophet Elijah in the northern kingdom, ministry that included such memorable scenes as the showdown with the prophets of Baal on Mount Carmel and the confrontation with God shortly thereafter at Mount Sinai (chapters 18-19).
1 Kings 9:4-5
4 "As for you, if you walk before me faithfully with integrity of heart and uprightness, as David your father did, and do all I command and observe my decrees and laws, 5 I will establish your royal throne over Israel forever, as I promised David your father when I said, 'You shall never fail to have a successor on the throne of Israel.'
This is God's reaffirmation of the Davidic Covenant that would eventually be fulfilled in Jesus.
The sequel of 2 Kings begins with Elijah's transport to heaven in a chariot of fire and continues with the prophetic ministry of Elisha. The book includes the famous story of Naaman's healing of leprosy and more horses and chariots of fire that protect Elisha from enemy attack; but the preponderance of the book chronicles the sad stories of three hundred years of wicked leadership in both Israel and Judah.
The seventeen prophetic books at the end of the Old Testament record God's many efforts to turn the people back from rebellion and destruction during the period recorded in 2 Kings, but such reform was not to be. In the end, the northern kingdom was exiled to Assyria in 722 B.C., never to be heard from again. The southern kingdom would last a little longer, but would go into exile in Babylon in 587 B.C.
2 Kings 17:23
23 So the people of Israel were taken from their homeland into exile in Assyria, and they are still there.
2 Kings 25:21
21 So Judah went into captivity, away from her land.
1 & 2 CHRONICLES
If Leviticus doesn't derail your journey through the Scriptures, the genealogies with which 1 Chronicles begins are often sufficient to bring such progress to a halt. The eyes of most Westerners begin to glaze over after just a few verses of what we perceive to be genealogical trivia; and yet there is method to such madness.
Unlike the books thus far, the remainder of the historical books were written after the Exile, and not before it, and that changes everything. For the most part, 1 Chronicles parallels 2 Samuel and serves as a commentary on it, while 2 Chronicles parallels 1 & 2 Kings and serves as a commentary on those books.
The Chronicler wrote to address some urgent questions concerning the identity of Israel and to instill fresh confidence in the people. After being away from their homeland for several generations, the returning exiles found themselves unwelcome interlopers in a political system that had learned to get along without them very well indeed. Jerusalem and its magnificent Temple were in ruins, and the returning exiles were refugees in nearly every sense of the word.
The genealogies that begin the work trace Israel's ancestry all the way back to Adam, reminding the discouraged repatriates that their nation has been at the center of God's purpose from the very beginning of creation. Although they were now no more than a shadow of Israel's former glory, the genealogies reminded them of their divinely-blessed heritage and of God's covenant that has given the land to Abraham's descendants forever (2 Chronicles 20:6-7).
The Chronicler's retelling of Israel's glory and rebellion served to remind the returning exiles that, while they were demonstrably the heirs of David and were still God's Chosen People, obedience to God's covenant requirements was still essential if they were to succeed:
2 Chronicles 7:14
14 If my people, who are called by my name, will humble themselves and pray and seek my face and turn from their wicked ways, then I will hear from heaven, and I will forgive their sin and will heal their land.
It is also in Chronicles that we learn that Solomon's Temple (and the Second Temple, parts of which remain to this day) was built on Mount Moriah, that mountain where Abraham had been prepared to sacrifice Isaac, but God provided a sacrifice in Isaac's place (2 Chronicles 3:1).
Indeed, the entire sacrificial structure was designed from the first to point to the Lamb of God who had already been "slain from the creation of the world" (Revelation 13:8).
EZRA
We know of three significant groups of Jews who returned to Palestine after the Babylonian Captivity. One group, led by Zerubbabel, returned in 538 B.C. Ezra led the second group that returned in 458 B.C., and Nehemiah led a third return in 445 B.C.
These repatriates returned as strangers to a land that had a population of Jews who had not been taken into exile together with persons of other ethnic origins who had begun to settle there. In addition, the leaders in Samaria (the old northern capital) who now held power resented the resurgence of Jerusalem as a separate administrative and political center.
The returnees therefore found themselves in a hostile political environment in which their ethnic distinctiveness as a people uniquely dedicated to Yahweh was greatly compromised. The major post-exilic emphases, then, had to do with racial and ethnic purity (hence the genealogies), faithfulness in worship (hence the rebuilding of the Temple), and faithfulness in keeping God's Law (so as not to come under God's judgment yet again).
Ezra 3:10-12
10 When the builders laid the foundation of the temple of the LORD, the priests in their vestments and with trumpets, and the Levites (the sons of Asaph) with cymbals, took their places to praise the LORD, as prescribed by David king of Israel. . . . 12 But many of the older priests and Levites and family heads, who had seen the former temple, wept aloud when they saw the foundation of this temple being laid, while many others shouted for joy.
Because it was essentially built by poor refugees in a hostile environment, the Second Temple was not much compared with the grandeur of Solomon's Temple. Herod would later curry favor with the Jews by investing huge sums of government money in making the Temple glorious once again.
Ezra 6:14-15
14 So the elders of the Jews continued to build and prosper under the preaching of Haggai the prophet and Zechariah, a descendant of Iddo. They finished building the temple according to the command of the God of Israel and the decrees of Cyrus, Darius and Artaxerxes, kings of Persia. 15 The temple was completed on the third day of the month Adar, in the sixth year of the reign of King Darius.
Of all the prophets, only Haggai, Zechariah, and Malachi were post-exilic. Like the prophets before the exile, these three continued to call the people back to the true and wholehearted worship of God. The second Temple was dedicated in the spring of 516 B.C.
NEHEMIAH
Nehemiah was a Jewish exile who rose to high position in the court of Artaxerxes I, the Emperor of Persia (the Persians had conquered the Babylonians). Although the repatriates in Palestine had rebuilt the Temple some seventy years before, their failure to repair the protective walls of Jerusalem left them still vulnerable to their hostile neighbors.
With the Emperor's blessing, Nehemiah arrived in Jerusalem in 445 B.C., thirteen years after Ezra's return. Marshalling the Jews to concerted effort, Nehemiah was able to get the walls back to passable shape in just fifty-two days of herculean labor "from the first light of dawn until the stars came out" (Nehemiah 4:21).
Once the wall was completed, Nehemiah worked with Ezra to call the people back to holy living. It was especially problematic that the people had begun once again to intermarry with the local pagans and were no longer diligent about keeping the Sabbath.
Nehemiah 8:5, 8, 10
5 Ezra opened the book. All the people could see him because he was standing above them; and as he opened it, the people all stood up. . . . 8 They read from the Book of the Law of God, making it clear and giving the meaning so that the people understood what was being read. . . . 10 Nehemiah said, "Go and enjoy choice food and sweet drinks, and send some to those who have nothing prepared. This day is holy to our Lord. Do not grieve, for the joy of the LORD is your strength."
This passage records the reading of the Law to the people and their covenant to take its provisions more seriously. This passage is also the origin of the practice in some congregations to stand when God's Word is read.
ESTHER
Although Esther follows Nehemiah in biblical order, the events recorded in Esther precede the events in Nehemiah by about thirty years. The book of Esther explains the origins of the Feast of Purim, which celebrates the rescue of the Jews from attempted genocide. If the proposed genocide had succeeded, the Jewish people as a whole would have been destroyed, and the story of God's saving work in and through Abraham's descendants would have come to an end.
Esther is one of only two biblical books named for women (the other is Ruth). The book is unusual in that in its original form, there is no name, title, or pronoun referring to God.
"The book of Esther is a story par excellence. It has virtually all the ingredients that people through the ages have most loved in a story—a beautiful and courageous heroine, a romantic love thread, a dire threat to the good characters, a thoroughly evil villain, suspense, dramatic irony, evocative descriptions of exotic places, sudden reversal of action, poetic justice, and a happy ending." 3
Esther 4:12-16
12 When Esther's words were reported to Mordecai, 13 he sent back this answer: "Do not think that because you are in the king's house you alone of all the Jews will escape. 14 For if you remain silent at this time, relief and deliverance for the Jews will arise from another place, but you and your father's family will perish. And who knows but that you have come to your royal position for such a time as this?"
15 Then Esther sent this reply to Mordecai: 16 "Go, gather together all the Jews who are in Susa, and fast for me. Do not eat or drink for three days, night or day. I and my attendants will fast as you do. When this is done, I will go to the king, even though it is against the law. And if I perish, I perish."
Mordecai's famous challenge and Esther's courageous response continue to inspire courageous obedience among God's people to this very day.
After this quick overview of the historical books, I invite your attention now to the three verses that actually are the text for the morning:
3 ESV Study Bible, p. 852.
14 "If my people, who are called by my name, will humble themselves and pray and seek my face and turn from their wicked ways, then I will hear from heaven, and I will forgive their sin and will heal their land" (2 Chronicles 7:14).
15 The LORD, the God of their ancestors, sent word to them through his messengers again and again, because he had pity on his people and on his dwelling place. 16 But they mocked God's messengers, despised his words and scoffed at his prophets until the wrath of the LORD was aroused against his people and there was no remedy (2 Chronicles 36:15-16).
Now fast forward to Ezra's return to Jerusalem after the exile. When Ezra returned to Judah from Babylon, he was told,
1 The leaders came to me and said, "The people of Israel, including the priests and the Levites, have not kept themselves separate from the neighboring peoples with their detestable practices, like those of the Canaanites, Hittites, Perizzites, Jebusites, Ammonites, Moabites, Egyptians and Amorites. 2 They have taken some of their daughters as wives for themselves and their sons, and have mingled the holy race with the peoples around them. And the leaders and officials have led the way in this unfaithfulness" (Ezra 9:1-2).
Ezra himself was not guilty of the particular sin in question, but he recognized it as a huge problem for the nation. Here's how he responded: 3 When I heard this, I tore my tunic and cloak, pulled hair from my head and beard and sat down appalled. 4 Then everyone who trembled at the words of the God of Israel gathered around me because of this unfaithfulness of the exiles. And I sat there appalled until the evening sacrifice. 5 Then, at the evening sacrifice, I rose from my selfabasement, with my tunic and cloak torn, and fell on my knees with my hands spread out to the LORD my God 6 and prayed: "I am too ashamed and disgraced, my God, to lift up my face to you, because our sins are higher than our heads and our guilt has reached to the heavens" (Ezra 9:3-6).
1 While Ezra was praying and confessing, weeping and throwing himself down before the house of God, a large crowd of Israelites—men, women and children—gathered around him. They too wept bitterly (Ezra 10:1).
There's a lot more to the text than this, but here's the picture: when Ezra learned about the sins of his people, he fell to his knees, recognizing their sin to be a very serious matter. He knew that "a little leaven leavens the whole loaf," and sin in any part of an individual's life, or sin in any part of a nation's life, will, in time, contaminate the whole.
Identifying with the sins of his people, Ezra expressed shame for their sin, fear of the consequences of that sin, yearning that his people would come to their senses and repent, and hope that God would have mercy on them rather than send the judgment they obviously deserved. Ezra saw the danger and called his people to a time of fasting, prayer, and repentance.
Doubtlessly, there were many in the nation who did not respond to Ezra's call to prayer, but those who did "stood in the gap" for the rest. The metaphor of "standing in the gap" comes from Ezekiel, where God said, "I looked for someone who might rebuild the wall of righteousness that guards the land. I searched for someone to stand in the gap in the wall so I wouldn't have to destroy the land, but I found no one" (Ezekiel 22:30, NLT).
It doesn't necessarily take a lot of people to stand in the gap for a nation. God told Abraham that Sodom would be spared if only ten righteous people were to be found in it (Genesis 18:32). May God help us to be those people! | <urn:uuid:c53b73ae-eb8f-4da2-8989-d3253fdb2a46> | CC-MAIN-2019-09 | http://dcstancil.com/yahoo_site_admin/assets/docs/Old_Testament_History_Joshua-Esther.26573400.pdf | 2019-02-21T15:55:07Z | crawl-data/CC-MAIN-2019-09/segments/1550247505838.65/warc/CC-MAIN-20190221152543-20190221174543-00389.warc.gz | 66,883,170 | 5,782 | eng_Latn | eng_Latn | 0.998207 | eng_Latn | 0.998552 | [
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An Information and Resource Guide
of
Sports, Recreation, and Leisure Activities
for the
Visually Impaired and Blind
Compiled by Lynn Gautreaux Director of Outreach Services Louisiana School for the Visually Impaired www.lsvi.org
Table of Contents*
YouTube and Other Sports Demos*
Archery
Goalball
Showdown
Fencing
*If link is not active, go to YouTube and search for the appropriate link.
* This guide contains copyright information … copying this information for re-distribution is not permitted without the written permission of the authors.
2
Archery
The following is a description of the equipment and technique used, and the assistance needed when shooting archery as a person who is visually impaired.
Adaptive equipment includes a Foot-Marker, Tripod/Mount for Sight, and a Spotter …
Foot-marker: The foot-marker enables the visually impaired archer to return to the same position on the shooting line at the beginning of each shooting end. It is placed on the ground relative to the shooting line. It is placed so that the archer can back up against it, touching the back of her heels to the board at the position of the foot placement indicators protruding from the board. These foot placement indicators are adjustable depending on the archer's preferred stance. When the archer is standing properly, relative to the foot-marker, she will have one foot either side of the shooting line.
Tripod/mount for sight: The tripod holds the sighting aid. It enables the visually impaired archer to aim. When set up, it is indexed into the foot-marker so that they become one unit. The archer raises her bow and touches the back of her hand to a probe that protrudes from the sight. The archer is allowed one point of contact for sighting.
Spotter: A spotter will guide the visually impaired archer to the shooting line in the area of the foot-marker. The spotter will stand 3 feet behind the shooting line, directly behind the archer. The spotter will tell the archer where arrow hits the target after each arrow is shot. The spotter will indicate the color of the ring and the position in that ring by saying the clock face. Example: Red, 10 o'clock. Miss, 3 o'clock. After each shooting end, the spotter will guide the archer to the target so she can retrieve her arrows and may assist with scoring.
The best designs for the foot-marker and tripod are sturdy, adjustable and portable …
Sturdy: The foot-marker must not be susceptible to bending, cracking or breaking and … Must be able to withstand occasional accidental standing or stepping on it. The tripod used to mount the sighting aid must not wobble or flex.
Adjustable … The foot-marker and tripod must adjust according to an archer's height, stance and arm length when at full draw. The archer must be able to make quick adjustments to the sighting aid during shooting ends and efficient larger adjustments to the entire apparatus between shooting ends.
Portability … The tripod and foot-marker must be light-weight and collapsible in such a way that it can be transported easily in a vehicle or cargo compartment of a plane and when carried onto the shooting range. .
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How to Play Beep Baseball Abstract
Beep baseball provides a unique opportunity for individuals with visual impairment to play on a team. The skills necessary for fielding, batting and base running are provided in detail for coaches and educators to use as guidelines in a camp or physical education environment. The responsibilities of players, both visually impaired and sighted, are thoroughly discussed. Suggestions for space requirements and equipment lists are given as well as some training tips.
Beep baseball is a game started by the Telephone Pioneers in the 1960s, when Charles Fairbanks invented the beep baseball. They developed a set of rules not considered competitive enough by individuals with visual impairment, so the game virtually died from disinterest. In the mid 1970s, a group of athletes with visual impairment got together and developed a set of functional and highly competitive rules. The new rules gave individuals with visual impairment access to a team sport, a version of our national pastime, baseball (Mastro & Hassing-Bonnette, 2006).
Purpose of this article is to detail mechanics and responsibilities of each player in beep baseball, as contained in a unit of physical activity for children or adults with visual impairment. The article is designed to help coaches, physical educators, and recreation specialists begin to explore possibilities for educating any individual, whether child or adult, who wants to play, and discusses selected fundamental pre-requisite skills that should be taught in a well-rounded physical activity program.
The Game
There is a home plate and two bases, first and third bases, placed down a 100-foot baseline ten feet outside the foul line. There is no second base for safety reasons. Fielders do not throw the ball, also for safety reasons. A hit ball has to travel 40 feet to be fair. Foul balls are considered strikes, but the last swing has to be a complete miss.
Three things can happen when a person is at bat. The batter can hit the ball and make a run. A run is scored when the batter reaches the buzzing base (first or third) before a fielder picks the ball up, in hand, off the ground. The batter can also hit the ball, and be put out, or strike out (four strikes instead of three). One ball can be a pass ball, where the batter deliberately doesn't swing. Any additional pass balls are considered strikes. There are three outs per half an inning in a six-inning game. Ties between fielders and batters, unlike baseball, go to the fielders. In the event a ball is caught in midair, the side is retired, no matter how many outs there previously are. This has been done five times in the history of beep baseball (www.nbba.org).
Every player wears a blindfold, no matter what degree of visual impairment. Blindfolds make the game fair for everyone. Start using blindfolds on day one, so individuals can adjust to wearing them. Wearing blindfolds can be uncomfortable, hot, and sweaty; this discomfort is an additional reason everyone has to wear one.
There are several things teachers and coaches need to consider as they begin teaching beep baseball. Developmentally, it is good to start simple and progress to the difficult, especially with younger players. Let individuals learn to identify and locate one sound source (the buzzing base or beeping ball) before working with two. With younger players, 60 feet is a better beginning distance than the regular 100 foot baseline. A 20 foot foul line is also more appropriate than a 40 foot one. Batting off a tee gives beginning players chances to work on basic batting form, before working on timing with a pitcher. A 12-inch softball may be used for batting practice with younger children instead of the 16-inch beep baseball. For practice, on defense, two individuals at
4
each position can be used. The various skills should take place at stations, such as fielding (i.e. roll the ball to a fielder, making sure they demonstrate the correct defensive position), batting (i.e. developing a consistent swing), and base running (i.e. determining the location of the base, via sound, and running as straight and fast as possible to it). This will ensure benefits of practice time are maximized.
Coaching Pointers
Instructional Techniques
Coaches and instructors cannot be bashful about letting individuals learn the correct position of a skill by touch. This technique, known as tactile modeling, gives children an opportunity to explore with their hands what sighted children explore with their eyes. When explaining an arm is bent, how bent is the arm? Having no visual cues, it is easier and more efficient to have an individual feel your arm in the correct position. This goes both ways. One may need to use physical guidance, moving an individual's body parts through the skill, along with oral direction. The third instruction style is modeling, where a coach shows the player how an activity is done when the individual has functional vision (Lieberman, Modell, Ponchillia & Jackson, 2006; O'Connell, Lieberman & Petersen, 2006).
Fundamental Skills and Patterns
To do well in beep baseball, one has to practice fundamentals of fielding (defense), batting (offense), and running. Attention, concentration, and determination are extremely important components of playing any sport, especially beep baseball. Attention and concentration go hand in hand. What do they have to attend to?
Fielding
A fielder has to concentrate on--
♦ Proper ready stance for defensive play (feet shoulder-width apart, knees bent, leaning slightly forward)
♦ Location on the field (knowing their location according to the section of the field)
♦ Location in regard to other players (proximity and distance from home plate)
♦ Right or left handed batter (knowing this may help determine the direction the ball may travel)
♦ Male or female, and other information gleaned by the spotter at a glance should be relayed to the defense. Male or female becomes important because a 130-pound female rarely hits a one-poundball as far as a 230-pound male.
♦ Be ready when the pitcher says, "Ready? Pitch." (ball may be hit in fielder's direction)
♦ Listen for the spotter's call when the ball is hit
o Determine location of ball
o Locate other players to avoid collision
o Determine if in a position to help field ball
o Determine correct position to field ball
Batting
o Field ball if possible
Batters must attend to
♦ Safety in bat use (no one in the vicinity of a swinging bat)
♦ Position in relation to home plate when ones turn at bat (helps with development of consistent swing)
♦ Proximity to the tee, and how high ball is (how close batter is to the tee will determine whether they hit the ball with the correct part of the bat. Height of the ball will be determined by the batter's height, and the level of their swing)
♦ Listen for the "Ready? Pitch." of the pitcher (important for timing the swing)
♦ Timing and consistency of their swing (it is important for the batter to have the same timing, and constantly level swing)
♦ When ball is hit, which base has been activated? (umpire determines which base will be activated, first or third base only; the batter does not know until it begins buzzing)
5
♦ Run as straight and fast as possible to buzzing base (increases the chance of scoring a run)
♦ Be able to differentiate between buzzing base and beeping ball (batter might start running to the ball)
♦ Make sure runner is not going to collide with any defensive player (safety of all players is essential)
The offensive team consists of six players with visual impairment, and two sighted players, the pitcher and the catcher. The pitcher pitches to their own team. Often pitchers and catchers double up as spotters on defense but not always.
One of the most important parts of offense in beep baseball is ability of the player to bat the ball. Whether using a tee or a pitcher, ability of a player to swing a bat correctly is extremely important.
First, select a bat that is comfortable for the batter. The bat must be an aluminum softball bat. Baseball bats are illegal, and wooden bats have a tendency to break too easily when hitting a beep baseball. Beep baseballs weigh approximately 16 ounces.
Batting can be dangerous if players arbitrarily start swinging a bat. There should be a rule that no one swings a bat unless in the on deck circle, batter's box, or a designated area for practicing the batting swing.
Teaching a batting swing is an appropriate time to use either tactile modeling or physical guidance, depending on preference of the batter. The bat should be held with a relaxed grip, using just the fingers. When the batter is completing the swing is when the grip tightens.
In beep baseball, the pitching/batting sequence consists of, "ready, pitch," with the ball thrown, the pitcher is trying to hit the same space as the bat when the batter has their arms swinging in full extension. The pitcher attempts to hit the bat either on the top half or straight on. The swing should either be level, or with a slight upper cut. Line drives and pop flies are the best types of hits. The longer the ball is in the air, the more likely the batter will be called safe. As it is rare to catch the ball in the air, the defender usually waits for it to hit the ground to field it.
Each batter will have a different swing, depending upon ones experiences, height, and what each has been taught. Most batters should be in a comfortable, well-balanced stance on the balls of their feet. Weight should be equally distributed, or with 60% on the back leg, and 40% on the front (Russo and Landolphi, 1997). Most beep baseball players stand closer to the front of the box with the lead foot even with the front of the plate.
Some batters will stride into the pitch. The stride should not be too long. If it is, power of the swing is lost. As the swing begins there is a shifting of weight from the back leg toward the front leg. The back foot is in cement. The only thing it does is pivot on the ball of the foot. The front leg is straight, and has no bend in the knee. The back hip opens as the back toe and knee face the pitcher. The trunk also turns toward the pitcher. If the back foot comes off the ground, the batter will again lose power.
Position of the arms can be either both elbows facing down, or the back elbow elevated almost parallel to the ground. Pivoting of the back foot, and opening of the hips, and turning of the trunk, help the batter extend the arms across the plate. The bottom hand guides the bat, and the top hand snaps the bat through the contact point.
It is important to have a good follow through, so the batter gets the most power, distance, and height out of each hit. Batters should be careful not to throw the bat, since it is dangerous, and they will be called out.
To achieve a proficient swing, takes much time and practice. When practicing hitting, remember to use dead balls. Sound location is not used for batting, because the batter does not have time to react to a different height of the sound. A hit is produced through timing and consistency of the swing. If the only beep baseballs
6
available are still beeping, wait awhile. There will be plenty of dead balls.
Beginning batters may benefit from using a batting tee, so emphasis is placed on mechanics of the swing, and not necessarily timing of a pitched ball. A hint that may help in hitting off the tee is to place the batter's bat approximately two to four inches above the ball without telling the batter. It has been the experience of beep baseball coaches that most batters swing low.
Another tip to help batters develop a level swing is to use a snap-bat made by Wham-o. It lets the batter know when the swing is level by producing a distinctive sound. Another training tool can be a car tire with holes cut through the treads on the top and bottom. Put a steel fence post through the holes. A pin fastened at the bottom holds the tire in place while allowing it to spin. Batters should take the proper stance, and then swing the bat hitting the tire. This helps strengthen the grip, wrists, forearms, and shoulders, particularly helpful in beep baseball (American Sport Education Program, 1996).
Base Running
Coaches should observe batters' running gait, and form for efficiency. Common difficulties for individuals with visual impairment are
♦ Leaning back with their hands in front of them (may have been born visually impaired).
♦ Taking very small steps. (may not realize they are not taking a mature stride)
♦ Leaning forward (may have developed visual impairment later in life).
♦ Abnormal postures, such as rounded back or shoulders (Dawson, 1981; Gorton & Gavron, 1987). (Without a visual model, they may not realize their posture isn't typical of runners with sight)
When teaching a child with visual impairment sprinting skills, there are a number of criteria to consider
♦ Trunk should be straight, or leaning slightly forward with head up.
♦ There should be a point when both feet are in the air simultaneously
♦ Arms should be in opposition of one another. The front elbow should be as high as the shoulder with the hand at eye level. For the back arm, the elbow should be as high as the shoulder and both elbows should be bent at 90°. Correct use of the arms helps to lengthen the stride.
♦ Stride should land on the ball of the foot. Hips, knees, and ankles should be in alignment under the trunk.
♦ Nonsupport leg should be bent at a 90° angle and close to the runner's buttocks. This is a sprint, not a run.
Individuals with visual impairment may walk the baseline first to assure their knowledge of the distance. They should also be allowed to orient themselves to the field as a whole, including batter's box, on deck circle, and dugout. It is important for a sighted member of the team to check carefully for holes, dips, and other possible obstacles before practices begin, so players can be assured the way is clear. Individuals with visual impairment must learn to trust sighted members of the team.
Begin with individuals going toward the buzzing base as fast as they are comfortable, encouraging them to go faster each time they run the base. Coaches can use a stopwatch as motivation.
There are many ways to touch the base--
♦ Run by it, and slap it.
♦ Run over it.
♦ Tackle it.
♦ Slide (like a slide in baseball).
Any one of these techniques is suitable, as long as the runner is comfortable. Picture (Safe!)
7
Reminders
Determination on defense means, "if a ball is hit in my direction, I am going to make a putout." Determination on offense means to be consistent and determined to hit the ball, and score a run. This comes from practice, a competitive attitude, and knowing what teammates are going to do, and having faith they will do it. (L. Lopez, personal communication, August 3, 2006)
Remember, each player, whether visually impaired or sighted, has a function in beep baseball. Altering those functions means players may not know what is expected of them. Without consistency in rule application, international playability of the game is compromised. Team ability is weakened when altered expectations interfere with faith a teammate knows what the assignment is, and can fulfill their responsibility.
Defensive Play
The defensive team in beep baseball consists of six players with visual impairment and one or two sighted spotters. Each player has a specific job on defense.
(Diagram of Beep Baseball Player Positions)
The field is divided into five wedge shaped sections. Each section is numbered from one (next to first base) to five (next to third base). The only position that does not have its own segment is six, which handles deep balls. Position six players usually stand in section three -- their job is to back everyone up.
Defense for beep baseball differs from team to team, according to talent of defensive players, tendencies of specific batters, how spotter or spotters relay information on ball direction, and how the team practices. Some teams call the number of the player, but most call the number of the field section. How they call direction of the ball is determined by what is best for their team (e.g. ball hit up the middle, the call will probably be three).
When developing the concept of team defense, it is important to make sure all players who are visually impaired know both their own locations, as well as positions of other players. A verbal count off by defensive players should suffice. They need to know where they are in relation to other players, and segments of the field. For instance, if a player thinks they are in three but are actually in two, the ball is going past him on the right and they won't know until it's too late.
A good ready position means the player faces home plate, with feet shoulder width apart, knees bent, and leaning slightly forward at the waist, with hands relaxed and ready for action. After the ball is hit, the spotter quickly yells a number. Defensive players determine location of the ball. As the ball nears, players throw themselves in front, lying on one side, body straight, and arms above the head, with upper arm slightly forward to help protect the player's face. Legs should be outstretched with feet four inches apart. The body should be angled slightly forward so the ball is trapped, and not ramped up and over the player. This defensive position should be taught early in the week.
Most of the time, players do not try to catch the ball, because the beeping sound only comes from one side. Depending on direction the speaker is facing, the ball can sound higher, lower, left, or right from where it actually is. The most difficult ball to field in beep baseball is the one coming straight toward you. As mentioned previously, there have, in the history of beep baseball, been five balls caught, and plenty of people hit attempting. (National Beep Baseball Association n.d.). When a ball is caught, the side is retired, no matter how many outs are left.
An out takes place when a defensive player picks the ball up in hand off the ground before the offensive player reaches the buzzing base. The player making the play is not required to say anything, but it is a good idea to inform the rest of the team the ball has been fielded, increasing the safety factor. Common calls are "Up!"
8
"Caught!" and "Got it!" In competition, umpires should be careful to ascertain the player has control of the ball.
The coach should roll the ball slower in the beginning, and then faster as the week progresses, making sure spotters are correctly calling direction, and players are correctly identifying location. Check for defensive player's alignment in front of the ball. Make sure they are in good position for defense. Next, hit the ball so the defense gets used to the force of balls hit by a bat. Simulating a game could consist of sighted coaches hitting the ball and running the 100 feet to the buzzing base. This gives defensive players a more realistic practice experience.
Spotters' Responsibilities
Spotters are instrumental in helping individuals with visual impairment--
♦ Get into correct position on the field
o Make sure the fielder is in the correct section of the field
o Make sure the fielder is facing home plate
o Make sure the fielder is at the right depth of field
o Make sure the fielder is aware of every teammate's position
♦ Convey information regarding the batter
o Batter right or left handed
o Where the batter typically hits the ball
o Gender
♦ Determine quickly, and call out, direction of the hit ball
o The spotter yells one number for the section of field, once (1, 2, 3, 4, 5 and sometimes 6).
♦ Ensure safety of everyone involved
o They may not always be correct but it gives fielders a general direction of the ball.
Ensuring safety of players involves yelling, "Duck!" and "Stop!" to keep players from being hit by the ball, or colliding. When a spotter yells, "Duck!" or "Stop", every player on the field should immediately drop flat or stop. These are the only two calls, other than appropriate number for ball location, spotters may use without penalty.
Pitcher and Catcher
Two of the sighted members of the offensive team are pitcher and catcher. They may double as the spotters, depending on how much volunteer help each team has. Each of these players has a specific task. The pitcher, pitches; however, it is very different in beep baseball. Unlike baseball, the pitcher stands 20 feet away from home plate. The goal, with an underhand throw, is to put the ball where the batter swings. Most pitchers are very happy having a high earned run average, and low strike out ratio. Many pitchers wear protective equipment, such as a groin protector and catcher's mask, since they stand so close to the batter.
Pitchers in beep baseball have a specific cadence that does not change, because a hit takes place when consistency between pitcher and batter is maintained. The cadence of most pitchers is, "Set. Ready? Pitch (or Ball)." Set alerts catcher, batter, and defense the ball is going to be pitched. Ready? indicates the pitcher has drawn back the arm. Pitch signals release of the ball. Timing and consistency, rather than sound localization, produce a hit ball.
Over time, pitchers come to know their batters. They should be able to recognize each batter's condition, anxiety level, possible injuries, maturity of technique, and how it affects the swing. Either the batter can be corrected or the pitcher can make allowances. As pitchers and batters gain confidence in their abilities and expertise, they can start to adjust both the batter's position, and speed of the pitch to control where in the field the ball is hit.
9
Most catchers guide the batter from the on deck circle to the batter's box putting the end of the bat on home plate so the batter will be in the proper position. The catcher also provides a target (glove) for the pitcher. Position of the target may change from batter to batter. It is also the catcher's job to indicate, with silent hand signals, whether the pitcher should adjust higher or lower for that pitch. Silent signals are used so batters are not influenced to alter their swing (Mathenia, 1988). They will also notify the batter of any shift that takes place in the defensive team.
Umpiring
There can be as few as one, and as many as three, umpires depending on the number of qualified volunteers. If there is more than one, the head umpire has final say on any play during the game. Generally, the umpires have complete jurisdiction in administering the rules, and enforcing any penalties. They also count the outs, runs, and innings, and determine which base (first or third) is activated, without knowledge of the batter.
Sometimes, learning a new game isn't always enjoyable. Drills are not the most fun, but this situation can be alleviated with adequate equipment so things go quickly and smoothly. Having a 1:1 or 2:1 participant to coach/teacher ratio also helps, as athletes receive individual attention. There should be enough room for three widely spaced grassy fields (recommended grass length is two inches) so balls from one field do not interfere with another, either audibly or physically. Each field should be set up to provide fielding, batting, and base running practice for 10 to 12 players. There should be at least five live beep baseballs for each field, with any number of dead ones. A set of buzzing bases for each field is needed as well.
Conclusion
In conclusion, purpose of this article was to detail mechanics and responsibilities of each player in beep baseball as contained in a unit of physical education for children or adults with visual impairment. The article is designed to help coaches, physical educators, and recreation specialists begin to explore possibilities for educating children and adults who want to play. Also, this article was written to help outline selected fundamental pre-requisite skills commonly assumed a player should have learned, or should be taught, in a well-rounded physical education, sport, or recreation program.
References
American Sport Education Program (1996). Coaching youth baseball. Champagne, IL: Human Kinetics Publishing, Inc.
Dawson, M.L. (1981). A biomechanical analysis of gait patterns of the visually impaired. American Corrective Therapy Journal 35(3), 66 -71.
Gorton, B., & Gavron, S.J. (1987). A biomechanical analysis of the running pattern of blind athletes in the 100m dash. Adapted Physical Activity Quarterly 4, 192-203.
Leiberman, L., Modell, S., Ponchillia, P., & Jackson, I. (2006). Going Places (p. 28).
Mastro, J.V., & Hassing-Bonnette, T.Y. (2006) Our noisy national pastime revisited. Palaestra, 22 (4) (pp. 32 – 34, 36).
Mathenia, F. (1988). Beep baseball: Pitchers guide. Sioux Falls, SD: National Beep Baseball Association.
National Beep Baseball Association. (1995), Retrieved May, 2008, from www.nbba.org.
O'Connell, M., Lieberman, L.J. & Petersen, S. (2006). The use of tactile modeling and physical guidance as instructional strategies in physical activity for children who are blind. Journal of Visual Impairment & Blindness 100(8), 471 – 477.
Russo, J., & Landolphi, D. (1997). The fundamentals of coaching and playing baseball. Needham Heights, MA: Allyn and Bacon.
Author's Bio
Dr. James Mastro is a professor in Bemidji State University's Departments of Professional and Physical Education. He was the first person in the United States to earn a PhD in Physical Education who was blind. He is a seven time Paralympian (track and field, judo, wrestling and goalball) as well as a member of the National Beep Baseball Association Hall of Fame. Jim's involvement in Beep Baseball has been quite extensive. He was president from 1980 – 1984, ten times on the All Tournament Team and three times Most Valuable Player.
Benjamin Swarts is a Graduate Assistant. He is pursuing a master's degree in English at Bemidji State University. He is the Assistant Director for Northern Plains Visions of Sport camp.
Teresa Hassing-Bonnette is the Assistant Director for Northern Plains Visions of Sport camp; she works to coordinate campers, counselors and other staff as they experience a variety of recreational and competitive sports.
Bicycle Parts Via Jim Langley
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* Bike Rack Sale Lowest Prices on Thule Yakima Kuat Swagman SportRack Softride in stock
* The Bicycle Lube Experts How to Choose the Right Chain Lube Chain Cleaners, Maintenance Tips
Notes: Hidden by the crankset in this picture is the bottom bracket. There are actually two bottom brackets. You call the bearing assembly that the crankset spins on the bottom bracket. And you also call the part of the frame that the mechanical bottom bracket is screwed or pressed into the bottom bracket. Often the serial numbers of the bicycle are stamped into the bottom of the frame bottom bracket. Other common bicycle serial number locations include left rear dropout & on the bottom of the frame seat tube above the bottom bracket.
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Description of Bicycle Parts From
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Bottom bracket Attachment of crankset to body of bike. Replacing or adjusting bottom bracket.
Brake cable Cable connecting the brake lever to the brake mechanism. Cleaning cables. Replacing cables.
Brake lever Lever on handlebar to activate brake. Left side is front brake, right is rear brake. Routing cables into lever. Replacing the brake lever.
Chain Circular set of links to transfer power from chainring to cogs of freewheel. Chain repair. Chain maintenance.
Chainring Toothed rings attached to crank that hold chain. Fixing chainrings.
Chain stay Lower bar on portion of frame that attaches rear wheel. If there's no second tube on dual suspension bike, referred to as a swingarm.
Crank Lever extending from bottom bracket to pedal, transfers power to chainrings. Removing the crank. Pedal repair and replacement.
.
Derailleur Mechanism for moving chain from one cog to another. Rear derailleur tuneup. Front derailleur tuneup Replacing the shifter. Derailleur hanger straightening. Front derailleur replacement. Rear derailleur replacement.
Down tube Section of frame extending downward from stem to bottom bracket.
Dropout Cut slot at bottom of front fork or chain stay, designed to accept axle of wheel. Replacing the skewer.
Freewheel Set of rear cogs and idling mechanism. Replacing the cogs.
Front brake Brake on front fork of bike. Brake tuneup. Replacing brake pads. Disc brakes. Replacing the brake lever.
Front shock Shock absorber on front fork. Troubleshooting shocks. Speedometer installation.
Handlebar Horizontal bar attached to the stem with handgrips at the end, to which attach brake levers and shifters. Handlebar options. Installing bar ends. Speedometer installation.
Headset Mechanism in front of frame that connects front fork to stem and handlebars. Service headset.
Hub Center portion of the wheel, to which the spokes attach. Spoke replacement. Lacing wheels.
Idler pulley Bottom pulley of the rear derailleur, with spring tension to keep chain tight. Pulley service.
Nipple Threaded receptacle that holds the end of the spoke into the rim. Spoke replacement.
Pedal Platform for the foot to press on, attached to crank. Pedal repair and replacement.
Rear brake Brake on the rear wheel, usually attached to seat stay. Brake tuneup. Replacing brake pads. Disc brakes. Replacing the brake lever.
Rear shock Shock absorber for rear tire on dual-suspension bikes. Troubleshooting shocks.
Rim Metal ring with U-shaped cross section, holds spokes on the inside and tire on the outside. Truing the rim.
Saddle Seat -- the part your butt shouldn't be sitting on when going steep downhill. Adjusting the seat.
Seat post Support post for saddle, fits into seat tube with mechanism for changing height. Adjusting the seat.
Seat stay Upper support arm for the rear wheel, not present on dual-suspension bikes with simple swingarm.
Shifter, front Shifting mechanism for the front derailleur, mounted on the left side of the handlebar. Routing cables into shifter. Replacing the shifter. Front derailleur replacement.
Shifter, rear Shifting mechanism for the rear derailleur, mounted on the right side of the handlebar. Routing cables into shifter. Replacing the shifter. Derailleur hanger straightening. Rear derailleur replacement.
Skewer Metal rod that goes through the hub, attaching the wheel to the dropouts of the frame. Replacing the skewer.
Spindle Freely rotating "axle" to which the crank arms attach, part of the bottom bracket. Replacing bottom bracket.
Spokes Thick wires joining the hub to the rim, with tension adjusted via a nipple on the rim side. Spoke replacement. Speedometer installation. Lacing wheels.
Stem Piece that attaches the handlebar to the steering tube (headset). Replacing the stem. Headsets. Handlebars.
Tire Where the rubber meets the road. Types of tires. Flat repair. Flat prevention.
Top tube Top bar of the bicycle frame.
Wheel hub Center of the wheel, to which the spokes attach. Spoke replacement. Lacing wheels.
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Cycling
There are no adaptations required for tandem cycling, other than having a sighted pilot. However, there are a few suggestions for cyclists who have never been on a tandem bicycle.
First, communication is crucial between the two riders, especially when learning to ride as a team. It is preferred that the pilot already have experience with the tandem, either from previous rides with experienced stokers, or at least having ridden it for some time alone. This will increase a pilot's familiarity with the different handling characteristics of the bicycle's longer wheelbase.
When mounting the tandem, the pilot should hold both brakes and sit on the top tube of the bicycle with his/her legs further apart for a stable stance and to allow for clearance of the pedals, which will at first be controlled by the new stoker as he/she boards the bike. Once the stoker is in both pedals, he/she will inform the pilot by saying, "ready", the pilot will then tell the stoker the desired position of the pedal for starting. When the pilot is ready, he will tell the stoker to start pedaling and when pedaling needs to stop for the pilot to get into the other pedal. This seems complicated at first reading, but will soon become natural with regular rides on the bike.
Again, with turning the bike, the pilot needs to communicate to the new stoker what is going to happen. The first few rides should be gentle for instruction and to allow the new stoker to get used to the movement of the bicycle. If the new stoker simply keeps his/her weight centered over the frame of the bike, this will make the pilot's job much easier. This also will form a good foundation to build on as skills and speed increase. Eventually, the stoker will learn to follow the bike's lead. A good stoker will become so smooth that the pilot will sometimes forget that he/she is on a tandem.
When stopping the tandem, the pilot should be expected to stop the bike and hold it up while the stoker leans slightly in the opposite direction to help balance the bicycle. When restarting, the stoker will learn to rearrange the pedals to the pilot's preferred starting position. If the stoker is expected to dismount the tandem, the pilot will communicate this and assume the position explained above. The pilot can then dismount the bike only when the stoker has informed the pilot that he/she is clear. Otherwise, the pilot can hold his/her seat and swing a leg over the front of the tandem to avoid kicking the stoker.
As two riders learn to ride as a team, they will become familiar with communicating through the timing chain between them. Also, finer skills such as pedaling with a powerful, circular stroke and a smooth upper body will be developed with coaching from the experienced pilot.
Riding a tandem will open many new doors for a blind or visually impaired rider, particularly for those who have previously ridden a single bike, either competitively or recreationally. The pilot also gains a great deal of satisfaction from sharing his/her passion for cycling and watching the stoker grow as a skilled cyclist and athlete. Then, as a team, the two riders can enjoy the rewards of tandem cycling, whether they are riding recreationally or competing against other qualified teams from all over the nation and even the world!
Additional Suggestions/Observations
» Front seat riders are referred to as "captains" … rear seat riders are "stokers"
» Some students can accurately complete an obstacle course without a stoker and … be very safe and capable captains but … cannot maintain appropriate skill and safety levels with a stoker
» Communication between captains and stokers can include …
prepare to mount: both captains and stokers straddle their bikes and prepare to mount
stokers mount: stokers mount, strap/clip-in, and get ready to move out
move out: captains mount and begin to peddle … once sufficient speed is attained …
captains can strap/clip-in
shifting: captains are preparing to either shift up or down
bump: notice that there is a bump or obstacle in the road ahead … both captains and stokers should prepare for avoidance techniques … i.e. moving left or right around an obstacle or slowing down to pass over railroad tracks, pot holes, or raised surface areas in the road
coasting: stop peddling
stopping: captain is braking and bringing the tandem to a complete stop
Note: If there are several tandems riding in close proximity to each other (drafting) the communication commands should be passed from the lead captain to the lead stoker and on down the line to the anchoring captain and stoker …
Rush-Miller Foundation: RMF celebrates Rush-Miller Foundation namesake Garrett Rush-Miller's 10-Year Cancer Survival Anniversary by donating 2 tandems to every blind school in the US! Donate to your favorite school serving the blind
Superior Tandems / Ph. 906.932.9852 (Arlyn & Sandy Aronson) Ironwood, Mich. {E-mail} Michigan United Tandem Society, Spring Lake, Mich.
Why Ride A Tandem? … Riding a normal, single-rider bicycle is a very rewarding experience, but a tandem bicycle adds a whole new dimension to cycling. Different tandemists choose the long bike for different reasons:
* A tandem allows two cyclists of differing strength and ability to ride together, pleasurably. The faster rider doesn't need to wait for the slower one; the slower rider doesn't need to struggle to try to keep up with the faster rider.
* A tandem turns the basically solitary, individualistic activity of cycling into an mutual experience that may be shared by a couple.
* A tandem allows handicapped people who couldn't otherwise ride a bicycle to share in the joy of cycling.
* A tandem can allow a parent to share cycling at an adult level of speed and distance with a child.
* A tandem is the ultimate rush for cyclists who enjoy the sensation of high-speed cycling.
Whatever your reason for choosing (or considering) a tandem, this article will attempt to cover some of the things that every tandemist should learn.
Tandem Technique … There is a good deal of technique required to get the most out of riding a tandem. While anybody who can ride a single bicycle can manage a tandem, there are a few tricks and pitfall that you should know about.
The Captain … The front rider is commonly known as the "captain." Other names for the front rider include "pilot" and "steersman."
The captain should be an experienced cyclist, with good bike-handling skills and good judgment. In the case of a beginning team, a the captain will need to use a bit more upper-body strength than is needed for a single bike. As the team learns to work together, this will become less important.
The captain has two major responsibilities:
* To control the bike, including balancing it whether stopped or in motion, as well as steering, shifting, braking.
* To keep the stoker happy! A tandem isn't a tandem without a stoker. The captain must earn the stoker's confidence, must stop when the stoker wants to stop, must slow down when the stoker wants to slow down.
Since the stoker cannot see the road directly ahead, the captain has a special responsibility for warning of bumps in the road, so that the stoker can brace for them.
When a couple fails to make it as a tandem team, it is almost always due to either the stoker being scared as a result of an incompetent/inconsiderate captain, or due to saddle soreness.
The captain should also warn the stoker of shifts, especially shifts to a lower gear which may cause the stoker to lose balance if they come without warning. (Very experienced teams eventually get past the need to call out most shifts, as they learn each others' styles.)
The Stoker … The rear rider is commonly known as the "stoker." Other names for the rear rider include "navigator", "tail gunner" and "rear admiral" or "R.A." The rear rider is not a "passenger", but is an equal participant. The stoker has two main responsibilities:
* The stoker serves mainly as a motor. Since the stoker is not called upon to control the bike, this rider should be able to actually generate more power than the same rider would on a single bike. Depending on the strength and endurance of the stoker, this may take the form of a steady output or may be held in reserve. If the stoker is acting as a "reserve," it is OK to take it easy for general cruising, so long as the stoker can help out with a burst of power for the climbs. Since starting up on a tandem is a bit trickier than on a single, the stoker should apply as much smooth power as possible when starting up, to get the bike up to maneuvering speed quickly.
* The stoker's other major responsibility is a negative one: The stoker must not attempt to steer! Unpredictable weight shifts on the part of the stoker can make the captain's job much harder, and can lead to crashes, in extreme cases. The stoker should keep in line with the centerline of the bicycle, and lean with it as it leans through corners. When the stoker needs to shift position on the saddle, or adjust a toe strap, or take a drink, it is vital that they do so without disturbing the equilibrium of the bicycle. These activities should not be attempted at all while the captain is dealing with tricky traffic situations or narrow spaces.
The stoker can also do a bit of back rubbing now and then, as well as taking photographs, singing encouraging songs, reading maps, etc.
The Team … The team becomes more than the sum of its parts. An experienced tandem team develops a very special level of non-verbal communication, via subtle weight shifts, variations in pedal force, and general empathy.
After a few hundred miles together, you will find yourself coasting at the same time, shifting without the need for discussion, and maneuvering smoothly even at slow speeds.
This is not just a matter of each rider acquiring captaining/stoking skills; when two equally experienced teams switch stokers, something is lost, and this special communication doesn't happen...it really is unique to each couple.
Tandem Fitting … Because a tandem frame needs to fit two riders, the chances of finding one that will fit both riders perfectly are much lower than is the case with a solo bicycle.
In general, it is preferable for the larger rider to be in front, particularly for an inexperienced team, but this is by no means an ironclad rule. Where there needs to be a compromise in fitting, it is better to make sure that the bike fits the captain. In particular, the front of the frame must not be too large for the captain to be able to straddle with good crotch clearance. Since the captain will need to spread his or her feet farther apart than normal to balance the extra weight of the stoker as the stoker mounts, the clearance should be greater than is needed on a single. On the other hand, if the front of the frame is on the small side, a taller/longer handlebar stem can usually make up for it.
In the case of the stoker, it is not actually necessary to be able to straddle the frame as it is on a single. Thus a frame size that would normally be considered "too large" on a single may be perfectly reasonable for a stoker, assuming that an appropriate handlebar stem is used to give a good position.
In general, a somewhat higher handlebar position is advisable for tandemists who are not primarily into it for the speed. In the case of the captain, a higher bar helps reduce the upper-body fatigue associated with handling the longer, heavier bike. In the case of the stoker, a somewhat more upright position provides a better view, and there is less of an aerodynamic penalty for the stoker's more upright position on a tandem.
Getting Under Way … First time captains should not try riding with a stoker until they have practiced riding solo on the tandem to get used to the general feel of the bike. Good starting technique is vitally important with a tandem. You will not be able to ride in a straight line at as slow as speed as you can on a single, at least not until you have many, many tandem miles behind you. Therefore, it is important that you learn to get up to speed quickly. Since the tandem is so much heavier, it cannot accelerate quickly without the cooperation and coordination of both riders. Many single bike riders get away with poor starting technique, but you have much less margin for error with a tandem.
Correct Basic Starting Technique, Single or Tandem:
1. Stand astride the frame, both feet on the ground.
2. Rotate the pedals so that the pedal for your less skillful foot is 45 degrees forward of straight up.
3. Put your foot on the high pedal, then press down hard. This will simultaneously:
o Let you use the pedal as a step to lift yourself high enough to get onto the saddle...and:
o Apply driving force to the chain, causing the bike to pick up speed.
If you have not learned to do this, take the time to practice on a solo before you attempt to captain a tandem.
Common incorrect techniques include:
* The Cowboy Mount, which involves standing next to the bike, putting one foot on a pedal, then swinging the other leg over the saddle while the bicycle is in motion. Try this on a tandem, and you'll kick your stoker in the head!
* The Shuffle Mount, which involves standing on the low pedal, and trying to get the bike in motion by pushing off against the ground with the other foot...you can't get a tandem up to maneuvering speed this way!
Starting a Tandem
Captain:
→Stand astride the frame, both feet on the ground, tandem straight up.
→Spread your feet apart and brace the top tube of the tandem against one leg for added stability. Your feet should be far enough apart that the stoker will be able to rotate the pedals without banging into your shins.
→Lock the brakes to that the tandem will not roll while the stoker mounts.
Stoker: While keeping your weight centered over the bike as much as you can:
→Turn the nearer pedal to the bottom position, use it as a step.
→Lift yourself into the saddle, place other foot on its pedal.
→Clip in, tighten straps or do anything else you need to do to get ready to pedal.
→Rotate the pedals to the starting position preferred by the captain.
→Let the captain know you are ready to go.
Captain: Put your foot on the high pedal, then press down hard. This will simultaneously…
→Let you use the pedal as a step to lift yourself high enough to get onto the saddle and …
→Apply driving force to the chain, causing the bike to pick up speed … don't coast to try to clip in or click in until the tandem is well up to speed; it is tough enough to balance at low speed without trying to find a balky toe clip at the same time.
Stoker: Give it all you've got to get the bike up to speed quickly. Once the bike is at maneuvering speed, your captain may need to coast to get clipped in, so be ready. This may seem complicated, but with a bit of practice it becomes second nature. This technique will ensure safe, smooth fast starts.
Stopping … Stopping technique is pretty much the reverse of starting up, but there are a couple of things to watch out for:
Captain … Remember that you have to balance both the bike and the stoker, while the stoker dismounts. The most common mistakes are …
→Letting the tandem lean too far to the side, so that you cannot hold up the weight of the stoker.
→Not having your feet far enough apart to support the stoker.
→Not unclipping your second foot soon enough, and toppling over onto that side.
Stoker … Keep your weight centered in line with the tandem's frame. An unexpected wiggle while the tandem is coming to a stop, and before the captain's feet are well braced on the ground can dump you! Normally, you should not take your feet out of the pedals until the captain says to do so (although this is not a hard-and-fast rule; sometimes an alert stoker can save a captain's bacon by putting a foot down at the right time!)
Cadence …The typical tandem team will include one rider who is a highly experienced, fairly hard-core cyclist, and another who is less experienced and less skillful. Let us imagine a couple named Chris and Pat. Pat is a hard-core cyclist, Chris has been a much more casual cyclist, if a cyclist at all, but they would like to share the experience of tandemming together. Since their riding style and conditioning level is different, there has to be some give and take. One of the major problem areas is likely to be "cadence", that is, the question of how fast to turn the pedals. Since "Pat", the more experienced cyclist is probably going to be the captain, Pat will get to choose the cadence, by determining which gear to use at any given time. Since Pat is an experienced cyclist, Pat will probably prefer a rather fast cadence. A fairly fast cadence is known to be more efficient and less injurious to the knees.
Unfortunately, "Chris" may not be used to spinning this fast. Chris's legs can't keep up with Pat's preferred spin. This will cause considerable discomfort for Chris. It is Pat's responsibility to make Chris happy and comfortable, so Pat needs to consider Chris's preferences when selecting gears. Chris, in turn, should understand that it is worthwhile learning to spin a bit faster, because it really is the better technique.
With practice and patience, most couples can work this out on a standard tandem. For those who can't there is a technological fix.
Coasting … In addition to cadence issues, a tandem team needs to deal with the coasting issue. On a standard tandem, both riders must pedal, or both must coast. If one wants to coast while the other wants to pedal, this is not an option unless you have an exotic tandem. As a general rule, less experienced cyclists coast much more often than experienced cyclists. A beginner may coast due to fear of high speed, discomfort with a rapid cadence, fatigue, or just habit. More experienced cyclists learn that it is better to keep the legs moving, even when not applying a lot of force to the pedals, because it maintains the rider's rhythm and keeps the legs from stiffening up.
One of the main areas where the semi-mystical communication occurs between members of a tandem team that has ridden together a lot is that the coasting question gradually disappears, and you will find yourself coasting and resuming pedaling without anything being said, or any obvious signal being passed.
Usually, the coasting issue will resolve itself mainly by the less experienced cyclist acquiring more experience, and breaking the habit of excessive coasting.
Sometimes a compromise on gear choice or speed can help eliminate conflicts about coasting. Since the beginner's urge to coast is often activated by fear of excessive speed, slowing down will help. If one rider is coasting too much because the cadence is getting uncomfortably high, a shift to a higher gear can eliminate this problem.
Standing … One of the more advanced skills of tandemming is standing up and "pumping" or "honking" for an extra burst of power. This is not something to try until you have gone past the beginner stage as a tandem team. Standing smoothly requires that both riders coordinate their movements with one another. In particular, the stoker should avoid drastic sideward movements (always good practice anyway.) Some riders throw the bike sharply from side to side as the push on first one pedal, then the other; others have a smoother style, and stay centered over the bike even when out of the saddle.
Most single bike riders stand too much; many very good riders almost never do stand. Riders who stand a lot often do so either because they have their saddles set too low, or because they are in too high a gear.
Most tandemists find standing together easier if the cranks are set up in phase.
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Fully accessible talking dart board
Description:
* 29 inches high, 21 inches wide and 2 inches thick (70 x 52 x 5 centimeters).
* 14 pounds (6 kilograms).
* Includes a shock-cord plastic pipe toe board that reaches to the wall.
* Includes a power transformer for a 110 volt outlet.
* Includes wall mounting screws on a pre-measured string.
* Includes soft-tip darts.
Who uses a talking dart board?
* Blind and visually impaired people who wish to play an active game.
* People who like to play darts, but don't know the rules or scoring.
* Schools for the blind and visually impaired.
* Dart Leagues who may have some members with visual disabilities.
* People who would like a game that is more fun than a circle of cork on the wall.
Features:
* Speaks every action and everything displayed in a human voice.
* Help key explains every option and game.
* One to eight players.
* Tactile front panel with large symbols.
* Contains a spoken instruction manual and rules for every game.
* Full displays for sighted users. Scores and cricket lites or round and dart counters.
* Games and options to make playing fun for beginners and experts.
* Easy 4-key menu interface for all options.
* Back off (un-throw) dart feature corrects mistakes.
* Spoken name for each player. (Keeps 20 names for future use.)
* League option calls when a player is blocked.
* National Dart Association statistics (points per dart, marks per round, round out....)
* National Dart Association feats (white horse/hat trick/three in a bed/low ton....)
* Ten level volume.
* Calls 'inside' and 'outside' for hits to the two singles rings.
* 25 or 50 point double bull's eye option.
* Optional 'clock position' called if you don't have the positions of the numbers memorized.
* Optional stereo 'ping' or 'click' helps blind players aim.
* External speaker jack for loud speakers or communication aids.
* Virtually self-explaining
Games and Game Options:
* 301/501/701/901 (double in, double out, league)
* Count up (double in)
* Cricket (Quick / Classic cricket / Cut-throat, double in)
* Around The Clock
* Five Dart Golf (9 hole / 18 hole)
* Baseball
* Killer (3/5/7/9 lives)
* Gotcha
* Training Mode
Pricing:
* Audio Dart Master (model 1) $499.00
* Dart board wall Stand $40.00
Allows the dart board to be used without putting screws in the wall.
Includes a toe board on a folding frame attached to the stand.
Disassembles for easy storage or transportation.
(A free-standing dart board stand can be made by special request)
* Audio Customization $200.00
Put a message of your choice on the dart board when the power is turned on.
Also include spoken names for up to eight people.
(The standard board supports 20 names of your choice spoken in a robot voice.)
Payment Options:
* Credit card
* PayPal (firstname.lastname@example.org)
* Check -We will ship after the check clears.
Listen to interviews with us:
* 5 minute MP3 overview Now on Newsreel Magazine (requires subscription)
* 30 minute MP3 interview featuring the Audio Dart Master
* Disabled and Proud radio show on KFAI MP3
See us in person:
* Twin Cities Blind Audio Dart League Tournament Feb 5, 6 and 7, Bloomington MN
* San Francisco state ACB convention, April 16 and 17, Crown Plaza SFO
Support and Resources:
* Our documentation and support info
* Audio Dart Leagues If you are interested in being in an audio dart league, there are several around the country.
* This is the first dart board built for people with visual impairments since Audio English Mark Darts twenty years ago.
Our Resellers:
* ACB Store
* Handy Tech North America
* Sports Vision
Goalball
What is Goalball? Goalball is a Paralympic sport played by athletes who are blind and visually impaired. Developed after WWII as a way to keep blinded veterans physically active, it has become the premiere team game for blind athletes. Played competitively by men and women, it is a very fast paced, physically challenging, strategic and exciting game.
How Do You Play? In goalball, two teams of three players each face each other across a court that is nine meters wide and 18 meters long. The object of the game is to roll a basketball size ball with bells inside over the opponent's goal line. Your opponents listen for the oncoming ball and attempt to block it with their bodies. Once they are able to stop the ball and take control of it, they become the offensive team. Complete rules are available at www.ibsa.es.
The Court and Rules The player's zone is marked at either end of the court by taping a heavy string down to the court for the players to feel with their hands or feet. The player's zone is 3 meters deep and extends the width of the court. Each player's zone has three orientation lines which the players use to line themselves up with and maintain their orientation to the court. Three meters in front of the player's zone, is the overthrow line. The goalball must touch the floor at least once before crossing this line or a penalty is assessed. Other common penalties are for holding the ball too long, one player throwing too much and touching the eyeshade. When a penalty occurs, the guilty player must defend the entire court by himself. The game consists of two 10-minute halves and takes about 45 minutes to play an entire game.
Strategy The defensive team usually sets up a zone defensive. The player in the middle of the court is called the center. The center is the primary defensive player. He or she plays at the front of the player's zone and defends a majority of the court. The players to the right and left of the center are called wings. The wings are usually the primary offensive or throwing players. Defensively they play behind and to the left and right of the center defending their respective areas. During the game, the center will usually stop the ball and pass it to a wing. While the wing is throwing the ball, the center will reorient themselves to the center of the court. Knowing that a thrower is slow to return to his defensive position, or that a player might not be in his defensive position, many teams will attempt a "quick throw" hoping to catch their opponent out of position. Curve balls, off speed balls and various other balls are sometimes thrown hoping to confuse the other team. Players may quietly change wing positions with the ball hoping to surprise the defending team by throwing from a different area.
Goalball Equipment
Goalballs Clilck here to order goalballs. Price per goalball is $100 for Current USABA Members and $125 for non-members, This price includes shipping, handling and customs fees.
Eyeshades It is suggested that you contact the local snow ski clubs and ask them to donate their used goggles, scratched or cracked lens are no problem as you will be taping them anyway. The straps and the foam around the edge must be good. It's best to use the metal 2" wide tape as it seems to hold better than other. This can generally be bought at a local hardware store, generally next to duct tape. Be sure to tape goggles so that no light can be seen when place against the face.
Knee and elbow pads Most any pad will work; however most of the Team USA players prefer to use the Trace brand as they seems to hold up longer. There are two kinds of Trace elbow pads: short ones and the longer variety. Although either type will work, most players prefer the longer pads. For the knee pads, most players prefer the Trace 47000 softball knee pad as it is longer and covers part of the shin. These can be bought at your local sport store.
Pants There is no required pant. Most players prefer to use hockey pants while others prefer to use football pants and pads or soccer goalie pads combined with a variety of other pants. The use of all of these is permitted; however all members of the team must have the same color and style. These can be purchased at local sports stores.
Rules Complete goalball rules can be found at www.ibsa.es and click on goalball.
Jerseys Jerseys may be hockey, football, soccer, or any other jersey so long as they match and have numbers that are a minimum of 20 centimeters (8 inches) high permanently affixed to both front and back. It is helpful to the officials and scorers table if the numbers are contrasting colors and easy to read.
Floor tape and string Two-inch wide gym floor tape is the best to use and may be purchased at most local sports stores. String (.003 meters in diameter) may be purchased at the local hardware. It is suggest that you not use duct tape on the floor as most of the time it will damage the floor; masking tape is also not advised as it tears easily and is hard to get up.
Eye Patches Patches are required in all major competition. At most tournaments in the USA patching is done on the basis of the opposing coach asking for certain players to be patch and then the requesting coach must furnish the patches.
Approved eye patches and tape
Prefered "Opticlude" Eye patches made by the 3M company; Optaiclude eye patch (No. 1539)
Acceptable Johnson and Johnson Eye pads- Oval (50 per box)
Tape 3M Durapore Tape in 1" and 2" width; Many times additional tape is needed to secure the tape and the product above is the recommended one.
Goals Once your team becomes competitive you may wish to secure goals for them to practice with. Several teams have made their own from PVC; others have had companies to make them for them. Goals can also be purchased from Spain; however, they are often cost prohibitive. The dimensions of the goals can be found in the goalball rules at www.ibsa.es.
For More Information Contact
U.S. Association of Blind Athletes/33 N. Institute St./Colorado Springs, CO 80903 (719) 630-0422 USABA Men's Goalball Assistant Coach: Tom Parrigin, email@example.com USABA Women's Goalball Head Coach: Ken Armbruster, firstname.lastname@example.org
Golf
Modifications and Suggestions for Training and Competition
B1, 2 & 3. Golfers who cannot see the ball require adaptations to addressing the ball, lining up to aim the shot, striking the ball during the swing, knowing the distance to the green, and knowing where the hole is while putting. For simplicity's sake, we will use a right-handed golfer as an example here. The addressing problem comes in insuring that the club face is set so it strikes the ball at a perfect right angle. If the club face is left open (rotated clockwise) right) the ball will slice away to the right and if too closed (rotated too far counterclockwise) the ball will hook to the left. Right handers address the ball properly without vision, by taking the proper left hand grip on the club, leaning down and placing the club head squarely behind the ball with the right hand, then standing up keeping the left hand grip steady. The club is then set to be swung properly.
Lining up to hit the ball in the proper direction can be done by having a coach or caddie lay a club on the ground that is aimed at the direction of the desired placement, then having golfers line up their toes along the club shaft.
Predicting distance is done as it is with a beginning golfer who can afford a caddie, which is have a caddie or coach who is familiar with the course predict the distance.
The choice of club for proper distance is something that must be established with much practice.
Putting can be assisted by using the end of the flagstick to "bang" around in the cup, to give the golfer a sound target. If the ball is extremely close to the hole, the golfer can place the left hand in the hole and tap the ball in with the putter held in the right hand.
Resources
Adaptive Techniques for the Visually Impaired Golfer International Blind Golf Association Middle Atlantic Blind Golf Association National Alliance for Accessible Golf U.S. Blind Golf Association
Gymnastics
Modifications and Suggestions for Training and Competition
Floor exercise B1 Gymnast … The only adaptation required for those with some experience is that of orientation to the mat. When doing forward rolls or other movements, it is difficult to know what direction you are facing when you start or if you are veering off of the mat during the roll. This can be avoided by taping a two-foot length of rope on the mat to line up on when beginning the routine and by placing a sound source or a caller at the point at which the exercise will end. Simply have the athlete line up on the rope and indicate your location by pointing at the "caller" who says "Here is the turn around point!" before telling them to begin. In competition, the exercises are done on a diagonal and commonly the tape recorder playing the music for the routine is placed at the opposite corner or turn around point, eliminating any need for sighted help. When the athlete reaches the halfway point and turns around to start back, an instructor at the starting point gives one "End here" command and the routine continues toward that command. Instructional techniques differ little from those used to teach any beginner, since spotters commonly help the beginner through moves anyway.
B2 and B3 Gymnast … Techniques are much like those described for B1 athletes, but coaches wearing highly visible clothing replace the sound cues as points of reference.
Vaulting Horse B1 Gymnast … The major difficulty here is mounting, since the location of the top of the horse is not known by the blind athlete. It is usually best to start in reverse order from what is normally taught. In other words, start with dismounts, then work towards mounts. To indicate the top of the horse, give it a firm slap for the mounter. The process of mounting is done through step counting and much practice.
B2 and B3 Gymnast … Marking the horse with strips of highly contrasting two-inch vinyl tape and placing it in good lighting are helpful adaptations.
Balance Beam B1, B2, and B3 Gymnast … There are essentially no adaptations required except giving athletes a verbal cue to let them know if they are about to go off of one end because of a miscalculation. Beginners will need to be told when to stop, but totally blind athletes can master the length problem by knowing the distance it takes to do their routines, just as sighted athletes do.
Judo
Transisioning from Wrestling to Judo for Blind & Low Vision Athletes (by Marc P. Vink, Ed.D., National Judo Coach)
As an Asian wrestling form, judo has much in common with Greco-Roman and free style wrestling. This article discusses the transition between the two sports. Click here for article.
Modifications and Suggestions for Training and Competition
B1 and B2. Judo adaptation is similar to wrestling. During informal matches, opponents start with a grip on the Gi of the other. In formal matches, guides bring the opponents to the introduction, then to the starting line, opponents touch and drop hands, the match begins, and the guides remove the opponents at completion.
Visually Impaired Judo Coach Requirements For Certification
Assitant Coach A coach may apply for certification as a USABA Visually Impaired Judo Coach of this level having met the following requirements or their equivalent. Successfully completed a USABA Judo VI Certification Course. Having a minimum rank of 1st Degree Brown Ikkyu recognized by IJF. The applicant must be a current member of the USABA and USA Judo (NGB), USJA or USJF. An Asst. Coach may assist any certified coach of a higher level.
Coach A coach may apply for certification as a USABA VI Judo Coach of this level having met the following requirements or their equivalent. Successfully completed a USABA Judo VI Certification Course. Have been an Asst. Coach for 1 year or more. Have assisted in at least one training camp for VI athletes in the prior year. Having a minimum rank of 1st Degree Black Belt Shodan recognized by IJF. The applicant must be a current member of the USABA and USA Judo (NGB), USJA or USJF. Have a Coach Certification from USJI, USJF, or USJI of Level E or higher or equivalent. A Coach at this level may coach at any USABA local or regional Judo event.
Senior Coach A coach may apply for certification as a USABA VI Judo Coach of this level having met the following requirements or their equivalent. Successfully completed a USABA Judo VI Certification Course. Have been a Coach for 2 years or more. Have Coached in at least two training camp each year for VI athletes in the prior two years. Having a minimum rank of 2nd Degree Black Belt recognized by IJF. The applicant must be a current member of the USABA and USA Judo (NGB), USJA or USJF. Have a Coach Certification from USJI, USJF, or USJI of Level D or higher or equivalent. A Coach of this level may Coach at any USABA local, regional and National Judo events.
Master Coach A coach may apply for certification as a USABA VI Judo Coach of this level having met the following requirements or their equivalent. Successfully completed a USABA Judo VI Certification Course. Have been a Coach for 3 years or more. Have coached in at least two training camps per year for VI athletes in the prior three years. Having a minimum rank of 3rd Degree Black Belt recognized by IJF. The applicant must be a current member of the USABA and USA Judo (NGB), USJA or USJF. Have a Coach Certification from the USJI, USJF, or USJI of Level C or higher equivalent. A Coach of this level may Coach at any USABA any Judo event.
A coach may satisfy the coaching requirement by coaching or Assisting at an approved USABA event. Any Coach that teaches Judo at a Club dedicated to VI students at a facility approved by USABA automatically meets these requirements. Coaches must maintain active membership in the USABA and at least one of the following USJI, USJF, USJA or the time in grade will be reduced to the actual time as a valid member. All coaches must maintain active CPR/First Aid certification. The fee for this certification and USABA membership is set by the USABA.
Video - Judo Adaptation for Blind Athletes
Outdoor Recreation
There are several problems associated with outdoor activities, such as hiking and camping. The problem with hiking for people who have little or no vision, is keeping track of where they are and where their goal is. There are low and high tech adaptations available to such people. Most hiking is done on trails and since it is relatively easy for a long cane or dog guide user to follow a well-worn path, and since there are both mechanical and electronic compasses available, hiking in such places is doable. Carrying a cell phone on a trail that is in an area with cellular service, can take a lot of anxiety out of hiking, since a pick up person can be called in the rare case of trouble.
The greater problem comes when there are no worn trails or the person who is blind wants to canoe in a lake, hike across open grassland, or move from one golf green to the next. The low-tech answer to this problem is to leave a radio or other sound beacon there and always stay within earshot of that beacon, but this method confines movement to small areas. There are now high tech devices that provide people who are visually impaired nearly totally independent hiking, rowing, paddling, etc. At least two talking Global Positioning Satellite systems are available that permit such people to leave electronic markers anywhere in the environment and return to them, even from miles away. For example, someone who wanted to hike, camp, and fish independently could mark the point of entry from a road, major landmarks along the trail, the tent, the boat landing, the toilet, and several hot fishing spots in the lake and move about from one of these waypoints to another and get back home with no sighted assistance. See the resource section on this website for GPS vendors.
Powerlifting
Powerlifting is an excellent sport for blind and visually impaired athletes looking to compete against able-bodied individuals as the adaptations are minimal for the sport. Also, athletes can begin training at any local gym or even at home with the proper equipment. Unlike weightlifting, powerlifting involves three separate lifts: bench press, dead lift and squat.
In competitions against other blind and visually impaired powerlifters, sanctioned by USABA or the International Blind Sports Association, there are as many as 95 total categories allowing for participation by athletes of a variety of ages and sizes as follows:
Men … Age Categories
* Senior: From 14 years upwards (no category restrictions need apply).
* Junior: From 14 years to and including 23 years of age.
* Master 1: From 40 years to and including 49 years of age.
* Master 2: From 50 years to and including 59 years of age.
* Master 3: From 60 years and upwards.
Bodyweight Categories
```
* 52kg • 56kg • 60kg • 67.5kg • 75.0kg • 82.5kg • 90kg • 100kg • 110kg • 125kg • 125+kg
```
Women … Age Categories
* Senior: From 14 years upwards (no category restrictions need apply).
* Junior: From 14 years to and including 23 years of age.
* Master 1: From 40 years to and including 49 years of age.
* Master 2: From 50 years and upwards.
Bodyweight Categories
```
* 44kg • 48kg • 52kg • 56kg • 60kg • 67.5kg • 75.0kg • 82.5kg • 90kg • 90+kg
```
Adaptations Adaptations for the blind are minimal for the sport of powerlifting. Allowances are made for the lifter's coach to mount the platform with the lifter and help position him in relationship to the bar, including the positioning of hands and feet as well as bar placement. For the actual lift, the coach must leave the platform & return to the coach's designated area. For the referee commands, the visual hand commands are augmented with audible commands.
Coaching of blind and visually impaired powerlifters is similar to that of sighted athletes; however, when demonstrating a lift or correcting an athlete's technique, the coach should make sure to either show the athlete the technique at close range or use a hands-on approach in which the coach performs the lift and the athlete feels the proper placement as the coach describes the motions he is using.
Powerlifting Resources on the Web
* The International Powerlifting Federation
Recreation & Leisure Activities Adapted for Vision Impairment
By Vision Aware – A Program of Aware
There are many recreation and leisure activities that can be adapted for people who are blind or have low vision. You may want to return to an activity you've always enjoyed, or you may want to try something new, challenging, and different.
To learn how a Vision Rehabilitation Therapist can help you continue your favorite activities or learn new ones, read A Day On the Road with Vision Rehabilitation Therapist Stephanie Stephens Van on this web site. Here's a list of the wide range of recreational, social, and arts and craft activities for you to consider:
* Arts and Crafts: General crafts, refinishing/repairing furniture (also see Home Mechanics), painting, pottery, and weaving
* Cards and Games: Bingo, Bridge, Poker, and other card and board games; computer audio games
* Cultural Activities: Theaters and concert halls, art museums, videos and movies, reading music
* Dining Out: Going out to restaurants or having meals in your or your friends' homes
* Gardening: Gardening tips for people who are blind or have low vision
* Needlework: Beading, crochet/knitting, needlework, quilting, sewing and threading a needle
* Sports and Exercise: Bowling, exercising, martial arts, biking, walking/hiking, sailing/boating, skiing, and swimming
Also, be sure to check our listings of resources, including commercially available products:
o Independent Living
o Recreation, Sports, & Leisure
o Crafts
A Few of Their Related Topics Include …
How do I set up a craft area in my home?
Are weaving and caning recommended crafts for people who are blind or have low vision? How can I safely refinish furniture?
Craft: Hand-Painted Note Cards or Wrapping Paper
I'd like to learn pottery and ceramics. Is it possible with my low vision?
CraftOptics Telescopes
Are there special crafts for people with vision impairment?
Craft: Fun Mug
How can I continue to paint now that I have a vision problem?
Craft Adaptations for Adults with Vision Impairments
Can I keep playing bridge and poker if I can't see the cards?
Audio Games for Your Computer
How can I play Bingo when I can't read the numbers?
CraftOptics Telescopes
Art Education for the Blind
Talking and Large Print Music Scores
Theater Breaking Through Barriers
Music and Arts Center for Humanity
How can I keep enjoying the theater and films?
Dancing Dots
How can I continue to sing in a choir or chorus if I can't read the music?
Philadelphia Museum of Art
Stephens Music Store
American Dance Therapy Association
How can I share my love of art with my family and friends when I
can no longer see?
CraftOptics Telescopes
Vision Aware A Program of Aware
The Self-help Resource Center for Vision Loss
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© Copyright 2009 AWARE - Associates for World Action in Rehabilitation & Education
Office Address: AWARE/P.O. Box 96/Mohegan Lake/NY 10547 914-528-5120 Anne Yeadon, Executive Director email@example.com Maureen Duffy, Editorial Director firstname.lastname@example.org
Showdown
Showdown is a fast-moving sport originally designed for people with a visual impairment, but you don't have to be blind to play! Sighted people and those with conditions other than blindness find this game exciting and challenging. Sometimes it is mistakenly referred to as table tennis for the blind because it is a table game. However, unlike table tennis, a court is not marked on a Showdown table and points are scored by hitting the ball into a goal pocket located at the end of the table.
Additional information about showdown, including Showdown rules can be found here.
For additional information about Showdown, please refer to the article at the end of this description and/or contact Dr. Jim Mastro.
Showdown featured on YouTube … Click on the link below to view a video explaining the basics of the game … http://www.youtube.com … and in the search box type … "showdown for the blind" to watch matches or … "English basics of showdown for the blind" for English sub-titles …
Showdown is a fast-moving sport originally designed for people with a visual impairment, but you don't have to be blind to play! Sometimes it is mistakenly referred to as table tennis for the blind because it is a table game. However, it does not have courts marked on the table; therefore, points are scored by hitting the ball into a goal pocket. Sighted people and those with disabling conditions other than blindness find this game challenging.
Joe Lewis, a totally blind Canadian, invented the game in the 1960´s. he wanted to find a sport which could be played recreationally and/or competitively without sighted assistance. Over the years, Patrick York, a Canadian athlete who is also totally blind, collaborated with Lewis on refinements to the rules and equipment.
Showdown was an international success at its debut as a recreational sport during the 1980 Olympiad for the Physically Disabled in Arnhem, Holland. International interest was sparked and Showdown has been played recreationally at the: 1984 Olympics for the Disabled in Long Island, USA; 1988 Paralympic Games in Seoul, Korea; 1990 World Youth Games in St. Etienne, France; 1990 World Championships in Assen, The Netherlands; 1992 Paralympic Games in Barcelona, Spain; and most recently at the 1996 Paralympic Games in Atlanta, USA.
The sport is inexpensive to start up, requires minimal maintenance, and can be played in a room the size of a classroom or meeting room. The only equipment needed is the specially designed table, two paddles, special ball into which metal bee bees have been inserted, and perhaps a glove for the batting hand. Sound produced by the bee bees rolling around inside the ball indicates the location of the ball during the play.
Showdown is easy to learn. The object of the game is to bat the ball off the side wall, along the table, under the centre screen, and into the opponent's goal. The first player to reach eleven points, leading by two or more points, is the winner. Each player serves five times in a row. Player scores two points for a goal and one point when their opponent hits the ball into the screen, hits the ball off the table, or touches the ball with anything but the bat.
Showdown is being played in countries throughout Europe, Africa, Asia and North and South America. After the success of Showdown at the 1996 Atlanta Paralympics, representatives from more than thirty countries contacted the International Blind sport Association Showdown Subcommittee. They wanted information about equipment, blueprints, and rules so they can play this game in their country. Currently, the IBSA Showdown Sub-committee is encouraging regional and national Showdown Tournaments in an effort to have international championships which, hopefully, will lead to sanctioning by the Paralympics.
Showdown – a.k.a. Power Showdown
If you haven't been a member of the Paralympic Team and spent a lot of time in the entertainment area, you probably haven't heard of PowerShowdown (known throughout the rest of the world as Showdown). Created in Canada in the 1960's, the game is a combination of table tennis and air hockey. The table is approximately 12 feet by 4 feet with a 6-inch wall around it. A beebee ball is hit back and forth underneath a centerboard screen that protects players from wild airborne shots. Points are scored when the ball lands in the goal or a player hits the ball off the table or hits/goes over the centerboard screen.
A player friendly game, PowerShowdown could replace table tennis or air hockey in the family recreation room while still being suitable for local, state and national tournament competition. With so few sports developed for individuals with visual impairment and blindness, it does not make sense to turn our backs on one that is playable by everyone from children to senior citizens, recreationally and competitively and across a wide spectrum of visual ability.
PowerShowdown has seen little use in the United States simply because most people do not know of its existence. The tables were also expensive and difficult to obtain since they had to be ordered from Europe. Now there will be a new source for the tables and equipment (bats, blindfolds, protective gloves and duffle) in the United States making the game more financially feasible at $3000 plus shipping and handling (Approximately $1000).
Considering the possibilities for social interaction as well as recreational or competitive sport, PowerShowdown is well worth discovering.
For further information contact:
Dr. Jim Mastro, Professor Professional Education and Physical Education Bemidji State University 1500 Birchmont Drive #35 Bemidji, MN 56601
email@example.com ● 218-755-3772
What is Showdown?
Table Game for the Blind Demands Speed, Agility, and Competitiveness
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Mar 31, 2010 Andrew Leibs
Slap shots with mini cricket bats at a hard, BB-filled ball should make Showdown the Murderball of blind sports, but game table cost and scarcity has hindered growth.
Showdown (Power Showdown in the US) is a table game — often described as a cross between air hockey and ping-pong — invented in the late 1960s by Canadians Joe Lewis and Geraldine and Patrick York specifically for the blind and visually impaired.
Showdown debuted in Arnhem, Holland in 1980 as a recreational sport at the Olympiad for the Physically Disabled (forerunner to the Paralympics), and has been played recreationally at each Paralympiad.
The game is recognized by the International Blind Sports Federation (IBSA), and has been popular in Europe for over two decades, though the high cost of showdown tables (whether imported or custom-built) has limited the game's development in North America.
Showdown Table, Equipment, and Rules
* Table: Showdown tables (mostly wood) measure 12' by 4' with rounded corners and a 6" high wall encircling the game surface. There is a goal pocket at each end and an 18" high centerboard screen to block errant shots
* Bat: Showdown bats resemble small cricket bats with a 4" handle and a 12" by 4" elongated wooden blade or paddle
* Balls: Showdown balls are racquetball-sized, made of hard, hollow plastic, and are filled with BBs that rattle enabling players to track its movement
* Pads: Most players wear gloves and hand padding as the hard ball can travel at high speeds.
How to Play Showdown
Showdown games start with a coin toss; the winner chooses who serves first. As in ping-pong, each player gets five consecutive serves. A serve must hit a sidewall before passing under the centerboard. Failure results in loss of that serve, but no penalty points.
Ball-striking techniques include wrist- and slap-shots similar to those in hockey, and slower shots that employ topspin, undercut, or the table's rounded corners — a key component of the playing surface that balances showdown's fierce pace with an element of finesse.
Players score two points for shots landing in their opponent's goal pocket and one point when an opponent's shot goes off the table or into the centerboard screen. On defense, only the bat hand can be on the table. Players are penalized one point for using two hands on the bat.
Games can either be timed (usually 15 minutes) or played for points. In timed games, the player leading when time expires wins. In point games, the first player to reach 11 wins and must win by two (or by one after 16 points).
Showdown Game Tables Key to Growth
Storied blind athletes James Mastro, a seven-time Paralympian who won gold in goalball, judo, track, and wrestling and is now a professor at Bemidji State University in Minnesota, has championed showdown's development since discovering the game in the recreation tent at the 2000 Paralympics in Sydney.
Mastro introduced showdown to children attending his Northern Plains Visions of Sport Camp using a studentbuilt table based on ISBA specifications. "Campers and coaches alike loved the game," says Mastro, who owns two of the 10 showdown tables in the US.
According to Mastro, the specifications, which require rounded corners, add hundreds to the $3,000 cost of a custom built table, which, thus far, has limited the game's growth.
Mastro feels showdown has the potential to eclipse goalball in popularity as it is far less physically taxing and can accommodate broader range of ages and abilities.
Showdown is one of the few games designed for blind players. It combines exciting elements from ping-pong and air hockey, and with time and backing from blind sports organizations, the game will gain ground in the US and Canada and likely develop into an Paralympic sport.
The copyright of the article What is Showdown? in Accessible Recreation is owned by Andrew Leibs. Permission to republish What is Showdown? in print or online must be granted by the author in writing.
Showdown Game Table Cost Has Hindered Growth
Read more at Suite101: What is Showdown?: Table Game for the Blind Demands Speed, Agility, and Competitiveness http://accessibletravel.suite101.com/article.cfm/what-is-showdown#ixzz0l0SegxJg
INTERNATIONAL BLIND SPORTS FEDERATION SHOWDOWN RULES 2009-2012
The rules have been negotiated and approved by the IBSA Showdown SubCommittee, Prague, January 17th 2009. The validity of the rules as of May 1st 2009. These rules shall govern showdown play at all IBSA World Championships, IBSA Regional Championships and all other IBSA sanctioned events.
1. GENERAL RULES
Showdown is played by two players. The game is played on a rectangular table with goal pockets at each end, and a centerboard screen. The game is played with bats and a ball, in which stainless steel pellets have been inserted to make it audible. The object of the game is to bat the ball across the table, under the centerboard screen, into the opponent's goal, while the opponent tries to prevent this from happening.
1.1 The rules of the game are set out below.
1.2 The IBSA Showdown Committee, in consultation with the event organizer, shall determine the type of tournament play.
1.3 Should there be any misunderstanding of the IBSA ShowdownRules, the English version shall prevail. These regulations consist of four parts:
A: RULES OF PLAY
B: EQUIPMENT SPECIFICATIONS
C: DEFINITIONS APPENDIX 1
D: TABLE BLUEPRINT APPENDIX 2
A: RULES OF PLAY
2. GENERAL RULES
2.1 Officials for each table during tournament play shall be:
a) Referee (fully sighted);
b) Time-keeper (elapsed time and time-out);
c) Score-keeper (score and number of serves).
The score- and time-keeper may be the same person. The referee may also be scoreand time-keeper, but this rule should not be applied in the play-off matches within EC/WC where there have to be at least two officials.
2.2 If the referee is injured, he/she stops the match and he/she must be replaced by another referee.
2.3 The referee should be able to conduct the match at EC/WC in English. The player who cannot understand the official language can use an interpreter, but he/she must announce him/her prior to the match.
2.4 The referee will ensure that the rules of the game are observed in all cases. The Referee has the option to call "let" and thereby designate a re-serve if he/she has not
been able to properly assess a situation with certainty. The decision of the referee is final.
2.5 Play will be started and stopped by the referee sounding a whistle, one blast to
start or stop, a double-whistle for goal and a long whistle when the set/match is over. 2.6 The winner is the player to reach eleven (11) points having a two (2) point margin over the opponent, up to a score of sixteen (16) points. After that the next point wins, even if the player does not win by a margin of two (2) points.
2.7 During tournament play, the time allotted for each set will be restricted to fifteen (15) minutes in total time. The time limit will be waived for the final matches of the tournament. The organizer should inform the participants about time limits prior to tournament starts.
2.8 If the match is played to a time limit, the player who is ahead when time allotted for the set has expired will be declared the winner. If, when time has expired, there is a draw, a coin will be tossed to determine which player will serve, and the next point wins.
2.9 The players will change sides/ends after each set in match play. In the last set of the match, the players will change sides/ends after six (6) points are scored by one (1) player, or after half of stop time has expired.
2.10 If only one (1) set is being played, players will change sides/ends after six (6) points are scored by one (1) player or after one (1) half of stop time has expired.
2.11 The maximum time limit for changing sides/ends is one (1) minute (60 seconds) until the moment when the player reaches the playing position.
2.12 In changing sides/ends, players will move to their right.
2.13 When changing sides/ends, communication between the player and the coach is allowed until the moment when the player reaches his/her playing position.
2.14 Before the match the player must announce his/her coach to the referee. Player can announce his/her coach even if the coach is not present. The coach can enter/leave the room only when the set is over and the referee must open the door.
2.15 During the change of sides/ends the player can refresh himself/herself or with the assistance of the coach, but he/she must stay close to the playing area of the Showdown table (one (1) metre at most).
2.16 Spectators must be quiet during play. When a goal/point is scored they may clap, but it is up to the referee to keep the room quiet and prevent spectators from doing any disturbing noises. The audience must come in/go out when the set is over. The referee must open the door.
3. TIME OUTS
3.1 Each player will be entitled to one (1) time-out of one (1) minute (60 seconds) during a set. Time-out requests must be made to the referee during a break in play. Time-out can be called either by the player or the coach. Only during a time-out any discussion can occur between the coach and the player (see also 2.13). During triple play the same rules are applied for time-outs. One time-out for each team during each match.
3.2 The referee can stop play whenever he/she deems it necessary (e.g. injury, excessive noise, etc). The referee resumes the match with a re-serve.
3.3 The match clock will be stopped during a time-out or referee break in play.
4. SCORING
4.1 Two (2) points are awarded for a goal. When a goal has been scored, the referee gives a double-whistle signal.
4.2 Players may score points regardless of which player is serving.
4.3 One (1) point is awarded to the opponent of the player who hits the ball into the centreboard screen, and stops its forward motion.
4.4 One (1) point is awarded to the opponent of the player who hits the ball over the centreboard screen.
4.5 One (1) point is awarded to the opponent of the player who touches the ball with any part of his/her body, other than the bat or batting hand, within the playing area.
4.6 One (1) point is awarded to the opponent of the player which bat or batting hand causes the ball to leave the playing area of the table. (4.5)
4.7 One (1) point is awarded to the opponent of the player who traps and stops the ball, and does not resume play within two (2) seconds.
5. BEGINNING PLAY
5.1 Before the match begins, the referee, time-keeper, scorekeeper, the players and the coaches will be introduced by the referee.
5.2 Before the match begins, the referee will inspect the opaque eye protection, the bats, any hand protection and the attire worn by the players.
5.3 Prior to the start of play, the referee will toss a coin. Players will be asked to choose heads or tails. The player guessing correctly will be given the choice of taking or giving away the first serve to his/her opponent. The same rule is applied during triple play.
5.4 The referee will roll the ball to the player serving and ask both players if they are ready to play. When the referee receives positive acknowledgement from both players answering YES, the referee will signal the commencement of play by blowing the whistle once.
6. SERVES
6.1 After a whistle signal from the referee, the player serving the ball must do so within two (2) seconds. If, after whistle signal from the referee, the player does not serve the ball within two (2) second time limit, the player will lose that serve and one (1) point is awarded to the opponent.
6.2 When serving, each swing at the ball will count as one (1) serve.
6.3 Each player will serve two (2) times consecutively, then relinquish serve to the opponent.
6.4 A served ball must bounce off the sidewall only once, prior to passing under the centreboard screen. When this does not occur, the referee must stop play, and the player will be penalised by losing that serve, and one (1) point will be awarded to the opponent.
7. PLAY
7.1 Play must be from the end of the table. A player must not play from the side of the table.
7.2 The ball must pass under the centreboard screen to be considered in play.
7.3 The bat must be held in one hand at all times, except when switching hands. An infraction of this rule will result in a one (1) point penalty.
7.4 One (1) point shall be awarded to the opponent of a player who holds his/her nonbatting hand within the playing area except when switching hands.
7.5 One (1) point shall be awarded to the opponent of the player who hits the ball and it touches the top of the sidewall and/or top of the contact board and/or jumps back into the playing area.
8. DEAD BALL
8.1 The referee will call a "dead ball" and a re-serve when, in his/her opinion, the ball is moving so slowly that the match is being unnecessarily delayed, or a player has lost track of the ball.
9. PENALTIES
9.1 No contact is allowed within the goal area with the ball. If that happens, one (1) point will be awarded to the opponent of that player. This means that if the ball touches the bat or battinghand in the goal area and moves directly into the goal, there is a goal and two (2) points are awarded to the opponent. If the ball touches the bat or batting-hand, and after that touches any other part of the body, there is an illegal touch and one (1) point is awarded to the opponent. If the ball touches the bat or the batting-hand, and goes anywhere else, on or off the table, there is an illegal defence and one (1) point is awarded to the opponent because of the first in this point: No contact is allowed within the goal area with the ball.
9.2 If, in the opinion of the referee, the player is hooking the ball with his/her fingers or thumb, the referee will award one (1) point to the opponent.
9.3 If the player drops the bat, he/she loses one (1) point immediately.
9.4 If, in the opinion of the referee, a player or coach is guilty of misconduct, such as:
a) Shaking the table in a disturbing way;
b) Scraping the bat in a disturbing way;
c) Talking during play or break in play (2.13 3.1);
d) Any other activities judged by the referee to be in this category.
The following penalties apply:
1st infraction: warning and a re-serve,
2nd and subsequent infractions: one (1) point to the opponent and loss of serve.
The referee is allowed to send supporters or the coach out of the room in case of unfair misconduct.
9.5 In case of very serious misconduct (e.g. throwing the ball or the bat), the referee is entitled to immediately penalise the offending player (without having to warn him/her first). The offending player loses the set by a score of 11-0.
9.6 One (1) point is awarded to the opponent of the player who pushes any part of his/her body into the goal area from outside.
9.7 If a mobile phone, watch of the player of his/her coach rings during the match, the referee awards one (1) point to the opponent.
10. ATTIRE
10.1 Players must wear a short sleeve shirt, with sleeves not longer than elbow length.
10.2 It is recommended that players wear hand protection. Hand protection must not go beyond six (6) cm past the wrist joint of the player, the thickness of the hand protection may be maximum 2,5 cm in the front part (all fingers) up to the wrist, not enlarging the hand by more than two (2) cm (on sides).
10.3 Players must wear opaque eye protection that completely obscures the player's vision.
10.4 The referee must be clearly identifiable as the referee.
B: EQUIPMENT SPECIFICATIONS
11. BATS
Bats are to be constructed of a hard smooth material, with a length of 34 cm. It may be covered with rubber (a layer up to two (2) mm on one side or both sides).
Maximum dimensions:
Blade length: 23 cm
Blade width: 9 cm
Blade thickness: 1 cm
Handle length: 11 cm
Handle diameter: 4 cm
The blade can be rounded and/or squared (see the technical blueprint of the Showdown bat).
12. BALLS
Balls are to be made audible by inserting small pieces of metal into them (e.g. stainless steel metal bearings, bee bees, etc.). Balls are to be six (6) cm in diameter with a hard, smooth surface.
13. TABLE
Interior length: 364-366 cm
Interior width: 121-122 cm
Height(Playing deck from floor): 78 cm
Sidewall: 14 cm
Corners (interior radius): 23 cm
Goal pocket (semi-circle): 30 cm diameter
Rectangular vertical hole: 30 x 9-10 cm (in endwall)
Tactile boundary line for goal area: 40 cm diameter
Contact board: 5 cm overhang, and no extension
back outside of the table.
Centreboard screen: 46 cm from deck top
C: DEFINITIONS APPENDIX 1
1. Batting hand: the hand (up to and including 6 cm past the wrist joint) that is holding the bat. The batting hand includes hand protection as described in rule 10.2.
2. Centreboard screen: the rectangular board dividing the playing area in two. The centreboard screen rests on the sidewalls above the playing area.
3. Contact board: the narrow wooden cap that rests on the top of both endwalls.
4. Set: first player to reach eleven (11) by a two (2) point margin over his/her opponent, up to a score of sixteen (16). After that, the next point wins even if a player does not win by a margin of two (2) points.
5. Goal: a goal is scored when the ball passes fully into the goal pocket or the player who conceded a goal pushes the ball intentionally out of the goal pocket with any part of his/her body and the referee is aware of it.
6. Goal area: the space between the goal pocket and the tactile boundary line.
7. Goal pocket: the opening in the horizontal playing deck and the vertical endwall.
8. Match: any combination of sets: for example, best of three (2-1). In the knock-out stage within the EC/WC: best of five (3-2).
9. Playing area: the space that is defined:
a) at the sides, by side walls and end walls,
b) at the bottom, by the surface of playing deck,
c) the top of the sidewalls and the endwalls, contact boards, are excluded.
10. Playing deck: the surface of the horizontal board.
11. Serve turn: a string of two (2) serves.
12. Stop time: the total accumulated playing time.
Skiing
Modifications and Suggestions for Training and Competition
Nordic Skiing B1, 2, 3. Competitors must wear blackened goggles. They use guides who have sight in one of three ways, following them, side by side with them, or in front of them. Assuming that there are preset machine made indented tracks present, skiers that follow their guides can generally outperform the others, primarily because the racer needs few verbal cues, since the skiing sounds, voice cues, or a beeper attached to the guide provides a direct sound to follow. The guide needs to be a good enough skier to be able to look ahead quickly and at the same time monitor the ski racer behind. Side by side guides/racers use both sets of preset tracks and the guide needs to give instructions to the ski racer as they go along the race rout. The guide following method gives the guide great visibility of the race course and the racer, but requires a lot of verbal commands. The first method is the most natural for the racer, but the most difficult for the guide, while the first two are the opposite. The commands used are (a) "Starting a gentle (or sharp) turn right (or left)," (b) "Coming to a strong uphill (or downhill)," (c) "Tips right (or left)." to get skis back into tracks when they are diagonal across the tracks, (d) "Step right (or left) if skis are out of the tracks but still parallel with them," (e) " Trees or other obstacles close on left (or right)." Caution -- Never grab a ski pole to keep a skier from falling, since shoulder joints can be dislocated.
Alpine Skiing According to the International Blind Sports Association (www.ibsa.es), "Alpine (downhill) skiing is one of the rare opportunities available, which allows the blind individual to move freely at speed through time and space. An opportunity to embrace and commune with the primal force of gravity, thus experiencing the sheer exhilaration of controlled mass in motion, in a physically independent setting."
Whether an elite level ski racer or a weekend ski enthusiast, the thrill and exhilaration of alpine skiing is available to any blind or visually impaired person.
Through the efforts of the Professional Ski Instructors of America (PSIA), most ski resorts can provide instruction to visually impaired persons on how to ski as well as instruction to sighted companions on how to guide.
Many ski areas have adaptive ski programs, usually staffed with a combination of professional and volunteer instructors.
For B3 and higher acuity level B2 skiers, the only adaptation necessary is to have a competent skier, be it a sibling, friend or instructor, ski in front of the visually impaired person as a guide. The visually impaired person in turn follows the guide, usually as close as possible, and watches the guide for cues as to turn initiation and terrain changes. A predetermined signal, such as a raised arm, can be used to anticipate a stop. If necessary some voice commands can be mixed into this system.
For a B1 and low B2 athlete, a voice communication system will be necessary. This can be performed with the guide either in front of or behind the visually impaired skier. The guide must continually provide, in a loud voice, a sound, such as "Go, go, go, go, right turn, go, go, go, left turn, go, go, go..." Again, a pre-determined signal for stopping, such as "Left turn aaaaaannnnd stop!" must be worked out. The key to success with the system is communication, the skier and guide must be willing to work out between them what will be most efficient. A system of different adjectives and voice
intonation can greatly enhance the system. This is all part of the game, the journey, and as such should be enjoyed. Go ahead be creative, have fun with it!
Some skiers with little or no vision also employ a method of skiing attached, usually side by side with the guide either holding the hand or the ski pole of the blind skier. This method can be most advantageous when skiing through congested areas, on cat tracks and into lift lines.
Most B1 and B2 skiers who compete employ a voice amplification system - a boom mounted microphone and a compact amplifier with a speaker, usually installed in a fanny pack or small back pack, which the guide wears.
Whatever methods are chosen, skiing can provide the blind and visually impaired with a lifelong sport offering camaraderie, the opportunity to participate with sighted friends and family and the quite unique chance to move independently at speed, in one of natures most beautiful and exhilarating settings.
Resources
Ability PLUS (Northeast USA)
Adaptive Ski Program (New Mexico)
American Blind Skiing Foundation
Breckenridge Outdoor Education Center (Colorado)
Challenge Aspen (Colorado)
Challenge Mountain (Michigan)
Disabled Sports USA
Discovery Blind Sports (California)
Foresight Ski Guides (Colorado)
Greek Peak Sports for the Disabled (New York)
Maine Handicapped Skiing
National Sports Center for the Disabled (Colorado)
New England Handicapped Sports Association
Optical Illusions Ski Club (Michigan)
PSIA Adaptive Snowsports Instruction Manual
Ski for Light (Minnesota)
U.S. Adaptive Recreation Center (California)
U.S. Disabled Ski Team
Vermont Adaptive Ski and Sports
Wintergreen Adaptive Skiing
For more information, contact Brian Santos, USABA Skiing Coordinator.
Swimming
Classifications
S11: little or no vision
S12: can recognize shapes of a hand and have some ability to see
S13: greater vision than the other two classes but less than 20 degrees of vision
TECNIQUES
Visually Impaired S12 (B2) and S13 (B3) Same as able-bodied swimming. When explaining leg and arm movement or position in the water, it is helpful to be in the water physically manipulating swimmer's body. Remember to let them know what you are doing before you do it. Explain things with a lot of detail. Do not say, "Do this..." and show movement. Same as able-bodied swimming.
Blind S11 (B1) Same as able-bodied swimming. When explaining leg and arm movement or position in the water, it is helpful to be in the water physically manipulating swimmer's body. Remember to let them know what you are doing before you do it. Explain things with a lot of detail. Do not say, "Do this..." and show movement.
TRAINING
Visually Impaired S12 (B2) and S13 (B3) Training plans and expectations should be the same as any able-bodied swimmers. Place them in speed appropriate lanes. The expectations of the visually impaired swimmer should be the same as their able-bodied peers. The coach may wish to stand in front of the swimmer to give visual/auditory information or use the athlete to demonstrate a technique (Be sure to do this without making it a negative situation for the swimmer).
Blind S11 (B1) Training plans and expectations should be the same as any able-bodied swimmers. Place them in speed appropriate lanes. The expectations of the blind swimmer should be the same as their able-bodied peers. The coach may wish to use the athlete to demonstrate a technique (Be sure to do this without making it a negative situation for the swimmer).
LANE LINES / MARKERS Bright colored lane lines or markers on the lane lines may assist the swimmer if the traditional lines are difficult for the swimmers. Ask the swimmer what would help them. Swimmers will run into lane lines a lot while learning. Sharp/rough lane lines may be painful and cause the swimmer frustration. Watch for these situations and approach accordingly.
WALLS / FLIP TURNS … The S13 (B3) Athlete
In Training A bright colored marker may be placed on or near the wall for beginning teaching purposes to locate the wall. As they develop, the swimmer should work on their stroke count.
In Competition In national and international competition, swimmers cannot use any external aid to help them see the wall for turns.
The S12 (B2) Athlete
In Training Depending on the athlete's level of vision, a bright colored marker may be placed on or near the wall for beginning teaching purposes to locate the wall. As they develop, the swimmer should work on their stroke count.
In Competition Swimmers may have a tapper in national or international competition. This is the swimmer's choice. Same ideas as S13 & S11 may help.
The S11 (B1) Athlete
In Training The athlete should work with the tapper and/or sprinkler to develop their stroke count going into the flip turn. The tapper should be used at a consistent distance from the wall each time.
In Competition The expectations of the blind swimmer should be the same as their able-bodied peers.
TAPPING
The S12 Athlete Swimmers may have a tapper in national or international competition. This is the swimmer's choice. If the athlete wishes to be tapped, it is beneficial that the coach is the tapper since they "know" the athlete the best. Tappers may not give swimmers encouragement, or coach them, only instruct them regarding their surroundings.
In Training If the athlete chooses to be tapped, it would be beneficial to have a consistent person(s) tap for the athlete in practice and competition.
What is the tapper? See below.
The S11 (B1) Athlete
In Training It would be beneficial to have a consistent person(s) tap for the athlete in practice and competition.
In Competition Swimmers must be tapped in national and international competition. It is beneficial that the coach is the tapper since they "know" the athlete the best. Tappers may not give swimmers encouragement, or coach them, only instruct them regarding their surroundings.
What is the tapper? Tapper: Any long pole or stick (usually a cane) with a tennis ball attached to the end.
Procedure: When the swimmer nears the end of the pool, a person on the deck reaches to tap the swimmer on the back, head or shoulder to indicate the wall is approaching. Each swimmer determines the site of the tap.
Another option for tapping in training situations. Sprinkler System: Attach an oscillating outdoor sprinkler to a hinged board. The sprinkler should be set to spray straight up.
Hinge two boards together--one with the sprinkler fastened to the board and angled to spray into the pool. The other is on the pool deck with a heavy weight attached to keep it from moving. Setting the angle of the board will depend on the how many lanes you hope to mark.
The sprinkler is then connected to the water supply and turned on.
The objective is to provide another means of identifying where the swimmer is in relation to the end of the lane.
This is very helpful to a coach who is unable to tap at both ends of the pool. This could be used in conjunction with the tapper at the other end.
Aqualert: A device developed specifically for the blind or visually impaired swimmer. Similar to the sprinkler system, the Aqualert makes the visually impaired swimmer aware of the upcoming wall through water that sprays down to the pool from the backstroke flags.
SEND OFF TIMES AND PACE CLOCK
Visually Impaired S12 (B2) and S13 (B3) Place a smaller portable pace clock right in front of the swimmer's lane. Have the swimmer go behind a slightly faster swimmer that they can follow. The coach can choose to verbally tell the swimmer when to go. As the swimmers become more independent in training, the athlete can count silently to themselves (one one-thousand, etc.). Place in speed appropriate lanes, but still challenge for optimal performance.
The S11 (B1) Athlete Have the swimmer go behind a slightly faster swimmer who is willing to verbally communicate the send off. The coach can verbally indicate the send off. As the swimmers become more independent in training, the athlete can count silently to themselves (one onethousand, etc.). Place in speed appropriate lanes, but still challenge for optimal performance.
CIRCLE SWIMMING
Visually Impaired S12 (B2) and S13 (B3) Swimmers follow circle-swimming rules. Have the swimmer use one bright lane lines or the bottom of the pool to guide.
The S11 (B1) Athlete S11 swimmers can be taught to circle swim but require a lot of practice and patience with the other swimmers. When pushing off the walls, the swimmer should make sure they "square off." Swimmers place back flat against the wall before pushing off to push off in a straight line. One-way swimming against the lane line is optimal.
DIVING
Visually Impaired S12 (B2) and S13 (B3) Starting block starts are used with the same technique as able-bodied swimmers.
The S12 Athlete For relay take-offs, an assistant may tap the swimmer on the foot when it is time to start. An assistant may also hold the swimmer's ankle and let go when it is time to start.
The S11 (B1) Athlete One-way swimming against the lane line is optimal. Starting block starts are used with the same technique as able-bodied swimmers. An assistant may help guide the swimmer up on to the blocks. For relay take-offs, an assistant may tap the swimmer on the foot when it is time to start. An assistant may also hold the swimmers ankle and let go when it is time to start. No verbal communication is allowed in national or international competition.
LOCKER ROOM/POOL MOBILITY
Visually Impaired S12 (B2) and S13 (B3) Explain & show the swimmer where things are located & which routes to travel when. This will encourage complete independence getting to and from the pool.
The S11 (B1) Athlete Explain and show the swimmer where things are located and which routes to travel when. This will encourage complete independence getting to and from the pool.
MEETS
Visually Impaired S12 (B2) and S13 (B3) Explain and show the swimmer where things are located and which routes to travel when. This will encourage complete independence getting to and from the pool. Enter the swimmer in all appropriate local competitions. Notify the meet referee prior to the competition to explain the swimmer's potential needs.
The S11 (B1) Athlete
Explain and show the swimmer where things are located and which routes to travel when. This will encourage complete independence getting to and from the pool. Enter the swimmer in all appropriate local competitions. Notify the meet referee prior to the competition to explain the swimmer's potential needs.
GOGGLES
Visually Impaired S12 (B2) and S13 (B3) Look for information about the annual USA Swimming Disability Championship meet. Information can be found on the USA Swimming website under events. If the swimmer meets qualifying times, encourage their participation. Same as able-bodied swimming.
The S11 (B1) Athlete Look for information about the annual USA Swimming Disability Championship meet. Information can be found on the USA Swimming website under events. If the swimmer meets qualifying times, encourage their participation. Goggles are to be blacked out and inspected by meet officials during both national and international competition.
RESOURCES USA Swimming: Adapted Swimming Committee
Jennifer Butcher U SA Paralympic Swimmer – Bronze Medalist, 100-Meter Freestyle 2000 Sydney Paralympic Games – Teacher of the Visually Impaired Washington State School for the Blind – (360) 696-6321, ext 151
Julie O'Neill US Paralympic Swimming National Manager – US Paralympics
Additional Swimming Information and Resources
Swimming for exercise can be achieved through swim exercises, water aerobics, and lap swimming.
* If you swim laps, count the number of strokes it takes to cover the length of the pool. This will help you slow down as you approach the end of your lane.
* A pool with ropes separating the lanes can help you remain within your own lane and maintain your orientation within the swimming area.
* Lap swimming can be adapted by using lane markers. These can be brightly colored flotation devices or swim ropes with flotation markers.
* Water aerobics usually take place in a restricted area of the pool. Each participant is assigned a spot within the water aerobics area, which ensures a safer water exercise experience. You can also request a spot near the edge of the pool.
* Place a brightly colored marker or an audio device, such as a radio or beeping transmitter, at the end of the lane on the wall to help with turns and orientation to the pool.
* Some swimmers with limited or no vision use a "tapper." This is a person trained to observe swimmers' strokes and "tap" the swimmer with a long pole to indicate the lane ending and the need to make a turn.
International Blind Sports Association: Information about swimming with a visual
impairment
United States Association of Blind Athletes: Information about competitions and adaptations Handicapped Scuba Association: Learn to scuba dive
Sports & Exercise, Sports Groups, and Recreation, Sports, & Leisure Products for tips, answers to frequently-asked questions, and resources for sports and leisure equipment and activities.
Sports & Exercise Adaptations for People Who are Blind or Have Low Vision
Swimming Adaptations
Swimming is an excellent sport for individuals who are blind or visually impaired. It has been practiced for many years by individuals of all ages, for competition, fitness, and fun.
Rules for competitive swimming are governed by the IBSA Swimming Rules, which can be found on this web site (see rules). IBSA rules are based on FINA rules and outline the adaptations for swimmers who are blind or visually impaired.
Swimmers compete in 3 sight classifications as defined by IBSA with B1 no sight at all, and B3 being up to 10 %. In B1 competition, swimmers must wear darkened goggles.
A team coach directs the takeover for relays, as the swimmers may not be able to see their teammate approaching.
Allowances are made in the rules for B1 swimmers who may be too close to a lane line to execute technically correct arm strokes or touches in butterfly or breaststroke.
Tapping:
In the early 1980's, a technique was developed of letting the swimmer who is blind know that the end of the pool is coming. Dedication, experimentation, and hard work by Wilf and Audrey Strom resulted in the technique known as tapping.
A knowledgeable and experienced sighted sport guide (tapper) who gives the blind or visually impaired person some of the necessary information they would see if they could, acts as a tapper for B1 swimmers, and some B2 and B3 swimmers as well.
These tappers are essential in enabling the blind swimmer to reach their optimum performance level. They make it possible for the blind or visually impaired swimmer to test his/her limits and are an important part of both training and competition.
Swim tappers must synchronize their tap with the swimmer's stroke movement and momentum - at exactly the right time to enable the swimmer who is blind to swim at top speed, without fear of crashing into the end of the pool, and to execute a racing turn without losing precious fractions of seconds in a race. A high level of trust is crucial.
Tappers are positioned at each end of the pool and use a rod with a firm foam tip to touch or tap the swimmer at the correct moment.
Tenpin Bowling
Ten-pin bowling is one of the most popular recreational activities in the United States among both sighted and visually impaired athletes as it provides people of all ages the opportunity to compete in both recreational and elite settings at all ages. For the blind bowler, this is also an appealing sport because the only physical modification needed for the lanes is a portable guide rail, depending on the vision of the competitor.
Blind and visually impaired athletes can most effectively compete in bowling through one of two adaptive methods: sighted guidance or a guide rail as follows, according to the International Blind Sports Association, www.ibsa.es.
Sighted Guidance When sighted guidance is being used, blind bowlers are aligned on the approach by sighted assistants before their deliveries. The bowlers would normally be aligned on a spot which they wish to execute their deliveries. Such a reference point may be a certain board on the approach.
Guide Rail The guide rails used are made of either wood or light-weight tubular medal and can be assembled, disassembled and stored away very easily. They are held in place on the bowling approach by the weight of bowling balls and can be used in any bowling center without damaging the lanes or interfering in any way with the operation of the center's automatic bowling equipment.
The rails are placed along side the bowling approach and they extend back from the foul line. A bowler who needs the assistance of a guide rail usually slides one hand along its smooth surface while delivering the ball with the other hand. The starting position of the bowler in relation to the guide rail should be carefully noted.
The bowler can determine whether the ball is being released in the center of the lane or near one edge. The rail is positioned to run straight along the first board outside the width of the lane. Of course, bowlers are free to use the bowling technique that they prefer.
A sighted assistant usually is needed to tell a blind bowler which pins have been knocked down or how the remaining pins were missed. These assistants identify the pins either knocked down or left standing by calling the numbered locations of the pins and this information tells a blind bowler where to roll the next ball or how to modify the delivery of the ball the next time to bowl.
If you'd like more information about Tenpin Bowling, please contact our National Program Coordinator: Gerald Rickert
Resources
American Blind Bowling Association McKinley Young, firstname.lastname@example.org (202) 291-2036 www.geocities.com/blindbowlers/abba
Equipment Information and Contacts www.bowlingforidiots.com/bowling_equipment_for_the_disabled.htm
Track and Field Events
Modifications and Suggestions for Training and Competition
Track
1 Guide Running
a. B1. If the runner is blind or has little vision, use a guide runner. Have guide and blind runner hold opposite ends of a 2.5 foot length of rope loosely between 2nd and 3rd fingers. In early stages of guide running, a shorter rope may be used to increase confidence. Lengthen rope as runner gains confidence, since longer rope allows a more natural arm swing. A short tether (arms in unison) work well for some guide/competitor combinations. Don't tie or knot around fingers or wrist, since a fall could dislocate a joint. Start by walking, then jogging and then running on a track or other smooth running surface. The guide runs either alongside or slightly behind the runner. Competitors have varying opinions in regards to running on either the inside or outside of the guide. Give runner only minimal information about conditions, such as need to pass slower runners, etc.
b. B2. If runner has enough vision to follow, guide should wear easily seen colored shirt and place self in the "good visual spot" of runner and run either alongside or slightly behind. Use smooth safe surfaces underfoot in the beginning to avoid tripping; then gradually move to sidewalks, etc., if runner desires. Guide gives feedback about conditions underfoot.
If runner has enough vision to run safely without a guide, when practicing, use inside lane to make it easy to visually follow the curb/grass line. Practice moving from lane to lane, with the head down, watching the lane lines.
c. Click here for more information.
2 Distance racing
a. B1 and B2. If runner has little or no vision, use tether as above in B1 description. Runner gives instructions about speed, guide informs about other racers. Runner must cross finish line before guide to avoid disqualification.
b. B3. Standard International Association of Athletics Federations rules shall apply.
3 Sprint racing
a. B1 with guide runner. Best speeds accomplished with guide runner, as opposed to other methods used in the past. Each guide/runner team uses two lanes. Much practice coming out of starting blocks is required.
b. B1 "calling." Independent sprints can be done with "calling." If it's a 50-meter race, place a caller behind the finish line and facing the runner in lane 4. Caller cups hands and yells "Point at me," readjusting pointing line, if runner is not accurate. When satisfied that runner knows running direction, Caller yells "ready, mark, set, go!" As runner approaches, caller repeatedly and loudly yells runner's lane number through cupped hands and at runner. Example "Four, four, four, four!" If runner veers to his or her right, caller yells "Five , five, five!" with a stronger emphasis until runner returns to lane 4. If runner veers more than one lane, caller yells "Stop!" Caller must move out of the way before blocking the runner to let him/her pass and then yells "Finished!" at finish line crossing. If 100 meters, use two callers, dropping the first out at 40 or 50m and place the second behind the finish line where he/she picks up the calling until the finish. Be aware that if Caller stays in runner's path too long, it may hinder runners who think they will collide with the Caller. NOTE: CALLERS ARE FOR USE IN
TRAINING ONLY. THIS TECHNIQUE IS NOT ALLOWED IN CONTINENTAL, WORLD OR PARALYMPIC COMPETITION.
c. B1 guide wires. Many residential schools for students who are blind still have 50M sprint tracks composed of stretched wires, which allow 2 to 4 runners to hold the wires and compete side by side. This method is considered out of vogue because it slows runners down compared to running with a guide, but provides a good sprint practice track.
d. B2 sprinters. As discussed above, B2 sprinters may use guide runners. Much practice is needed to ensure a successful start as both runners must start from blocks.
e. B3 sprinters. Standard IAAF rules shall apply.
4 Relay Racing
a. B1. The baton exchange requires some modification for B1 runners. The primary differences in the exchange are increased communication between the runners and a modified hand-off. The waiting runner begins to yell the runners name at standard intervals of one second or so. Please note, calling the in-coming runners name will only work in practice and the approaching runner yells "go" when in position. The awaiting runner holds the arm straight out from his/her side, rather than straight behind, but the receiving hand is still held in the traditional way. The approaching runner swings down on the waiting runner's arm and slides the baton to the right and into the waiting hand. Obviously, this exchange is more complex than normal and takes a good deal of practice to be efficient.
b. B2 and B3. All important "targets" in the exchange are made more visible. That is, baton with stripes and brightly gloved receiving hand can be used with the above adaptations to the degree the runners' vision requires. Please note that the baton cannot be altered in any way during competition. Also, the runner with the least amount of vision might be placed in the last position of the relay, since the exchange is only receptive and less complex.
Cross Country Racing
1 B1. See distance running above, but the guide must describe the running surfaces that the runners are approaching. Much repetition across troublesome parts of a course is recommended before a race. Also, better than average ankle support should be used.
2 B2 and B3. See distance running above. Cross country races add the additional problems of unpredictable footing and staying on the course. If running without a guide, be sure about places where poor footing is known and practice. Also, mark places on the course where it is easy to take a wrong turn with large highly color contrasting signs, flashy ribbons, etc.
Field Events
1 Shot Put
a. B1. Assuming the shot put facility is standard, that is, that it has an inset concrete or raised steel ring and a stop board in the front, there is little adaptation needed. Since the problem is only in keeping the shot within the throwing boundaries. The athlete can stay within the throwing circle because it is tactual and he/she can tell where the front of the circle is because of the stop board. A towel or other article left just outside the back center can help for exact lining up at rear of ring for initiating the approach. If there is only a painted circle instead of a ring or stop board, affix a raised rope under two-inch tape over the painted circle and place towels or other articles just outside the front and back of ring for orientation.
b. B2 and B3. Same principles apply as for B1 athletes, except make kick box more easily visible by taping cross hatching or stripes on it with black or brightly colored two inch tape.
2 Discus Throwing
a. B1, B2, B3. If the discus area is standard and uses a raised circular ring, the only problem for a blind or LV thrower is knowing where the exact front and back are. As with shot put, simply leave towels or other articles just outside at those points, so the thrower can reach down and touch or use limited vision to see the center front and center back. The center front marker should obviously not be something easily tripped over. Again as in shot put, if there is only a painted circle and no raised ring, make a raised ring using two-inch vinyl tape and 1/8th inch cord taped under.
3 Long Jumping
a. B1. The major difficulties are staying on the running approach, hitting the board without fouling, and landing safely in the pit. The most independent and efficient adaptation is "calling." Place the jumper on the runway at a three step approach distance, place the caller facing jumper at end of sand pit, have caller yell "Here" and ask jumper to point directly at caller to verify alignment. Then have caller yell through cupped hand, "Okay-ready-go!-go!-go!-go!" The caller also has an abort command ("Stop!") if the jumper veers off the runway.
The board is adapted by making a lightly powdered three-foot section of runway three feet or so short of the pit. The jump distance is measured from the "footprint" in the powder, rather than in the usual way. Teaching when/where to jump is the same as with sighted jumpers. That is, by having the jumper count steps, not by telling the jumper when to jump. In fact, some B1 athletes have competed using a standard board. Number of approach steps starts with three and works up as far as possible for an optimal run and jump.
b. B2 and B3. The board can be made more visible with black or brightly colored stripes of two-inch vinyl tape. Orange cones may also be placed on each side of the take-off board for B2 competitors The last ten to twenty feet of runway can also be marked on both sides with two-four inches of brightly contrasting tape. If tape does not stick to the runway, it can be tacked down with small nails with large heads. Some B2 jumpers may also want a "caller".
4 High Jumping
a. B1. The major problem is the jumper's inability to locate the crossbar. As such, the only way high jump can be accomplished is through placing raised starting marks on the runway, then practicing the number of steps at which the jump is to be made. The direction of the run up can be done by hanging a beeper or other sound source on the bar or one on each of the crossbar standards. The learning part of this event is the most difficult and will require a good deal of task analysis, starting first with no crossbar and working up to using one.
Note: Sound devices are to be used only during training. During competition, B1 athletes are permitted to use a caller to provide acoustic orientation. The caller must stand in a position that does not hinder the event officials. B1 jumpers are, however, permitted to touch the bar as an aid to orientation before run-up. If on doing so, the athlete dislodges the bar this will not count as an attempted jump.
b.B2. The crossbar is generally striped black and white, but it can be made even more visible by hanging strips of two-inch black or bright orange tape from the crossbar. If the tape hangs about one foot, the bar is much more easily seen. Bright markers on the runway can also aid low vision jumpers in their approaches.
Equipment
1 Opaque Glasses. B1 athletes must wear approved opaque glasses or an appropriate substitute in all field events and all track events up to and including the 1500m when competing in a USABA, International Blind Sports Association or International Paralympic Committee sanctioned event. The opaque glasses or substitute must be approved by the responsible technical official. Glasses, once approved, must be available for checking at all times. When not competing, the athlete may remove the dark glasses or substitute.
Escorts and Guide Runner Access to Competition Areas
1 Only escorts or guide runners for B1 and B2 athletes will be permitted to accompany competitors onto the track or into throwing and jumping areas. Those persons acting as guides or escorts must be clearly identified.
2 Competitors in the B1 triple jump and the B1 long jump may use a caller to provide acoustic orientation during the approach run and a guide to assist in positioning the athlete on the runway.
3 B2 athletes for jumping events may be accompanied to the competition area by only one person, who may serve as caller and/or guide. No additional persons will be permitted in the competition area.
Guiding
1 B1 and 2 athletes are allowed to use a guide in competition; however, with few exceptions, they must furnish the guide.
As the blind runner crosses the finish line or enters the relay exchange box in the relay, the guide must be behind the athlete.
2 The method of guidance is the choice of the athlete. He or she may choose to use an elbow lead, tether or to run free. In addition, the runner may receive verbal instruction from the guide. Bicycles or other mechanical means of transport may not be used by guides.
3 At no time may the guide pull the athlete or propel the athlete forward by pushing. Infringement of this rule shall lead to disqualification.
4 Whether or not a tether is being used, the athlete and guide shall not be more than .50m apart at all times.
Wrestling
Of all the sports blind and visually impaired athletes compete in, wrestling is considered by many to be the easiest to modify. In fact, there is only one basic adaptation needed for blind wrestlers to compete against sighted opponents. During competition, the two competitors must maintain constant contact when in the standing position. This is done by touching fingertips; one hand up and one hand down. If contact is broken, the match is stopped and the wrestlers "touch up" and start again.
Transitioning from Wrestling to Judo for Blind & Low Vision Athletes (by Marc P. Vink, Ed.D., National Judo Coach)
As an Asian wrestling form, judo has much in common with Greco-Roman and free style wrestling. This article discusses the transition between the two sports. Click here for article.
RELATED ARTICLES AND RESOURCE INFORMATION
Finding a Funding Source
Individuals with Disabilities Education Act/Part B (IDEA)
Temporary Assistance for Needy Families (TANF)
Private Grants/Endowments: The Foundation Directory/31 st Edition, 2009
Civic Groups and Service Organizations --- Lions Club & Delta Gamma
General Tips for Participating in Sports
People with blindness or low vision compete and participate in every possible sport. Sometimes the rules are modified, sometimes adaptive techniques are used, and other times adaptive equipment may be required.
First, talk to your medical doctor and eye doctor before participating in any sport. Some eye conditions and medical conditions can be affected by athletic activity that includes bending, lifting, straining, or pulling.
Do some research about your area of interest. Some adaptive sports may be represented by national groups such as the U.S. Association of Blind Athletes (USABA) or similar associations.
Do some reading on your sport interest. Contact your local library or the National Library Service for books on tape and CD, in large print, and in braille.
Contact an athlete with vision loss and talk about adaptations that can be used in a particular sport. Your low vision specialist may be able to suggest a local group to contact.
See Sports Groups and Recreation, Sports, & Leisure Products for tips, answers to frequently-asked questions, and resources for sports and leisure equipment and activities.
Remember to be patient with yourself and have fun! Learning a sport, with or without vision loss, takes time, energy, and PRACTICE!
Four Competitive USABA Classifications Include:
Class B1 No light perception in either eye up to light perception, but inability to recognize the shape of a hand at any distance or in any direction.
Class B2 From ability to recognize the shape of a hand up to visual acuity of 20/600 and/or a visual field of less than 5 degrees in the best eye with the best practical eye correction.
Class B3 From visual acuity above 20/600 and up to visual acuity of 20/200 and/or a visual field of less than 20 degrees and more than 5 degrees in the best eye with the best practical eye correction.
Class B4 From visual acuity above 20/200 and up to visual acuity of 20/70 and a visual field larger than 20 degrees in the best eye with the best practical eye correction.
Michigan … Recreation Services for the Visually Impaired
Association for the Blind and Visually Impaired
456 Cherry Street, SE Grand Rapids, MI 49503
Local Telephone: (616) 458-1187
Toll Free Telephone: (800) 466-8084
Greater Detroit Agency for the Blind and Visually Impaired
16625 Grand River Avenue Detroit, MI 48227
Local Telephone: (313) 272-3900
Michigan Commission for the Blind Training Center
1541 Oakland Drive Kalamazoo, MI 49008
Local Telephone: (269) 337-3848
Toll Free Telephone: (800) 292-4200
TDD/TTY Telephone: (517) 373-2062
Michigan Commission for the Blind, Department of Energy, Labor & Economic Growth
201 North Washington Square Lansing, MI 48933
Local Telephone: (517) 373-2062
Toll Free Telephone: (800) 292-4200
Penrickton Center for Blind Children
26530 Eureka Road
Taylor, MI 48180
Local Telephone: (734) 946-7500
Visually Handicapped Services, Detroit Receiving Hospital and University Health Center
Visually Handicapped Services Detroit Receiving Hospital
4201 St. Antoine
Detroit, MI 48201
Local Telephone: (313) 745-4510
Visually Impaired Center
1422 W. Court Street
Flint, MI 48503
Local Telephone: (810) 235-2544
Michigan … Health and Fitness
Sight Seer (West Michigan Radio Reading Service)
The Sight Seer Radio Reading Service 213 Sheldon Boulevard S.E.
Grand Rapids, MI 49503-4513
Local Telephone: (616) 235-0020
Commission Offers Summer Programs for Youth Who Are Blind or Visually Impaired
Contact: Susan Turney 517-241-8631 Agency: Energy, Labor & Economic Growth
May 26, 2009 -This summer the Michigan Commission for the Blind (MCB) will offer 10 programs for eligible youth who are blind or visually impaired, all designed to provide opportunities to prepare for independence and the transition into postsecondary education or employment:
Summer in the City, June 15-25, is a two-week program for blind and visually impaired youth age 14-21 and in high school featuring high-school-to-career transition activities emphasizing daily living skills and employment skill development. The program is sponsored by the Michigan Commission for the Blind and the Kent, Ottawa, and Ionia intermediate school districts. The Association for the Blind and Visually Impaired in Grand Rapids will provide the skills training. For more information, contact Pat Angerman (MCB) at (616) 356-0180.
MCB Business Enterprise Program Summer Employment, June 15 through August 7, is an eight-week food service and vending internship in MCB's Business Enterprise Program for blind and visually impaired youth ages 15-22. Participants work 20-30 hours per week at $7.40 per hour. The June 15 through August 7 timeline is flexible. For more information, contact Lucy Edmonds (MCB) at (517) 373-3459.
Career Club, June 16-18, July 14-16, and August 11-13 is a nine-day program for blind and visually impaired youth in Eaton and Ingham counties. Participants will explore careers, learn about their individual strengths and interests, work on team-building skills, develop a career plan, discuss work skills and ethics, practice interviewing, complete a job application, develop job-seeking skills, and have fun. This program is sponsored by the Michigan Commission for the Blind, Eaton and Ingham intermediate school districts, and Peckham, Inc. An end-of-the-year celebration is scheduled for August 20 from 3:00 to 5:00. For more information, contact Nichole Wright at (517) 335-4262.
Macomb Skill Building Camp, June 17-26, is for blind and visually impaired Macomb ISD students age 14-18. This program will focus on topics from the Expanded Core Curriculum for Students with Visual Impairments, including independent living skills, community-based experiences, activities of daily living, recreation and leisure, obtaining information about community resources, and more, to promote independence. During this camp, the students will be utilizing Macomb Academy's apartment at Lakeside Terrace in Sterling Heights to provide students with the opportunity to learn and practice adaptive daily living skills in a home-like environment. For more information, contact Tina West (MCB) at (313) 456-1659.
MCB 2009 College Preparatory Program at Western Michigan University, June 25 - August 14, in Kalamazoo, is for blind and visually impaired high school juniors and seniors, as well as anyone else who is blind or visually impaired who would like to pursue college training and has not done so yet as a person who is blind or visually impaired. The purpose of the program is to give potential college students the opportunity to take a college class for credit, along with other classes and activities designed by MCB. Students will find out what it's like to be a college student, try out their independent living skills in a supported environment, and have an opportunity to learn about themselves and make plans for their education after high school. To determine a student's readiness to meet the challenges of academic classes and daily living on campus, each student must complete a college assessment. During the program itself, students reside at a Western Michigan University student dormitory. For more information, contact Lisa Kisiel (MCB) at (269) 337- 3238 or Shannon McVoy (MCB) at (269) 337-3449.
Detroit Summer Youth Program, June 22 - August 14, is an eight-week program that focuses on activities for transitioning after high school graduation into postsecondary education or employment. This is a collaborative venture between the Michigan Commission for the Blind, Detroit Public Schools, and Wayne Regional Educational Service Agency (RESA). The program is open to blind and visually impaired high school youth in the Detroit Public Schools ages 14-26, who will have the opportunity to gain actual work experience in a variety of agencies and organizations throughout the area. The program also provides some technical training, daily living activities, and recreational experiences. For more information, contact Shawnese Laury-Johnson (MCB) at (313) 456-1957 or Euan Singleton (MCB) at (313) 456-1652.
MCB Personal Adjustment Training, July 6 through August 28, is a comprehensive training program that offers blind and visually impaired high school and college students age 16 and older the opportunity to strengthen the skills that they will need in order to live on their own and be ready for postsecondary education or employment after graduation from high school. For more information, contact Therese Andrews at (269) 337-3771. MCB Macomb Employment Connection, July 13-24, is for blind and visually impaired Macomb ISD students ages 14-26. This program is an opportunity for students to develop, improve, and increase their exposure to the community and develop skills for self-reliance, independent living, and the sound work ethic needed to compete for employment. For more information, contact Tina West (MCB) at (313)
456-1659.
Quest for Success Summer Youth Program at Camp Tuhsmeheta (near Greenville), July 19-24, is a week-long summer camp program for blind and visually impaired youth ages 14-18 who are in high school. Sponsored by the Michigan Commission for the Blind and the Michigan Department of Education, the program combines fun-filled summer camp activities with the chance to learn invaluable skills in Braille, access technology, travel skills, cooking, and organizational management. For more information, contact Wendy VanElk (MCB) at (269) 337-3767.
Bear Lake Camp in Lapeer, July 22, is a one-day camp sponsored by MCB for blind and visually impaired youth ages 14-26 featuring simulated employment activities and other activities of daily living. For more information, contact Elizabeth White (MCB) at (517) 335-5521.
For more than 30 years, the Michigan Commission for the Blind has provided training and other services for individuals who are blind or visually impaired to achieve independence and/or employment in the careers of their choice, annually serving nearly 4,000 state residents. For more information, visit www.michigan.gov/mcb or call toll-free: voice 1-800-2924200; TTY 1-888-864-1212.
The Michigan Commission for the Blind is part of the Department of Energy, Labor & Economic Growth (DELEG), which is investing in Michigan's future by preparing for the new energy economy, helping to create the jobs of today and tomorrow, ensuring that our children and adults have the skills these jobs demand, making Michigan a better place to do business, and training and placing those who need jobs now.
For the 2010 Schedule and Additional Information Contact:
Susan Turney
Communications & Outreach Coordinator Michigan Commission for the Blind Michigan Department of Energy, Labor & Economic Growth
direct line: 517-241-8631
fax: 517-335-5140
MCB toll-free: 1-800-292-4200
201 N. Washington Square, Second Floor
P.O. Box 30652
Lansing, MI 48909 www.michigan.gov/mcb
Recreation and Related Resources
ART, MUSIC, THEATER
Lee Allen's "The Hole In My Vision: An Artist's View of His Own Macular Degeneration" includes not only an account of his macular degeneration but a collection of his drawings of the holes in his vision. It is available from the Penfield Press.
The American Printing House for the Blind sponsors an annual juried art competition and exhibition designed exclusively for visually impaired artists, both children and adults.
Art Education for the Blind: ". . . guidelines for making visual art accessible were developed by Art Education for the Blind, Inc., (AEB). AEB, a nonprofit organization, is committed to the belief that blind and visually impaired individuals should and can be provided with the perceptual information necessary to have full intellectual access to the history and culture of our world. With this goal in mind, AEB provides access to visual art through programming and educational materials suitable for use in museums, in educational institutions, and at home through independent learning." AEB produces "Art History Through Touch and Sound," a multi-sensory textbook. Kyoko Tokunaga – 935 Madison Ave. – New York, NY 10021 – Phone: 212-879-5100.
Art for Students Who Are Blind is a pilot program for students and teachers, created by the SNOW Project and the Art Gallery of Toronto.
The Art of the Eye, I and II: The Delta Gamma Foundation sponsors two touring collections of multimedia works of art created by professional artists who are visually impaired.
Artslynx offers an extensive list of arts programs and resources for people with varying disabilities. They offer resources specifically for those who are deaf or hard of hearing as well as for those who are blind or who have low-vision. Resources include programs in theatre, dance, visual arts and music.
"Assistive Technology and Art," prepard by Melissa Enderle for the Wisconsin Assistive Technology Initiative, has pictures and descriptions of products for making art, as well as art software and a review of the literature.
"The Association for Theatre and Accessibility is a membership based organization whose mission is to foster full participation and involvement of individuals with all types of disabilities in drama and theatre activities."
Blind Theater Company: New Life (Novi Zivot), Hrvatska, Zagreb, Croatia. This site also has a link to the "1st International Blind and Visually Impaired Theatre Festival," Zagreb, 7th to 10th October 1999.
The Deaf-Blind Theatre Access Project: "with specially trained interpreters, close-up seating, and an opportunity to experience sets, costumes, and props through touch, Deaf-Blind people can experience the magic of theatre." The site is a manual of how to do this.
"Extraordinary Art: Beyond the Museum: Exceptional Art by Artists with Exceptional Challenges," by Sara Steele and Kim Flounders in "Palaestra" magazine describes a number of programs for and by blind artists.
Marty Klein publishes reviews of current movies, judging them "based on my ability to follow the picture with the aid of a sighted assistant" and rating them on a scale of 1 to 10.
Music by Ear offers "complete courses for the piano and guitar, including courses specifically for those with visual impairments, as well as individual lessons teaching an entire songs all the way through." The courses "Intro to the Guitar for the Visually Impaired" and "Intro to the Piano for the Visually Impaired" can also be found on the site.
National Arts and Disability Center is a "national information dissemination, technical assistance and referral center specializing in the field of arts and disability." Their site has an extraordinarily wide range of information about organizations, programs and disabled artists.
"National Exhibits by Blind Artists, Inc." is a Philadelphia-based nonprofit, volunteer organization dedicated to showcasing the work of legally blind artists. Exhibits of outstanding pieces have created 19 highly successful juried shows presented in prominent museums and galleries in the United States and abroad."
The National Theatre Workshop of the Handicapped is located in Maine and New York: "In addition to offering the highest level of professional academic instruction in acting, oral interpretation, music, movement, dance, playwriting, theatre management and technical theatre, NTWH teaches students how to present themselves off the stage as well." Scholarships are available.
Recordings for Recovery lends music recordings to people who are institutionalized, homebound or otherwise limited by disabling conditions.
A gallery of pictures by painter Ann Roughton, who developed macular degeneration, is available online. She also has some advice for painters with macular degeneration who want to continue creating art.
"See, Hear, Imagine" is an on-line exhibition for the visually impaired that features the art of Finnish symbolist painter Hugo Simberg through six of his works. The works are presented through detailed descriptions of the pictures and by analyses of their background and themes. [The link is to an English-language version.]
Theater by the Blind (New York, NY) produced "Brecht on Brecht" in the summer of 2002.
VSA arts promotes "the creative power in people with disabilities" through programs, exhibits and education. Their Wisconsin affiliate has programs, teacher training, festivals, exhibitions and artistin-residence programs.
The Wisconsin Conservatory of Music has a program of music therapy and adaptive music offering private and group services to organizations and individuals with disabilities and/or medical problems.
Many museums have special programs and tours for people with visual or physical disabilities:
* The Exhibition Galleries of the British Library (London) are provided with audio, visual and tactile displays, as well as large print copies of labels for the display cases.
* The Dayton Art Institute's Access Art program allows visitors to take a guided or custom tour of the Institute's resources by adaptive computer equipment. The program has a comprehensive set of accessibility features.
* The Metropolitan Museum of Art (New York, NY) has programs for people with developmental, mobility, hearing and visual impairments.
* The National Gallery (London) provides large print versions of picture labels for the permanent collection and most temporary exhibitions; it also conducts two special programs for visually handicapped people. "On the last Saturday of every month the Art Through Words programme for blind and partially-sighted visitors examines one painting in the collection in detail. Each session begins with a description of the painting and ends with a visit to the galleries."
"A Sense of Art" is a free service for visually-impaired visitors to the Gallery. . . . It comprises three tours, consisting of a specially written, descriptive audio-guide and large print text, used in conjunction with raised-line diagrams."
CAMPING, HUNTING, FISHING
Access Outdoors is a web site by Wilderness Inquiry and "is an information resource for persons with disabilities who are looking for trips, destinations, products and services related to accessible outdoor recreation."
The American Camping Association database lists over sixty camps for people with blindness or visual disabilities.
Fishing Has No Boundaries, Inc. (Hayward, WI) has as its goal "to open the great outdoors for people with disabilities through the world of fishing." Phone: 800-243-3462 Phone: 715-634-3185.
Blind Fishing Boat.com/ Articles and information related to equipment and fishing techniques for the blind.
Christian Record Services runs National Camps for Blind Children every summer in 26 locations, including Wisconsin.
Kids' Camps: "the Internet's most comprehensive directory of camps and summer experiences," lists 65 camps for visually handicapped children in the United States and Canada. It also lists camps for children having two dozen other sorts of special needs.
The National Center on Accessibility "is an organization committed to the full participation in parks, recreation and tourism by people with disabilities" by providing "cutting edge technical assistance, education and research on accessibility issues to the parks, recreation and tourism industries."
Space Camp for Interested Visually Impaired Students (SCIVIS)
.
Wisconsin Lions Camp.
The State of Wisconsin has a special deer hunting season for people with disabilities. http://www.dnr.state.wi.us/org/land/wildlife/hunt/deer/sponsor.htm
Wisconsin publishes a pamphlet, "What You Should Know About Permits for People With Disabilities" aimed at disabled hunters and fishermen.
Wisconsin Department of Natural Resources has many accessible parks, forests, trails and facilities, including accessible cabins.
Wilderness Inquiry: Outdoor adventures for campers of all abilities.
DESCRIBED TELEVISION AND MOVIES
The Federal Communications Commission (FCC) list in its "Orders, Public Notices, Notices and Press Releases" an order directing the major networks to provide at least fifty hours per quarter of described programming. There is also an FCC fact sheet on video description and the requirement that emergency information scrolled across the screen be made accessible.
Joel Snyder's "Audio Description--The Visual Made Aural" is an account of audio description from the point of view of the describer. it can be found, along with another short essay on the subject, on Snyder's Audio Description Home Page.
Descriptive TheatreVision offers audio-described motion pictures for the blind and visually impaired in movie theaters. It also has produced a described version of "Titanic." P.O. Box 900 – Woodland Hills, CA 91365 Phone: 818-992-0500 – Fax: 818-992-3265
AudioVision Canada, part of the National Broadcast Reading Service of Canada, makes described videos available to Canadian individuals and libraries. There is an online list of titles available.
The Audiovision service provides blind people in France with about fifty described movies and a hundred stage plays.
Descriptive Video Service sells described videos of current and classic Hollywood films; they also produce a monthly schedule of described Public Broadcasting System programs and of the weekly described cable broadcast on the Turner Classic Movies channel. There is also a listing of described movies currently being shown in theaters.
The CPB/WGBH National Center for Accessible Media has developed the Media Access Generator (MAGpie), an authoring tool for making Web- and CD-ROM based multimedia materials accessible to persons with disabilities.
The Motion Picture Access Project is making first-run films accessible in movie theaters by means of captioning for deaf people and audio description for blind people. A list of theaters, including one in Wauwatosa, WI, where captioning and description are available is posted at the WGBH site. The address of the Wauwatosa theater is: AMC Mayfair Mall – 2500 North Mayfair Road – Wauwatosa, WI Phone: 414-777-0467.
Narrative Television Network has several dozen described movies available for downloading on its web site.
New Media Services offers about one hundred described videos for sale. For a catalog, write to:
New Media Resources, Inc. – 22222 Sherman Way, Suite 100 – Canoga Park, CA
Phone: 818-340-8999 Fax: 818-340-7299 E-mail: email@example.com
AudioVision Canada sells about fifty described versions of movie classics.
GoodLife TV Network provides about seventeen hours per week of audio-described movies and television series.
The Vision World Foundation is attempting to create the Vision Descriptive Television Network, "the only 24-hour-7day-a-week television network which will be by and for blind and visually impaired
people utilizing state-of-the-technology [to create] narrative video . . . comedies, dramas, children's shows, public affairs, theater, and movies, all with narration . . . English, Portuguese and Spanish."
Vocaleyes is a British audio-description service specializing in live theater performances. Besides description of the performance itself, they provide a pre-production tape with information on access to the theatre and performance notes. Before the production, blind theatregoers are given a Touch Tour of the stage.
Local organizations like the Washington Ear (D.C.), Access Arts Austin (Texas),the Lawrence and Lee Theatre Research Institute (Ohio) and the Audio-Reader Network (Kansas)--among many other organizations--provide audio description for local theaters and art exhibitions. There is an internet mailing list for people interested in audio description (AUDIODESCL) and international conferences have been held to bring describers together.
GAMES
For those who want to be constantly informed and updated about games accessible to the blind, there is the Blindgamers list. It is a discussion list for blind gamers and game developers and is quite active. To subscribe, send a blank E-mail to: firstname.lastname@example.org
Audyssey is a magazine and mailing list devoted to text-based computer games. The current issue and all back issues can be viewed online or downloaded. There is also an online discussion forum for games.
The V.I. Guide has an extensive set of links to text-based and speech-friendly computer games.
Bavisoft makes "Grizzly Gulch Western Extravaganza," a newly-released game created purely from sound imagery.
Game Daze.com/giant-4-in-a-row-game.aspx oversized/giant games of all kinds … good for indoor or outdoor recreation and leisure opportunities
Dreamtech Interactive sells "World of Darkness," an interactive fiction game that uses many true-tolife sound effects.
"ESP Softworks is in the development stage of producing several games and entertainment software titles for the blind and visually impaired community."
Games for the Blind sells games "designed and written specifically for blind gamers by a totally blind programmer"; they offer about ten different games.
GMA Games designs sophisticated Windows-based games that are fully accessible to blind and visually impaired individuals. The first offerings include "Lone Wolf," "Trek 2000" and "Shades of Doom."
A selection of accessible interactive fiction games is available from the Interactive Fiction Archive.
Jim Kitchen creates free speech-friendly games for DOS and Windows.
MindsEye2: Computer Games for the Blind produces educational software and computer games for the blind, including crosswords, anagrams and matching games.
Personal Computer Systems sells over twenty different computer games for blind gamers.
"Zform is a new software entertainment company focused on creating games that are fully accessible to both the blind and sighted communities. Using parallel audio/video interfaces and Internet play, Zform plans to conquer the "graphical divide" between blind and sighted gamers."
Kchess Elite is a computer chess program with many advanced capabilities for saving, printing and analysing games. According to its creator, it is "suited for use with screen reader software for the blind or visually impaired."
Josiane Rommes describes half a dozen party games that don't require vision and that can be played by blind and sighted people together.
United States Blind Chess Association – 30 Snell Street – Brockton, MA 02401.
United States Braille Chess Association
"Challenger" is the magazine of the U.S. Braille Chess Association (USBCA.) It contains results, scores and analysis of members' games, USBCA news, general chess news and grandmaster games, instructional articles on chess, sources of chess books and equipment and reviews of chess computer games and databases that are accessible to blind players. Challenger is published quarterly on a 60-minute cassette. A subscription costs $20.00 for two years or $12.00 for one year. A free sample issue is available upon request. Jay Leventhal, Editor – 111-20 76th Rd. Apt. 5L – Forest Hills, NY 11375 Phone: 718-275-2209
BrailleChess.Net is a site for deafblind and blind people who want to learn braille chess.
Ann Morris Enterprises sells about forty different games for players of all ages and skill levels.
HOBBIES
The Genealogical Library for the Blind and Physically Handicapped has instructional materials in Braille, large print, and on cassette, plus a 5,000 volume collection (in regular print) of genealogical books, pamphlets and magazines.
The Genealogical Library for the Blind
P. O. Box 88534, Atlanta, GA 30358.
Handi-Hams, "Amateur Radio for Persons With Disabilities," lists sources of study materials, adaptive ham radio equipment and other organizations. They also supply taped manuals and instruction courses. Their newsletter, "Handi-Ham World," is available on cassette and online.
PEN PALS Slate Pals: Call or write to arrange for braille pen-pals to: Attn: Deborah Stein - 5817 N. Nina Chicago, IL 60631 Phone: 773- 631-1093
Visually Impaired Pen-pals is an electronic message board where visually impaired youth, up to age 15, can meet and share thoughts and ideas.
Webpals are people who are blind, partially sighted, or have a serious sight problem who stay in touch using e-mail. The Royal National Institute for the Blind runs the Penpals electronic bulletin board. [As of October 2002, Webpals was temporarily suspended by the RNIB.]
Virtual Volunteering Project, for people with disabilities who want to serve as online volunteers.
RIDING
Avalon Therapeutic Equestrian Center (Watertown, WI) "provides therapeutic horseback riding and horsemanship education which enhances the overall quality of life for persons who are physically, emotionally, and developmentally challenged."
Inner Vision Championships for blind and visually impaired riders.
North American Riding for the Handicapped Association (NARHA) has a list of twelve therapeutic riding centers in Wisconsin.
S.M.I.L.E.S.--Special Methods In Learning Equine Skills: "offers therapeutic and recreational horsemanship to children and adults with physical, cognitive or emotional disabilities;" has a very full set of links to other therapeutic riding organizations in the U.S. and Canada.
Stable Hands, Inc., Therapeutic Riding Program for the Disabled, "a specialized service that brings together qualified instruction, trained volunteers and gentle horses"; located in the Wausau/Merrill area of Central Wisconsin. Contact Diane Abitz: E-mail: email@example.com
SPORTS
American Blind Skiing Foundation (ABSF) – 610 S. William St. – Mount Prospect, IL 60056 Phone: 708-255-1739.
The Blind Bodybuilders Association is a nonprofit organization founded to promote physical fitness and better health for blind individuals through weight training and exercise. BBA publishes "The Muscle Gazette," a newsletter available in large print or on four-track cassette. 2314 River Park Circle, #2111 – Orlando, FL 32817-4828.
Blind Outdoor Leisure Development (BOLD): an organization of blind and visually impaired individuals who participate in outdoor and cultural activities, based in Pittsburgh, but some sources are of general interest.
Blind and Vision Impaired Golf: This site contains information about the International Blind Golf Association and the member associations. Learn how blind golf is played, its rules, member qualifications, and tournament schedules. "You don't have to see it to tee it!"
Bowling for the Blind and Visually Impaired (lawn bowling, that is), as bowled in Australia, Canada and England.
Diving with Disabilities, created by a doctor, has good links to a number of programs for blind divers.
Football [soccer, in the United States] for the blind is played indoors, "with a sighted goalkeeper whose movements are limited by the small penalty area, and with a guide behind the opponent's goal to direct the players when they shoot."
Goalball: The International Paralympic Committee site offers an introduction to the game, official rules and links to goalball organizations around the world. From the home page, click on "sports" and find "Goalball" in the drop-down box.
Independence First (Milwaukee, WI) offers wheelchair basketball, football and ice hockey, as well as adaptive skiing and adaptive movement and dance classes.
International Blind Sports Federation: links to national sports organizations.
Judo for Blind Athletes has general information, schedules and coaching tips.
The site of National Beep Baseball Association has news and schedules, plus a RealAudio feed of the Game of the Week!
The National Center on Physical Activity and Disability (NCPAD) offers information and resources including guidelines to consider before beginning an exercise regimen as well as fact sheets on many popular games, recreational activities, and sports that have been adapted to allow people with disabilities to participate as fully as possible. Their website features searchable databases, documents, and discussion groups, all providing up-to-date information that can help people with disabilities become more physically active.
The National Sports Center for the Disabled provides recreational downhill and cross-country skiing, snowboarding and snowshoeing lessons, competition training to ski racers with disabilities. Summer recreation opportunities include biking, hiking, in-line skating, sailing, therapeutic horseback riding, white water rafting, baseball, fishing, rock climbing for the blind, and camping.
The Optimist-Braille Institute Olympics are held each year in May and are open to all legally blind persons 6 to 18 years old. The Games are sponsored by Optimist Clubs throughout California, Utah, Arizona, Maryland, Deleware, North Carolina, Georgia and Texas.
"Safe Without Sight" is a practical self-defense manual for people who cannot see, available in print, braille, cassette or on computer diskette from the National Braille Press.
The Skating Association for the Blind and Handicapped (Buffalo, NY) teaches ice skating to people of all ages and with all sorts of disabilities.
Ski for Light: sking trips that match blind skiers with sighted guides, for skiers of all abilities; partial stipends available for first-timers. Ski For Light's 26th annual cross-country skiing event was held in Green Bay, WI, January 21-28, 2001. Ski For Light pairs visually- and mobility-impaired skiers with non-disabled guides for a week-long international skiing program.
Tandem Windsurfing for Visually Impaired aims to "to provide an experience for the Visually Challenged Individual with the use of safe Tandem Windsurfing Equipment."
United States Association of Blind Athletes: USABA trains 3,000 blind and visually impaired athletes in nine sports--alpine and nordic skiing, goalball, judo, powerlifting, swimming, tandem cycling, track and field and wrestling.
United States Blind Golfers Association – 3094 Shamrock North – Tallahasse, Fl 32308 Phone: 850-893-4511 E-mail: firstname.lastname@example.org
The Victoria Blind Cricket Association has a description of how the game is played; it "tends," they write, "to be noisier than a game of sighted cricket."
World Blind Sailing Championships, Italy, September 23-29, 2002.
TRAVEL
Access-Able Travel Source: searchable travel database, discussion forums, travel tips, links to travel agents and publications.
Amtrak offers a complete description of its special services for people with disabilities, including information about fare discounts.
"The Accessible Guide for Specialized Ground Transportation: A Transportation Guide for Disabled and Elderly Travelers," published by Accesssible Transportation for the Disabled, is available in print and on CD-ROM.
Beyond Ability International has compiled a list of web sites and addresses of travel agents "that have identified their business as one with expertise and experience with mature and disabled travellers."
The Bioptic Driving Web Site "is devoted to the dissemination of information about low vision driving with the use of a bioptic [telescope]. . . . there is an option available that may allow them to obtain their driver's license even if they cannot meet their state's standard vision requirements for driving."
"Describe Online is publishing text guides to public premises, on a website which is accessible to all who can benefit from this information." The sites described are British National Rail Stations and London Underground Stations. The guides cover environs, facilities, and general and detailed descriptions of the premises.
The Feathered Star Bed and Breakfast (Egg Harbor, WI) is barrier free, meets ADA acessibility standards and welcomes disabled vacationers--and their pets.
Gimp on the Go, "The Internet's Premier Disabilities Travel Publication," has travel news, tips, bulletin boards, a searchable database of U.S. travel destinations and many links to other sources of travel information for disabled travelers around the world.
TravAbility Unlimited is a travel agency that caters to the needs of travelers with special needs and prepares accessible tour packages for special events. Contact: Dawn Green, Travel Consultant
2825 S. Chicago Ave., Suite 117 – South Milwaukee, Wisconsin 53172
Phone: 414-571-5550 – Toll-Free: 888-964-TRAV – Fax: 414-571-5551 email@example.com
United States Department of Transportation (DOT) has developed a new hotline on which airline passengers with disabilities may obtain information and assistance if they should experience disability-related air service problems. The toll-free number for the DOT aviation consumer disability hotline is (866) 266-1368 (Voice) and (866) 754-4368 (TTY).
The Welcome, H.O.M.E.--House of Modification Examples (Newburg, WI) is a fully accessible bed-and-breakfast on a 15-acre wooded area with wheel-chair accessible hiking trails.
Gardens designed especially for blind people are popular travel destinations. Here are some examples:
* The Audio-Reader Garden (Lawrence, Kansas).
* Amarillo (TX) Botanical Gardens, Garden for the Blind.
* The Hill (Oklahoma City, Oklahoma).
* The Botanic Garden (Padua, Italy) has an itinerary for blind people.
* Blindengarten Bremen (Germany).
* Abbey Gardens (Bury St. Edmunds, England).
* Sensory Garden (Cleveland, Ohio).
* Houston (TX): Texas Herb Society maintains the Fragrant Garden for the blind in Hermann Park.
* Kingsbrae Garden (St. Andrews by-the-Sea, Canada).
* Oral Hull Park (Sandy, Oregon).
* George and Milly Rhodus Sculpture and Sensory Garden (Odessa, Texas).
* Henshaws Garden of the Senses (Manchester, England).
* Sensory Garden (Osaka, Japan).
* Jardin des senteurs et du toucher (Geneva, Switzerland).
* Le parc Georges Brassens, Jardin des senteurs (Paris, France).
* Fort Wright, Kentucky.
* National Botanical Research Institute (Lucknow, India).
* San Antonio (TX) Garden for the Blind.
* Woodbridge (NJ) Garden Club garden for the blind and physically handicapped.
* For more information see "Gardens and Nature Trails for Visually Handicapped People: A Select Bibliography," prepared by the Royal National Institute for the Blind.
The Mississippi State Information and Resource Referral Project has a list of "Blind Sports and Recreation Resources."
"Directory of Sports Organizations for Athletes with Disabilities" (on-line), compiled by the American Academy of Physical Medicine and Rehabilitation, covers a nationwide listing of organizations, by type of sport.
Sports Related Resources
USABA State Chapters/Affiliates
Arizona Association for Athletes who are Blind or Visually Impaired
Association for Blind Athletes, Colorado (ABAC)
Association for Blind Athletes of New Jersey (ABANJ)
Blind Sports Organization (BSO) formerly Pennsylvania Association for Blind Athletes
Florida Association of Blind Athletes
Kentucky Association of Blind Athletes
New York Association for Blind Athletes
Northwest Association for Blind Athletes
Tennessee Association of Blind Athletes
United States Association of Blind Athletes, Missouri Chapter, Inc.
Utah Foundation for the Blind & Visually Impaired
West Coast Blind Sports Association
Cassette Duplication Services Cassette Duplication Services produces the USABA Insight newsletter on tape. Cassette Duplication Services has been donating tape duplication and production time to USABA each quarter for several years Cassette Duplication Services now offers CD duplication as well as their complete full line of services, which varies from master production to packaging and shipping. If you have a need for audio/video or CD duplication, please contact Cassette Duplication Services, (800) 290-1774 or by e-mail to firstname.lastname@example.org. You can visit their web site, click here.
The U.S. Anti-Doping Agency The United States Anti-Doping Agency – independent testing agency for Olympic sports in the US – is responsible for managing the testing and adjudication process for U.S. Olympic, Pan Am, and Paralympic athletes. USADA is equally dedicated to preserving the integrity of sport through research initiatives and educational programs. Click here.
American Blind Bowling Association The American Blind Bowling Association (ABBA) promotes interest in bowling activities for legally blind bowlers in North America, providing assistance and supervision for leagues and bowlers. Click here.
American Blind Skiing Foundation ABSF is committed to serving visually impaired children & adults, giving them the opportunities and experiences that build confidence & independence that can last a lifetime. Click here.
The American Council of the Blind of Colorado Inc. ACBC working to dispel the myths surrounding blindness & to open lines of communication between blind and the sighted. Click here.
BlazeSports America BlazeSports America. is a direct legacy of the 1996 Paralympic Games held in Atlanta, Georgia. These Games, the first held on American soil, were the realization of the dreams of thousands of Americans involved in the delivery and growth of sports for persons with physical disabilities in the United States. Click here.
Blind Epee Fencing Steven Behrends, Prevot 'dArmes and President of the Des Moines Fencing Club recently developed a 12 month training program for blind fencers:
http://home.mchsi.com/~dmfc/documents/EpeefortheBlind.pdf
For additional information, contact Steven Behrends.
.
Blind Judo Foundation Click here
EnabledOnline.com The primary goal of EnabledOnline.com is to provide persons with disabilities, their loved ones and caregivers a place to connect. This unique electronic forum was created for people to share their personal stories and opinions, as well as the latest information on disability-related issues, without focusing exclusively on any specific disability or demographic. Also, there's always room for anyone who wants to voice an original thought. Click here.
Lakeshore Foundation Lakeshore Foundation is a not-for-profit organization in Birmingham, Ala. that promotes independence for persons with physically disabling conditions and opportunities to pursue active healthy lifestyles. Lakeshore is also the only official USOC Olympic and Paralympic Training Site in the country. Click here.
Lion's Club Proposal Click here for information about the Lion's Club Proposal.
National Center for Leadership in Visual Impairment & NCLVI Fellowships
NCLVI was created in order to increase the number of leaders in the field of blindness and visual impairment, particularly in the areas of public policy/advocacy, curriculum development, research, personnel preparation, and administration at national, state and/or local levels. Click here.
The National Center on Physical Activity and Disability The National Center on Physical Activity and Disability – NCPAD is an information center concerned with physical activity and disability. Being physically active is good for every body. That's a message you will find many times on this site. Being active is an important part of getting and staying healthy. Click here.
NorthWest TandemRacing.com The calendar for tandem bicycle races in Oregon, Washington & Northern California. Click here
Rolling Thunder Road Runners Club Rolling Thunder Road Runners Club (RTRRC) was established November 1998, in Suffolk County New York. A member of the USA Track & Field RTRRC is the first mainstream running club in the country set up specifically for the developmentally disabled and special needs runner/walker. We are part of the not-for-profit organization called Rolling Thunder Special Needs Program Inc. (RTSNP). Our goals are inclusion and independence, confidence & self-esteem. Click here.
The Tandem Link.com Comprehensive source for tandem news/information on net. Click here.
Texas Adaptive Aquatics Texas Adaptive Aquatics (TAA) features an outstanding adaptive water skiing program that allows people with physical and/or mental disabilities the opportunity to discover the thrill and excitement of water skiing. Click here.
U.S. Blind Tandem Cycling Connection The U.S. Blind Tandem Cycling Connection endeavors to increase the participation of individuals who are visually impaired or blind in the exhilarating sport of tandem cycling by connecting blind and visually impaired cyclists with sighted cyclists, educating people about tandem cycling, disseminating information about cycling clubs, events and opportunities, and addressing the needs of the blind tandem community. Click here.
United States Blind Golf Association Learn how blind golf is played, its rules, member qualifications, and tournament schedules. Click here.
United States Blind Horseshoe Pitchers Association The U.S. Blind Horseshoe Pitchers Association is dedicated to promoting the sport of horseshoe pitching for athletes who are blind and visually impaired throughout the United States. Click here.
USA Wrestling TheMat.com is the ultimate source for real wrestling!
World T.E.A.M. Sports Through once-in-a-lifetime events, World T.E.A.M. Sports is a group of individuals, with and without disabilities, who come together as partners to challenge convention, themselves, and close-mindedness, to improve the world.
At World T.E.A.M. Sports, we believe the power of learning comes through participation: creative programs and events that provide opportunities for everyone, with each team member contributing his or her unique skills and talents. Once you draw on these collective talents, a powerful team emerges. As disparate groups of people join together in sports, attitudes change and differences disappear, uniting humanity under one common vision. Through this process, we very quickly learn, we all ride the same road. Click here.
Minnesota Goalball Minnesota Goalball (link name to www.mngoalball.org) is a nonprofit organization that provides blind and visually impaired athletes in Minnesota with the opportunity to learn the sport of goalball and compete in U.S. competition. Minnesota Goalball's site features general information goalball, information about Minnesota players, news about Minnesota Goalball events and ways to get involved. Click here.
USABA Sport National Governing Body Partners
USA Cycling
USA Judo
USA Powerlifting
US Ski Team
USA Swimming
USA Track & Field
USA Wrestling
International Organizations
International Paralympic Committee International Blind Sports Federation United States Olympic Committee U.S. Paralympics
Other Disabled Sport Organizations
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Town of Topsail Beach Flood Protection Information
The dominant source of flooding in Topsail Beach is wind driven water surge generated in the Atlantic Ocean by tropical storms and hurricanes. The surge extends into Topsail Inlet, Topsail Island, and Topsail Sound. The most serious threat of flooding is during the hurricane season, June through November. Most properties seaward of Topsail Beach are in the coastal AE Zone.
North Carolina experiences hurricanes, tropical storms, and severe extra-tropical cyclones, usually referred to as a "Northeaster". Unlike a hurricane, which may pass over a coastal location in a fraction of a day, a northeaster may blow from the same direction and over long distances for several days.
Storms, such as Hurricane Ophelia (2005), Hurricane Floyd (1999), and Hurricane Fran (1996), produced severe floods, as well as extensive structural damage. In September of 2005, Hurricane Ophelia produced over 14 inches of rainfall, covering roadways, prompting five dune breaches, producing extensive primary dune loss, and washing away over 90 percent of beach access stairs. Hurricane Irene hit the Town of Topsail Beach in 2011, producing between 10-14 inches of rainfall and hurricane force winds, destroying over 25% of the town's beach.
Town Flood Services
The first thing you should do is check your flood hazard zone. You can visit the Building Inspection Department Town Hall to see if you are in a mapped floodplain. If so, they can give you more information such as depth of flooding over a building's first floor and copies of Elevation Certificates on buildings built in the floodplain since 1997. Call the Department at 910-3285841or drop by the Town Hall Town at 820 S. Anderson Blvd, Town of Topsail Beach, NC, where the information can be obtained. There is no charge for this service.
Every Family Should Have a Family Emergency Plan. For more information, visit:
www.ready.gov/america/index.html
Flood Protection and Safety SAFETY IS THE #1 PRIORITY
Take your trash cart inside or tie it down.
Turn off all utilities. Close the main gas valve. Store important documents in waterproof containers.
If you're caught in the house by suddenly rising the roof.
water, move to a second floor and, if necessary, to
Let your friends and relatives know where you are evacuating.
Stay away from power lines and electrical wires. Do not walk through flowing water. Do not drive through a flooded area.
Remember to include your pets as part of your evacuation plan.
Property Protection Measures
There are several different ways to protect a building from flood damage.
Emergency Measures:
Move furniture and equipment to upper floors
Place sandbags to hold back rising water Keep water away by re-grading your lot Keep water away by building leaves or a small floodwall
Permanent measures:
Make your walls waterproof Place watertight closures over doorways Raise the house above flood levels Relocate
The Federal Emergency Management Agency (FEMA) published: The Design Manual for Retrofitting Floodprone Residential Structures. This publication presents a series of permanent retrofitting measures that can be incorporated into an existing building to reduce or eliminate the potential of future flooding. The manual can be ordered free of charge:
FEMA Distribution Center 8241-A Sandy Court P. O. Box 2012 Jessup, MD 20794 ATTN: Publications 1-800-480-2520
http://www.fema.gov/nfip/forms.shtm
Natural and Beneficial Floodplain Functions
benefits, such as:
Undisturbed floodplains provide a wide range of
Natural flood and erosion control:
provides flood
Water quality storage and conveyance and reduces flood velocity.
from runoff.
: filters nutrients and impurities
Groundwater recharge: reduces frequency and duration of surface flow.
Societal resources: provides open space and aesthetic pleasures. Also, in areas of scientific study provides opportunities for environmental research.
Biological resources: supports high rate of plant growth, provides breeding and feeding grounds and enhances waterfowl habitat.
Floodplain Development Permit Requirements
All properties located in the "Special Flood Hazard Area" on the community's Flood Insurance Rate Map are subject to regulations.
Q: What is subject to these regulations?
A: Any man made change to improved or unimproved property, such as:
Buildings-Excavation-Dredging-Filling-Grading-Paving.
The community may levy a fine and/or obtain a court order to have the owner correct the construction, if built without a permit or if not built according to the approved plans. For information on floodplain development or to report illegal floodplain development, contact the local permit office at 910-3285841.
Substantial Improvement Requirements
Topsail Beach Flood Plain Manager Tel: 910-328-5841
A "substantial improvement" is any reconstruction, rehabilitation, addition or other improvement to a building, when the cost exceeds 50% of the market value of the building before the start of construction of the improvement. However, when the building is damaged and the cost of restoring the building to its before-damage condition exceeds 50% of the market value prior to the damage occurring, it is termed "substantial damage". New construction or substantial improvement of any structure (residential, commercial, industrial, or nonresidential) located in a special flood hazard area shall have the lowest floor, including basement, elevated to or above the base flood elevation. Contact your local permit office for rules and requirements regarding "substantial improvement" and "substantial damages".
Flood Insurance Information
Take advantage of flood insurance,
because flood damage is not covered by most standard homeowner policies. Separate Insurance policies are needed for protection against flood damage, which people frequently don't realize until it is too late.
Flood Insurance guarantees compensation for flood damages because the federal government backs the National Flood Insurance Program (NFIP). NFIP compensates all covered losses, even when Federal Disaster Aid is not available. Flood Insurance covers structural and mechanical damage resulting from flooding, as well as damages to floor surfaces (e.g., tile and carpeting) and flood debris cleanup. You can purchase additional coverage to insure most of your personal property and belongings. Plan ahead and purchase Flood Insurance today.
The National Flood Insurance Program is available in Topsail Beach! There is a 30-day waiting period before your coverage goes into effect. Contact your insurance company today for more information or visit: www.floodsmart.gov
THE MOST SERIOUS THREAT OF FLOODING…
IS DURING THE HURRICANE SEASON JUNE THROUGH NOVEMBER.
,
Drainage System Maintenance
It is important to keep drainage systems properly maintained. Inlets, channels, and detention/retention basins lose their carrying capacities as a result of dumping, sedimentation, and growth of vegetation. When a drainage system loses a portion of its carrying or storage capacity, flooding occurs and water reaches higher levels.
Dumping in ditches, inlets, storm drains is illegal and should be reported to the local permit office at 910328-5841 or to NCDENR at 910-796-7215.
Flood Warning Systems
Residents should listen to radio broadcasts, television announcements, and internet alerts. Please be alert to local advisories, including calls from Town Hall.
You may sign up to be on the call list at the Town's website: www.topsailbeach.org
Radio:
620 AM: Sloop Point and Surf City 1640 AM: Hampstead and Topsail Beach Surf City operates a radio station at 1610 AM.
Local TV Stations:
WRAL (Channel 10)
WECT (Channel 6)
WWAY (Channel 3)
Other Tools:
www.nws.noaa.gov/nwr/
NOAA weather radio
In the unlikely event a storm develops at night with no opportunity for prior warning to the public, the local fire and rescue, and law enforcement have the capability to deliver flood warning messages.
For more Information on Topsail Beach Flood Warnings, please call the Town of Topsail Beach at 910-328-5841 or Office of Emergency Management at 910-259-1210
Important Websites:
Town of Topsail Beach Information and Ordinances: www.topsailbeach.org
Pender County Emergency Management: www.penderem.com
Federal Emergency Management Agency: www.fema.gov
Government website great for pet owners, people with special needs or disabilities, and children: http://www.ready.govamerica/index.html
North Carolina Department of Environmental and Natural Resources:
http://enr.state.nc.us
North Carolina Flood Mapping Program www.ncfloodmaps.com
National Flood Insurance Program www.floodsmart.gov
National Weather Service:
http://www.erh.noaa.gov/ilm/
Your property is in or
near a "Special Flood Hazard Area"
ARE YOU PREPARED?
FLOOD TIPS
For
Residents of
TOWN OF TOPSAIL BEACH
Published by the Town of Topsail Beach 910-328-5841 www.topsailbeach.org or Office of Emergency Management 910-259-1210
The National Flood Insurance Program is available in Topsail Beach! There is a 30-day waiting period before your coverage goes into effect. Contact your insurance company today for more information or visit: www.floodsmart.gov
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www.rmit.edu.au/students/health
»
Healthy Fasting during Ramadan
The month of Ramadan is a great opportunity to focus on bringing back a balanced and healthy lifestyle. Through fasting you learn how to manage your eating habits and improve self-discipline.
The information on this fact sheet aims to help you understand the health issues related to fasting, so that you are able to make more informed choices, minimise complications and maximise the benefit of your fast.
Is fasting healthy?
The body enters into a fasting state eight hours or so after the last meal, when the gut finishes absorption of nutrients from the food. In the normal state, body glucose, which is stored in the liver and muscles, is the body's main source of energy.
During a fast, this store of glucose is used up first to provide energy. Later in the fast, once the stores of glucose run out, fat becomes the next store source of energy for the body. Only with a prolonged fast of many days to weeks does the body eventually turn to protein for energy. This is the technical description of what is commonly known as 'starvation', and it is clearly unhealthy.
As the Ramadan fast only extends from dawn until dusk, there is ample opportunity to replenish energy stores at pre-dawn and dusk meals. This provides a progressive and gentle transition from glucose to fat as the main source of energy, thereby preventing the breakdown of muscle for protein.
Balanced food and fluid intake is important between fasts. The kidney is very efficient at maintaining the body's water and salts, such as sodium and potassium. However, these can be lost through sweating. To prevent muscle breakdown, meals must contain adequate levels of 'energy food', such as carbohydrates and some fat. Hence, a balanced diet with adequate quantities of nutrients, salts and water is vital.
Don't skip breakfast!
Even though the thought of sleep may be far more appealing than waking up to force down some food, don't skip breakfast. Breakfast is the most important meal of the day and during Ramadan – it's the meal that will sustain you for the next few hours.
Quick tips
* Eat normal sized, nutritious meals at Sahoor and Iftar.
* Avoid foods high in fat, salt and sugar.
* Choose a diet rich in fruit, vegetable, beans, lentils rice and grains.
* Drink plenty of fluids and avoid caffeinated beverages like coffee, tea, energy drinks or cola.
* Break the fast with a healthy snack like dates – a nutritious burst of natural sugar.
* Speak to a health professional before changing medication regimes for Ramadan.
* Avoid excessive exercise during fasting times - if you want to go to the gym, consider doing so after Iftar.
Good and Bad Foods During Ramadan
During Ramadan you need to put extra effort into including foods from all five food groups to ensure variety and a well-balanced diet. These foods include:
* breads, cereals and other grain products
* fruit and vegetables
* meat, fish and poultry
* milk, cheese and yoghurt
* fats and sugars (these contain very little nutrients and are high in calories and therefore their intake should be limited).
The most commonly consumed foods by Prophet Mohammed (peace be upon him) were milk, dates, lamb/mutton and oats. Healthy foods mentioned in the Holy Qur'an are fruit and vegetables, such as olives, onions, cucumber, figs, dates, grapes as well as pulses such as lentils.
Complex carbohydrates are foods that will help release energy slowly during the long hours of fasting and are found in grains and seeds like barley, wheat, oats, millets, semolina, beans, lentils, wholemeal flour and basmati rice. Look out for foods labelled Low G.I.
Fibre-rich foods are also digested slowly and include bran, cereals, whole wheat, grains and seeds, potatoes with skin, vegetables such as green beans and almost all fruit, including apricots, prunes and figs.
Health Promotion Unit | Fact Sheet | Healthy Fasting During Ramadan1
2
Foods to avoid are the heavily processed and fast-burning foods that contain refined carbohydrates such as sugar and white flour or fatty food like cakes, biscuits, chocolates and sweets. It may also be worth avoiding the caffeine content in drinks such as tea, coffee and cola (caffeine is a diuretic and stimulates faster water loss through urination).
Foods to avoid
Healthy/alternative foods
* Deep-fried foods, eg pakoras, samosas, fried dumplings
* High-sugar/high-fat foods, eg Indian sweets such as Ghulab Jamun, Rasgulla, Balushahi, Baklawa
* High-fat cooked foods, eg parathas, oily curries, greasy pastries
Cooking methods to avoid
* Deep frying
* Frying
* Whole grains, eg chickpeas (plain, or with potato in yogurt with different Indian spices), samosas baked instead of fried, and boiled dumplings
* Milk-based sweets and puddings, eg Rasmalai, Barfee
* Alternate with chapattis made without oil, and baked or grilled meat and chicken.
Alternative methods
* Shallow frying – usually there is very little difference in taste
* Grilling or baking is healthier and helps retain the taste and original flavour of the food, especially chicken and fish
* Curries with excessive oil
* Start with measuring the oil used in curry and try to bring the oil content down gradually, eg reducing five tablespoons to four. This is a good way of reducing oil without noticing much difference in the taste. A useful tip is to use more onions and tomatoes in the bulk of the curry
What Foods Should I Eat at Suhoor and Iftar?
Suhoor
The pre-dawn meal should be a wholesome, moderate meal that is filling and provides enough energy for many hours. It is therefore particularly important to include slowly-digesting foods like complex carbohydrates. Drink fluids to keep you hydrated during the day and assist with digestion.
Iftar
The meal that breaks the day's fast could include dates, following the Prophetic traditions. Dates will provide a refreshing burst of much-needed energy. Fruit juices will also have a similar, revitalising effect. The meal should remain a meal and not become a feast!
What if I'm unwell during Ramadan?
Ramadan fasting is obligatory for the healthy adult but when fasting may significantly affect the health of the fasting individual or when one is genuinely sick, Islam exempts them from fasting. "God intends every facility for you, he does not want to put you into difficulties" (Quran 2:185).
Health Promotion Unit | Fact Sheet | Healthy Fasting During Ramadan
Because taking pills and medications can be seen as breaking the fast, people on regular medicines should discuss this with their doctor or pharmacist. If necessary, it is possible to make up missed fasting days at a later date.
Fasting isn't recommended for pregnant women in their 2nd or 3rd Trimester or children under the age of nine.
Should I exercise during Ramadan?
When we fast, our bodies naturally become less active because of the reduced energy that we are getting from food. Therefore, it is advisable to reduce the level of high impact exercise you perform during Ramadan. Rather than lifting weights at the gym, consider something like Yoga which will place less stress on your body and also allows you to relax and meditate during your exercise – important things during the month of Ramadan.
If you need to work out or train at the gym, consider exercising after you have broken the fast.
Should I Smoke during Ramadan?
Smoking is considered to void a fast because you take something into your body through your mouth. A principle of Ramadan is purification of the body and tobacco is the greatest contributor to death and disease in the developed world. This makes Ramadan a great time to consider quitting smoking or at least cutting back. Speak to a doctor or pharmacist for more advice or contact Quit on 13 78 48. Nicotine patches will help you cut down or quit and won't void the fast.
For More Information
Health and Wellbeing
Health Promotion Unit
email@example.com
»www.rmit.edu.au/students/health
International Student Information and Support
firstname.lastname@example.org » www.rmit.edu.au/isis
Ramadan
Chaplaincy
email@example.com » www.rmit.edu.au/chaplaincy
DISCLAIMER
Every effort has been made to ensure the accuracy of the information in this publication at the time it was updated. The information on is provided as a guide only. RMIT Student Services Group takes no responsibility for the accuracy of information supplied by external providers. The inclusion of product and provider names is not an endorsement of those products or providers by RMIT University. Always consult a Health Professional about the products that best suit your needs and always use as directed.
CRICOS provider number: 00122A
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Lesson Plans for adult educators/teachers/trainers which will be used for the FINE2WORK EDUCATIONAL PACK.
2.3. All students should insert the text from Handout 1 into the Google document (25 mins)
3. Task 3: Understand how to insert images into a Google Document
3.1 Adult trainers should show the students how to insert images into a Google document (25 mins)
3.2. All students should insert image from the web into the Google document (25 mins)
- Search on the web for 'education' and 'technology'
- Include in the Google document two images (1 for education and 1 for technology) (see example Handout 2)
4. Task 4: Wrap-up (10 mins)
HANDOUT 1: Understand how to insert text into a Google Document
FINE2WORK: Promoting financial, digital and entrepreneurial competences for vulnerable adults (women) with restricted access to the digitalised market (home based)
FINE2WORK aims:
To empower adults and mainly women to be integrated into the economy either as employees or entrepreneurs based on their needs and abilities.
To provide high quality learning opportunities for adults so that they enhance their digital and financial competences while acquiring new key competences such as entrepreneurial skills in an attempt to safeguard social inclusion, access and participation in the labour market and society
To support adults to set up their own 'home-based business model' or 'work remotely as employees'
To facilitate access to upskilling pathways programme by designing a skills identification and screening tool, providing a learning programme adapted to the learning needs of the target group, and validating these skills acquired through non-formal learning
HANDOUT 2: Understand how to insert images into a Google Document
FINE2WORK: Promoting financial, digital and entrepreneurial competences for vulnerable adults (women) with restricted access to the digitalised market (home based)
FINE2WORK aims:
To empower adults and mainly women to be integrated into the economy either as employees or entrepreneurs based on their needs and abilities.
To provide high quality learning opportunities for adults so that they enhance their digital and financial competences while acquiring new key competences such as entrepreneurial skills in an attempt to safeguard social inclusion, access and participation in the labour market and society
To support adults to set up their own 'home-based business model' or 'work remotely as employees'
To facilitate access to upskilling pathways programme by designing a skills identification and screening tool, providing a learning programme adapted to the learning needs of the target group, and validating these skills acquired through non-formal learning | <urn:uuid:91f5c711-0193-4983-b141-ab3af149744a> | CC-MAIN-2021-39 | https://fine2work.eu/wp-content/uploads/2021/03/Module-3-Topic-3-Lesson-Plan-24.pdf | 2021-09-21T13:25:32+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057225.38/warc/CC-MAIN-20210921131252-20210921161252-00417.warc.gz | 308,608,789 | 523 | eng_Latn | eng_Latn | 0.98436 | eng_Latn | 0.995551 | [
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Hampton Lucy C of E Primary School and Nursery
Special Educational Needs and Disability (SEND) Policy
1 Introduction
1.1 This school provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children's diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the school.
1.2 These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional or different help from that given to other children of the same age.
1.3 Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.
2 Aims and objectives
2.1 The aims of this policy are:
* to create an environment that meets the special educational needs of each child;
* to ensure that the special educational needs of children are identified, assessed and provided for;
* to make clear the expectations of all partners in the process;
* to identify the roles and responsibilities of staff in providing for children's special educational needs;
* to enable all children to have full access to all elements of the school curriculum;
* to ensure that parents are able to play their part in supporting their child's education;
* to ensure that our children have a voice in this process.
3 Educational inclusion
3.1 In our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community.
Through appropriate curricular provision, we respect the fact that children:
* have different educational and behavioural needs and aspirations;
* acquire, assimilate and communicate information at different rates;
* require different strategies for learning;
* need a range of different teaching approaches and experiences.
* we acknowledge and identify that some children are gifted and talented and provision is currently provided through class teachers
3.2 Teachers respond to children's needs by:
* providing support for children who need help with communication, language and literacy;
* planning to develop children's understanding through the use of all available senses and experiences;
* planning for children's full participation in learning, and in physical and practical activities;
* helping children to manage their behaviour and to take part in learning effectively and safely;
* helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.
4 Special educational needs
4.1 Children with special educational needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Children have a learning difficulty if:
* they have significantly greater difficulty in learning than the majority of children of the same age;
* they have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age;
* they are under school age and fall within the definitions above.
4.2 Many of the children who join our school have already attended an early education setting. In many cases children join us with their needs already assessed. All our children are assessed when they join our school, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.
4.3 If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources. This level of support is called SEN Support. The child's class teacher will offer interventions that are different from or additional to those provided as part of the school's usual working practices. The class teacher will keep parents informed and draw upon them for additional information. The Special Educational Needs Co-ordinator (SENCO), if not already involved, will become involved if the teacher and parents feel that the child would benefit from further support. The SENCO will then take the lead in further assessments of the child's needs.
4.4 We will record the strategies used to support the child on a progress chart that will show the short-term target set for the child and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the progress chart to be reviewed. In most cases, this review will take place once a term.
4.5 If the progress chart review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. In most cases, children will be seen in school by external support services. This may lead to additional or different strategies. This enhanced level of support may involve external support services who will provide information for the child's new
progress chart. The new strategies within the progress chart will, wherever possible, be implemented in the child's normal classroom setting.
4.6 If the child continues to demonstrate significant cause for concern, a request for statutory assessment towards an EHCP will be made to the LA. A range of written evidence about the child will support the request.
4.7 In our school the SENCO
* manages the day-to-day operation of the policy;
* co-ordinates the provision for and manages the responses to children's special needs;
* supports and advises colleagues;
* acts as the link with parents;
* oversees the records of all children with special educational needs;
* acts as link with external agencies and other support agencies;
* monitors and evaluates the special educational needs provision and reports to the governing body;
* manages a range of resources, human and material, to enable appropriate provision for children with special educational needs;
* contributes to the professional development of all staff.
5 The role of the governing body
5.1 The governing body has due regard to the Code of Practice when carrying out its duties toward all pupils with special educational needs.
5.2 The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. They consult the LA and other schools, when appropriate, and report annually to parents on the success of the school's policy for children with special educational needs. The governing body ensures that parents are notified of a decision by the school that SEN provision is being made for their child.
5.3 The governing body has identified a governor to have specific oversight of the school's provision for pupils with special educational needs. The 'responsible person' in this school is the headteacher. The headteacher ensures that all those who teach a pupil with a statement of special educational needs are aware of the nature of the statement.
5.4 The SEN governor ensures that all governors are aware of the school's SEN provision, including the deployment of funding, equipment and personnel.
6 Allocation of resources
6.1 The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs.
6.2 The headteacher informs the governing body of how the funding allocated to support special educational needs has been employed.
6.3 The headteacher/ SENCO with the SBM discuss how to use funds directly related to funded EHCP. The SENCO draws up the resources bid when the school is planning for the next school improvement plan.
7 Assessment
7.1 Early identification is vital. The class teacher informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.
7.2 The class teacher and the SENCO assess and monitor the children's progress in line with existing school practices. This is an ongoing process.
7.3 The SENCO works closely with parents and teachers to plan an appropriate programme of support.
7.4 The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators.
7.5 The LA seeks a range of advice before making a decision on a EHCP. The needs of the child are considered to be paramount in this.
8 Access to the curriculum
8.1 All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to:
* understand the relevance and purpose of learning activities;
* experience levels of understanding and rates of progress that bring feelings of success and achievement.
8.2 Teachers use a range of strategies to meet children's special educational needs. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning.
8.3 Individual Education Plans, which employ a small-steps approach, feature significantly in the provision that we make in the school. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success.
8.4 We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom situation. There are times, though, when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom.
9 Partnership with parents
9.1 The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents. The home-school agreement is central to this. Parents have much to contribute to our support for children with special educational needs.
9.2 The school prospectus contains details of our policy for special educational needs, and the arrangements made for these children in our school. A named governor takes a special interest in special needs and is always willing to talk to parents.
9.3 We have regular meetings each term to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs.
10 Pupil participation
10.1 In our school we encourage children to take responsibility and to make decisions. This is part of the culture of our school and relates to children of all ages. The work in the Foundation Stage recognises the importance of children developing social as well as educational skills.
10.2 Children are involved at an appropriate level in setting targets in their progress charts and in the review meetings. Were appropriate children are encouraged to make judgements about their own performance against their targets on the progress charts. We recognise success here as we do in any other aspect of school life.
11 Monitoring and evaluation
11.1 The SENCO monitors the movement of children within the SEN system in school. The SENCO provides staff and governors with regular summaries of the impact of the policy on the practice of the school.
11.2 The SENCO is involved in supporting teachers involved in drawing up Individual Education Plans for children. The SENCO and the headteacher hold regular meetings to review the work of the school in this area. The SENCO and the named governor with responsibility for special needs also hold termly meetings.
11.3 The governing body reviews this policy annually and considers any amendments in the light of the annual review findings. The SENCO reports the outcome of the review to the full governing body.
This policy needs to be the appendices to the NEW CODE OF PRACTICE FOR SEND AND OUR LOCAL OFFER
This Policy was reviewed by: Full Governors on 19 September 2019
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Tune-up Checklist
>>>>>>Teachers:
DATE GOAL COMPLETE: __________
____________________________
Coach:
_____________
Date:
__________
>>>>>>
>>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>>
>>>>>>____
School:
_________________________
Area of need: PA PAK V/OL COMP
Reflection Questions
Content of Instruction
Circle One Notes
Is there a specific skill within the area of need to be targeted? YES NO
______________________
Is there an established classroom routine to teach this skill? YES NO
______________________
Is there an opportunity to re-teach the skill YES NO
______________________
Is there a pre-skill that the children need to learn? YES NO
______________________
Can instruction be more concrete with physical objects incorporated? YES NO
______________________
Opportunities to Learn
Does lesson plan/instruction provide many opportunities to respond? YES NO
______________________
Can the skill be emphasized during another part of the day? YES NO
______________________
Are Transitions being utilized as learning opportunities? YES NO
______________________
Is there specific instructional planning for Center Time? YES NO
______________________
Are small groups being utilized to teach this skill? YES NO
______________________
Grouping for Instruction
Are children grouped appropriately for instruction? YES NO
______________________
Can grouping sizes be changed? YES NO
______________________
Explicitness of Instruction
Is it possible to include more I do it; We do it; You do it? YES NO
______________________
Can child response be changed (choral and group responding)? YES NO
______________________
Are there opportunities to better monitor accuracy of child responses YES NO and then provide immediate, appropriate, positive feedback?
______________________
Language Challenge (LC) Considerations
Is there strong enough emphasis of LC strategies throughout the day? YES NO
______________________
Can children be regrouped to better fit their LC need? YES NO
______________________
Are there specific key words/phases that the teacher can learn and YES NO use to facilitate understanding?
______________________
Goal:
_________________________________________________________________
_________________________________________________________________
Strategies, Frequency of Implementation (FOI), Percentage/# of children participating & Description:
Plan for preparing/gathering needed materials:
Prep Due Date: _______________
Check In Dates Fine Tuning: __________________ Target Date: ______________________
Fidelity: _______________________ Date Completed: __________________
Modifications:
Data Sources used to identify the target area & Notes on Progress toward goal:
PELI - CIRCLE -
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Floor Plan Symbols Handout
Introduction
One of the most important responsibilities of a design professional is to document the design with construction drawings. It is imperative that the drawings incorporate symbols, notes, and dimensions in a careful and consistent manner so the plan is uncluttered, easy to read, and understandable to everyone involved in the project design and construction. The design and construction industry has developed standard symbols to represent common building components. You should use these standard symbols in your sketches so that other professionals will understand your intended design.
Using the appropriate symbols for the living space, including symbols for doors, windows, cabinets, appliances, and plumbing fixtures; and those more closely associated with the construction of the structure, including electrical circuits, material description and sizing, and proper dimensioning, provides for the creation of a floor plan that is easy to read and also easy to build.
A good source for information about standard products and their appropriate costs is the Sweet's catalogs (www.sweets.com). These catalogs are available to browse for ideas and information needed to find particular products. Manufacturer's websites and literature are also helpful.
The following table provides standard architectural symbols for some of the most common residential components and features. Use the symbols provided here to sketch floor plans for your Affordable Housing Project in the next activity. Remember that your selections must follow the Habitat philosophy of cost-effective materials and components.
Copyright 2010
Architectural Symbols
| | Component | Symbol | | Common Size |
|---|---|---|---|---|
| Door | | | 2” increments in width 6’-8” or 7’-0” height | |
| Sliding door | | | 5’-0”, 6’-0” or 7’-0” wide 6’-8” or 7’-0” height | |
| Bifold door | | | 2” increments in width 6’-8” or 7’-0” height | |
| Pocket door | | | 2” increments in width 6’-8” or 7’-0” height | |
| Fixed window | | | 2” increments in width and height | |
| Casement window | | | 2” increments in width and height | |
| Double hung window | | | 2” increments in width and height | |
| Refrigerator | | | 36 in. W x 27 in. D | |
| Stove | | | 30” in. x 24 in. D | |
| Dishwasher | | | 24 in. x 24 in. | |
| Washing machine | | | 27 in. W x 24 in. D | |
| Dryer | | | 27 in. W x 24 in. D | |
| Component | Symbol | Typical Size |
|---|---|---|
| Water heater | | |
| Skylight | | |
| Stairs | | |
| Bath tub | | |
| Shower | | |
| Water closet | | |
| Vanity and sink | | |
| Kitchen sink | | |
| Cabinets | | |
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PROFILE BOOKS
First published in Great Britain in 2020 by Profile Books Ltd 29 Cloth Fair London ec1a 7jq
www.profilebooks.com
Copyright © Adam Kucharski, 2020
1 3 5 7 9 10 8 6 4 2
Typeset in Dante by MacGuru Ltd Printed and bound in Great Britain by Clays Ltd, Elcograf S.p.A.
The moral right of the author has been asserted.
All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise), without the prior written permission of both the copyright owner and the publisher of this book.
A CIP catalogue record for this book is available from the British Library.
ISBN 978 1 78816 019 3 eISBN 978 1 78283 430 4
Contents
Introduction
a few years ago, I accidentally caused a small outbreak of misinformation. On my commute to work, a friend who works in tech had sent me a stock photo of a group hunched over a table wearing balaclavas. We had a running joke about how news articles on computer hacking would often include staged pictures of people looking sinister. But this photo, below a headline about illicit online markets, had taken things much further: as well as balaclavas, there was a pile of drugs, and a man who apparently wasn't wearing any trousers. It seemed so surreal, so inexplicable.
I decided to tweet it. 'This stock photo is fascinating in so many ways,' I wrote, 1 pointing out all the quirks in the image. Twitter users seemed to agree, and within minutes dozens of people had shared and liked my post, including several journalists. Then, just as I was starting to wonder how far it might spread, some users pointed out that I'd made a mistake. It wasn't a stock photo at all; it was a still image from a documentary about drug dealing on social media. Which, in retrospect, made a lot more sense (apart from the lack of trousers).
Somewhat embarrassed, I posted a correction, and interest soon faded. But even in that short space of time, almost fifty thousand people had seen my tweet. Given that my job involves
the rules of contagion
analysing disease outbreaks, I was curious about what had just happened. Why did my tweet spread so quickly at first? Did that correction really slow it down? What if people had taken longer to spot the mistake?
Questions like these crop up in a whole range of fields. When we think of contagion, we tend to think about things like infectious diseases or viral online content. But outbreaks can come in many forms. They might involve things that bring harm – like malware, violence or financial crises – or benefits, like innovations and culture. Some will start with tangible infections such as biological pathogens and computer viruses, others with abstract ideas and beliefs. Outbreaks will sometimes rise quickly; on other occasions they will take a while to grow. Some will create unexpected patterns and, as we wait to see what happens next, these patterns will fuel excitement, curiosity, or even fear. So why do outbreaks take off – and decline – in the way they do?
three and a half years into the First World War, a new threat to life appeared. While the German army was launching its Spring Offensive in France, across the Atlantic people had started dying at Camp Funston, a busy military base in Kansas. The cause was a new type of influenza virus, which had potentially jumped from animals into humans at a nearby farm. During 1918 and 1919, the infection would become a global epidemic – otherwise known as a pandemic – and would kill over fifty million people. The final death toll was twice as many as the entire First World War. 2
Over the following century, there would be four more flu pandemics. This raises the obvious question: what will the next one look like? Unfortunately it's difficult to say, because previous flu pandemics were all slightly different. There were different strains of the virus, and outbreaks hit some places harder than others. In fact, there's a saying in my field: 'if you've seen one pandemic, you've seen … one pandemic.' 3
We face the same problem whether we're studying the spread of a disease, an online trend, or something else; one outbreak won't necessarily look like another. What we need is a way to separate features that are specific to a particular outbreak from the underlying principles that drive contagion. A way to look beyond simplistic explanations, and uncover what is really behind the outbreak patterns we observe.
That's the aim of this book. By exploring contagion across different areas of life, we'll find out what makes things spread and why outbreaks look like they do. Along the way, we'll see the connections that are emerging between seemingly unrelated problems: from banking crises, gun violence and fake news to disease evolution, opioid addiction and social inequality. As well as covering the ideas that can help us to tackle outbreaks, we'll look at the unusual situations that are changing how we think about patterns of infections, beliefs, and behaviour.
Let's start with the shape of an outbreak. When disease researchers hear about a new threat, one of the first things we do is draw what we call an outbreak curve – a graph showing how many cases have appeared over time. Although the shape can vary a lot, it will typically include four main stages: the spark, growth, peak, and decline. In some cases, these stages will appear multiple times; when the 'swine flu' pandemic arrived in the UK in April 2009, it grew rapidly during early summer, peaking in July, then grew and peaked again in late October (we'll find out why later in the book).
Despite the different stages of an outbreak, the focus will often fall on the spark. People want to know why it took off, how it started, and who was responsible. In hindsight, it's tempting to conjure up explanations and narratives, as if the outbreak was inevitable and could happen the same way again. But if we simply list the characteristics of successful infections or trends,
we end up with an incomplete picture of how outbreaks actually work. Most things don't spark: for every influenza virus that jumps from animals to humans and spreads worldwide as a pandemic, there are millions that fail to infect any people at all. For every tweet that goes viral, there are many more that don't.
Even if an outbreak does spark, it's only the start. Try and picture the shape of a particular outbreak. It might be a disease epidemic, or the spread of a new idea. How quickly does it grow? Why does it grow that quickly? When does it peak? Is there only one peak? How long does the decline phase last?
Rather than just viewing outbreaks in terms of whether they take off or not, we need to think about how to measure them and how to predict them. Take the Ebola epidemic in West Africa back in 2014. After spreading to Sierra Leone and Liberia from Guinea, cases began to rise sharply. Our team's early analysis suggested that the epidemic was doubling every two weeks in the worst affected areas. 5 It meant that if there were currently 100 cases, there could be 200 more in a fortnight and another 400 after a month. Health agencies therefore needed to respond quickly: the longer it took them to tackle the epidemic, the larger their control efforts would need to be. In essence, opening one new treatment centre immediately was equivalent to opening four in a month's time.
Some outbreaks grow on even faster timescales. In May 2017, the WannaCry computer virus hit machines around the world, including crucial nhs systems. In its early stages, the attack was doubling in size almost every hour, eventually affecting more than 200,000 computers in 150 countries. 6 Other types of technology have taken much longer to spread. When VCRs became popular in the early 1980s, the number of owners was doubling only every 480 days or so. 7
As well as speed, there's also the question of size: contagion that spreads quickly won't necessarily cause a larger overall outbreak. So what causes an outbreak to peak? And what happens after the peak? It's an issue that's relevant to many industries, from finance and politics to technology and health. However, not everyone has the same attitude to outbreaks. My wife works in advertising; while my research aims to stop disease transmission, she wants ideas and messages to spread. Although these outlooks seem very different, it's increasingly possible to measure and compare contagion across industries, using ideas from one area of life to help us understand another. Over the coming chapters, we will see why financial crises are similar to sexually transmitted infections, why disease researchers found it so easy to predict games like the ice bucket challenge, and how ideas used to eradicate smallpox are helping to stop gun violence. We will also look at the techniques we can use to slow down transmission or – in the case of marketing – keep it going.
Our understanding of contagion has advanced dramatically in recent years, and not just in my field of disease research. With detailed data on social interactions, researchers are discovering how information can evolve to become more persuasive and shareable, why some outbreaks keep peaking – like the 2009 flu pandemic did – and how 'small-world' connections between distant friends can help certain ideas spread widely (and yet
the rules of contagion
hinder others). At the same time, we're learning more about how rumours emerge and spread, why some outbreaks are harder to explain than others, and how online algorithms are influencing our lives and infringing on our privacy.
As a result, ideas from outbreak science are now helping to tackle threats in other fields. Central banks are using these methods to prevent future financial crises, while technology firms are building new defences against harmful software. In the process, researchers are challenging long-held ideas about how outbreaks work. When it comes to contagion, history has shown that ideas about how things spread don't always match reality. Medieval communities, for example, blamed the sporadic nature of outbreaks on astrological influences; influenza means 'influence' in Italian. 8
Popular explanations for outbreaks continue to be overturned by scientific discoveries. This research is unravelling the mysteries of contagion, showing us how to avoid simplistic anecdotes and ineffective solutions. But despite this progress, coverage of outbreaks still tends to be vague: we simply hear that something is contagious or that it's gone viral. We rarely learn why it grew so quickly (or slowly), what made it peak, or what we should expect next time. Whether we're interested in spreading ideas and innovations, or stopping viruses and violence, we need to identify what's really driving contagion. And sometimes, that means rethinking everything we thought we knew about an infection.
A theory of happenings
when i was three years old, I lost the ability to walk. It happened gradually at first: a struggle to stand up here, a lack of balance there. But things soon deteriorated. Short distances became tricky, while slopes and stairs were near impossible. One Friday afternoon in April 1990, my parents took me and my failing legs to the Royal United Hospital in Bath. By the next morning I was seeing a neurological specialist. The initial suspect was a spinal tumour. Several days of tests followed; there were X-rays, blood samples, nerve stimulation, and a lumbar puncture to extract spinal fluid. As the results came in, the diagnosis shifted towards a rare condition known as Guillain-Barré syndrome (gbs). Named after French neurologists Georges Guillain and Jean Alexandre Barré, gbs is the result of a malfunctioning immune system. Rather than protecting my body, it had started attacking nerves, spreading paralysis.
Sometimes the sum of human wisdom is to be found, as writer Alexandre Dumas put it, within the words 'wait and hope'. 1 And that was to be my treatment, to wait and to hope. My parents were given a multicoloured party horn to check the strength of my breathing (there was no home equipment small enough for a toddler). If the horn failed to unroll when I blew, it meant the paralysis had reached the muscles that pumped air into my lungs.
There is a photo of me sitting on my grandfather's lap around this time. He is in a wheelchair. He'd caught polio in India aged twenty-five, and had been unable to walk since. I'd only ever known him like that, his strong arms wheeling uncooperative legs. In a way, it brought familiarity to this unfamiliar situation. Yet what linked us was also what separated us. We shared a symptom, but the mark of his polio was permanent; gbs, for all its misery, was usually a temporary condition.
So we waited and we hoped. The party horn never failed to unroll, and a lengthy recovery began. My parents told me gbs stood for 'Getting Better Slowly'. It was twelve months before I could walk, and another twelve before I could manage anything resembling a run. My balance would suffer for years to come.
As my symptoms faded, so did my memories. Events became distant, left behind to another life. I can no longer remember my parents giving me chocolate buttons before the needles. Or how I subsequently refused to eat them – even on a normal day – fearing what would come next. The memories of games of tag at primary school have faded too, with me spending all of lunchtime as 'it', my legs still too weak to catch the others. For the twenty-five years that followed my illness, I never really spoke about gbs. I left school, went to university, completed a PhD. gbs seemed too rare, too meaningless to bring up. Guillain-what? Barré who? The story, which I never told anyway, was over for me.
Except it wasn't quite. In 2015, I was in the Fijian capital Suva when I encountered gbs again, this time professionally. I'd been in the city to help investigate a recent dengue fever epidemic. 2 Transmitted by mosquitoes, the dengue virus causes sporadic outbreaks on islands like Fiji. Although symptoms are often mild, dengue can come with a severe fever, potentially leading to hospitalisation. During the first few months of 2014, over 25,000 people showed up at health centres in Fiji with a suspected dengue infection, putting a huge burden on the health system.
a theory of happenings
If you're imagining an office perched on a sunny beach, you're not picturing Suva. Unlike Fiji's resort-laden Western division, the capital is a port city in the southeast of the main island, Viti Levu. The two main roads of the city loop down into a peninsula, forming the horseshoe shape of a magnet, with the area in the middle attracting plenty of rain. Locals who were familiar with British weather told me that I'd feel right at home.
Another, much older, reminder of home was to follow soon after. During an introductory meeting, a colleague at the World Health Organization (who) mentioned that clusters of gbs had been appearing on Pacific Islands. Unusual clusters. The annual par for the disease was 1 or 2 cases per 100,000 people, but in some places they'd seen double figures. 3
Nobody ever worked out why I got gbs. Sometimes it follows an infection – gbs has been linked to flu and pneumonia, as well as other diseases 4 – but sometimes there's no clear trigger. In my case, the syndrome was just noise, a random blip in the grand scheme of human health. But in the Pacific during 2014/15, gbs represented a signal, just like birth defects would soon do in Latin America.
Behind these new signals lay the Zika virus, named after the Zika Forest in southern Uganda. A close relative of the dengue virus, Zika was first identified in the forest's mosquitoes in 1947. In the local language, Zika means 'overgrown' 5 and grow it would, from Uganda to Tahiti to Rio de Janeiro and beyond. Those signals in the Pacific and Latin America in 2014 and 2015 would gradually become clearer. Researchers found increasing evidence of a link between Zika infection and neurological conditions: as well as gbs, Zika seemed to lead to pregnancy complications. The main concern was microcephaly, where babies develop a smaller brain than usual, resulting in a smaller skull. 6 This can cause a host of serious health issues, including seizures and intellectual disabilities.
In February 2016, triggered by the possibility that Zika was
the rules of contagion
causing microcephaly, 7 who announced that the infection was a Public Health Emergency of International Concern, or pheic (pronounced 'fake'). Early studies had suggested that for every 100 Zika infections during pregnancy, there could be between 1 and 20 babies with microcephaly. 8 Although microcephaly would become the primary concern about Zika, it was gbs that first brought the infection into health agencies' focus, as well as into mine. Sitting in my temporary office in Suva in 2015, I realised that this syndrome, which had shaped so much of my childhood, was one I knew almost nothing about. My ignorance was mostly self-inflicted, with some (entirely understandable) assistance from my parents: it was years before they told me gbs could be fatal.
At the same time, the health world was facing a much deeper ignorance. Zika was generating a huge volume of questions, few of which could yet be answered. 'Rarely have scientists engaged with a new research agenda with such a sense of urgency and from such a small knowledge base,' wrote epidemiologist Laura Rodrigues in early 2016. 9 For me, the first challenge was to understand the dynamics of these Zika outbreaks. How easily did the infection spread? Were the outbreaks similar to dengue ones? How many cases should we expect?
To answer these questions, our research group started to develop mathematical models of the outbreaks. Such approaches are now commonly used in public health, as well as appearing in several other fields of research. But where do these models originally come from? And how do they actually work? It's a story that starts in 1883 with a young army surgeon, a water tank and an angry staff officer.
ronald ross had wanted to be a writer, but his father pushed him into medical school. His studies at St Bartholomew's in London struggled to compete with his poems, plays and music, and when Ross took his two qualifying exams in 1879, he passed only the surgery one. This meant he could not join the colonial Indian Medical Service, his father's preferred career path. 10
Unable to practice general medicine, Ross spent the next year sailing the Atlantic as a ship's surgeon. Eventually he passed his remaining medical exam and scraped into the Indian Medical Service in 1881. After two years in Madras, Ross moved to Bangalore to take up a post as Garrison Surgeon in September 1883. From his comfortable colonial viewpoint, he claimed it was a 'picture of pleasure', a city of sun, gardens and pillared villas. The only problem, as he saw it, was the mosquitoes. His new bungalow seemed to attract far more than the other army rooms. He suspected it was something to do with the water barrel sitting outside his window, which was surrounded by the insects.
Ross's solution was to tip over the tank, destroying the mosquitoes' breeding ground. It seemed to work: without the stagnant water, the insects left him alone. Spurred on by his successful experiment, he asked his staff officer if they could remove the other water tanks too. And while they were at it, why not also get rid of the vases and tins that lay scattered around the mess? If the mosquitoes had nowhere to breed, they would have little option but to move on. The officer wasn't interested. 'He was very scornful and refused to allow men to deal with them,' Ross later wrote, 'for he said it would be upsetting to the order of nature, and as mosquitoes were created for some purpose it was our duty to bear with them.'
The experiment would turn out to be the first in a lifelong analysis of mosquitoes. The second study would come over a decade later, inspired by a conversation in London. In 1894, Ross had travelled back to England for a one-year sabbatical. The city had changed a lot since his last visit: Tower Bridge had been completed, Prime Minister William Gladstone had just resigned, and the country was about to get its first film parlour. 11 When Ross arrived, though, his mind was focused elsewhere. He wanted to catch up on the latest malaria research. In India, people regularly fell ill with the disease, which could lead to fever, vomiting, and sometimes death.
Malaria is one of the oldest diseases known to humanity. In fact, it may have been with us for our entire history as a species. 12 However, its name comes from Medieval Italy. Those who caught a fever would often blame 'mala aria': bad air. 13 The name stuck, as did the blame. Although the disease was eventually traced to a parasite called Plasmodium, when Ross arrived back in England the cause of its spread was still a mystery.
In London, Ross called on biologist Alfredo Kanthack at St Bartholomew's, hoping to learn about developments he may have missed while in India. Kanthack said that if Ross wanted to know more about parasites like malaria, he should go and speak to a doctor called Patrick Manson. For several years, Manson had researched parasites in southeastern China. While there, he had discovered how people get infected with a particularly nasty family of microscopic worms called filariae. These parasites were small enough to get into a person's bloodstream and infect their lymph nodes, causing fluid to accumulate within the body. In severe cases, a person's limbs could swell to many times their natural size, a condition known as elephantiasis. As well as identifying how the filariae caused disease, Manson had shown that when mosquitoes fed on infected humans, they could also suck up the worms. 14
Manson invited Ross into his lab, teaching him how to find parasites like malaria in infected patients. He also pointed Ross to recent academic papers he'd missed while out in India. 'I visited him often and learnt all he had to tell me,' Ross later recalled. One winter afternoon, they were walking down Oxford Street, when Manson made a comment that would transform Ross's career. 'Do you know,' he said, 'I have formed the theory that mosquitoes carry malaria just as they carry filariae.' | <urn:uuid:a96f3171-2c35-4056-b5b8-77874780f789> | CC-MAIN-2021-39 | https://profilebooks.com/wp-content/uploads/wpallimport/files/PDFs/9781788160193_preview.pdf | 2021-09-21T13:26:00+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057225.38/warc/CC-MAIN-20210921131252-20210921161252-00421.warc.gz | 510,406,342 | 4,772 | eng_Latn | eng_Latn | 0.998594 | eng_Latn | 0.999486 | [
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Independent Resolution: A Guide to False Conflict in Children
Reese Madlem
Abstract: The intent of this article is to help teachers and child care providers in assisting children to identify situations that do not require adult intervention and resolve their own false conflict.
Key terms: False conflict, conflict resolution, cooperation, teamwork
"Teacher, he won't stop staring at me." "She's following me." "They are being too noisy." As teachers we are always receiving information about the big problems at school: the pushing and shoving, name calling and, of course, bullying. Rarely do we get tips on handling the everyday problems we hear many times throughout the day. Most of these situations do not necessitate teacher intervention, but the children do not have the tools necessary to achieve their desired result. Here I have compiled helpful information, suggestions and activities to help teach children how to resolve small conflicts on their own.
Many conflicts that we deal with every day fall into Morton Deutsch's category of False Conflict. This is where there is no objective basis for a conflict at all. This occurs when there is misperception or misunderstanding. (Conflict Research Consortium Staff, 2015) While the information you will find here are helpful in all kinds of conflict, this will be my main focus.
Picture a scenario in which children are having free play in the gym: There are some kids playing with basketballs, a handful playing floor hockey with everyone else scattered about the edges jumping rope, bouncing balls, or playing catch. Everything is going fine when suddenly the unthinkable happens: a basketball bounces into "Mary" who is playing hockey. You know what comes next; "Teacher, "Vinny" threw his basketball at me!"
Time and time again I find myself in situations just like this. My first question is always the same, "Did Vinny throw the ball at you, or do you think it might have been and accident?" Nine times out of ten Mary will tell me it was an accident, in which case I ask Mary if she thought Vinny knew that his ball hit her.
Let's pretend Vinny knew the ball hit Mary. A short conversation with both children will take place. I can't count how many "Vinny's" I have had to teach that it is polite to apologize for an accident even if no one got hurt. I can tell you this: it's the same amount of "Mary's" I have had to teach that an apology isn't always necessary.
Now let's pretend Vinny is completely oblivious. This is when you get false conflict. There was a misunderstanding because Mary thought that Vinny threw the ball at her. Then she didn't get an apology so she perceived a negative situation. Vinny, on the other hand, has no idea anyone even wants an apology.
So how do we help Mary to recognize which problems she can attempt to work out on her own and which ones require immediate mediation? And why is it so important for her to do this on her own? Children who can resolve conflicts on their own are more likely to be accepted by their peers thus, making social integrations of all kinds easier as they mature. We can't simply tell them this. Instead we need to find ways to help her 1) understand and verbalize feelings (in herself and others), 2) develop cooperation skills (teamwork), and 3) communicate effectively (explaining feelings, listening, being assertive). All of these combined give her the tools she needs to solve many of her daily conflicts.
Feelings
There are many ways to help children understand feelings. Of course none of these is a cookie cutter that will work well for every child so here are a few different tools you can use to help your children.
Share past experiences: Sit in a circle with a small group of children and talk about how you felt during a frustrating situation and how you responded to those feelings. Have the children
take turns doing the same. See if they can identify triggers: Who or what upset you? Where did it happen (is the environment part of a trigger)? How did you respond? Could there have been a better response? If so, please explain. The idea behind the exercise is that if children have opportunities to practice identifying past feelings they are more likely to be able to identify and properly respond to new feelings and situations.
Role Play Dice: Have children take turns rolling dice to act out a scenario. One di should have feelings, the other can vary depending on your class. For younger classes you could use animals, for older kids you could use specific emotional triggers: i.e. sharing toys, budging, or (if we use our example from above) gym accidents. For added fun and understanding have a second child act as the "problem causer" and help guide them through the problem. Be sure not to skip the odd combinations: i.e. Happy & Budging. We all respond to situations differently and it is important to understand that some may have the opposite reaction than they would to a specific situation.
Show and tell: This last activity comes from Marissa Rex from Hiawatha Elementary in Toledo, Ohio. A Healthy Way to Show Feelings is an instructional article on how to lead your class in this activity. The basic idea of this activity is the same as sharing past experiences but with a twist!
Cooperation/Teamwork
Group work can be a dreadful thing for many children – it was for me. As a child I was awkward and shy with a low self-esteem. I didn't actually know many of my classmates and didn't know how to integrate myself into a new group. This made group work terrifying but taught me the importance of ice breakers.
You know those silly little games that we use at the beginning of meetings to get everybody motivated? Why don't we use some of the same activates (tweaked when necessary) with children every time they get into their groups? This is necessary to reform bonds that may have been severed since the last group meeting (like Mary and Vinny).
Besides forming bonds children also need to understand the importance of teamwork. Often times I see groups with one or two members (like me) who sit off to the side as if they have nothing to offer. In almost every situation this is not the case; the child may simply believe that someone else must think of their idea too. Whatever the reason, we need to help him understand that each person makes a difference.
My favorite activity to teach the importance of teamwork is the Spider Web. You start with a ball of string and a circle of kids. Hand the ball of string to one of the children instructing her to hold on to the end of the string while she throws the ball to a group-mate across the circle. Here is where it gets fun! Pick a topic question to answer before they throw the ball of string: i.e. everybody's favorite color or ice cream. For older kids I enjoy creating a story where each kid adds a sentence before throwing the ball. Once the web is created, demonstrate what happens when one person lets go of their string, then two and so on. For better visual understanding place a light ball or balloon in the middle of the web before having the children let go of their strings. See how long it takes the ball to drop. If you were telling a story try to take out the pieces of the story that one person added. Would it be the same story?
Before you wind up all of the string cut a small piece (seven to eight inches) for each child and tell them to tie it onto their backpack to remind them that they are part of a big web. As an alternative you can do this as a unit (as long or short as you desire) and give them an envelope in which to store their string each time you complete a web. Once you have finished the unit each child will have enough string to weave a bracelet of their choosing.
Communication
Communication is key in any situation in which we deal with others – especially conflict. Many children find it much easier to express their feelings than to listen to others' feelings. If we consider the 'Feelings' section of this paper we see that each of these activities is also an exercise in listening and the roll playing activity can easily be used to practice being assertive.
I love the idea of the dice game for teaching assertiveness because you can end up with everyday situations like Mary and Vinny. In our scenario I would ask Mary, since she was not hurt,
what her other options were after the ball hit her. Through the role playing activity you can help Mary use the correct language to speak with Vinny. "Why'd you hit me?" is not an ideal way to start any conversation.
Guide the conversation by asking questions: What is a polite way of talking to Vinny? Should you ask him why he hit you or inform him that he hit you? What do you hope will happen from this conversation? Is an apology necessary and if so, how do you politely ask for one? How do you respond if Vinny does not feel an apology is necessary? What can you do to make sure this problem does not occur again?
Solving the Problem Here is where all of the other sections get wrapped into one. Mary has expressed and communicated her feelings. She has listened to Vinny and found out it was an accident and he was unaware of it. This is a good place to stop (Mary has spoken with Vinny and she knows he did not intentionally hit her with the ball. She could go back to her hockey game and all would be just fine) but we won't because my main purpose is to help children solve their problems, not just put a Band-Aid on them. If we left Mary at this point she (or someone else) will most likely have to repeat the scenario in a few minutes when another basketball makes its way into the hockey game.
Our desired solution is to have Mary use her assertiveness and teamwork skills to shift the boundaries for each game. To do so we need to help her observe the big problem: the kids playing basketball are too close to the boundary of the hockey game. Ask her questions regarding her surroundings: Where are the hockey boundaries? Can the game be moved over? Are there other basketball hoops that can be used? Next, ask her what constructive action she can take or give her options: Should you tell the kids playing basketball that they are in your way or ask them to move? Should you call time out for the hockey game so everyone knows the new boundaries?
Summary
This paper is intended to assist teachers and child care providers in guiding children through conflict. Teaching children to understand their emotions and communicate them effectively gives them the tools they need to build successful relationships. When this occurs they will have more confidence to assert themselves appropriately. Eventually, with enough guidance and practice the "Mary's" and "Vinny's" of the world (amongst others) will be able to identify the causes of small conflicts and resolve them on their own.
References
Bosworth, K. (2015). How to Help Children Verbalize Feelings.
Conflict Research Consortium Staff. (2015). Conflict Research Consortium Book Summary.
Davies, M. L. (2015). Enhancing Children's Emotional Development.
Denham, S. A. (2015). Dealing with Feelings: How Children Negotiate the World of Emotions and Social Relationships.
Deutsch, M. (1973). The Resolution of Conflict. Binghamtom, NY: Vail-Ballou Press, Inc.
Joshi, A. (2015). Conflict Resolution Between Friends During Middle Childhood.
Rex, M. (2015). A Healthy Way to Show Feelings.
Rex, M. (2015). Identifying and Expressing Feelings. Retrieved from Elementary School Counseling
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Abstract
Have you ever been by yourself and needed to get something off a high shelf, but couldn't reach? Now imagine you had your whole class with you. It's likely that someone in your class could reach the high shelf.
at variability in the traits and behaviors of polar predators to assess how they will adapt to climate change.
Variability in traits (and behaviors) is a good thing. It means that groups of organisms can adjust and survive when environments change. We know that animals living at the North and South Poles, especially large predators, are in danger because of the changing climate. We wanted to look
Introduction
Many polar predators use ice to hunt, have babies, and to rest. They are also at the top of the food chain. This means they can have strong effects on the rest of the organisms living in polar ecosystems. We don't know how different species will survive and adapt as the climate continues to warm and ice continues to melt. We don't know how well polar ecosystems will do either. If we can learn more about polar predators, it can help us manage these ecosystems better as the climate and environment change.
We can learn about how polar predators live by studying how traits and behaviors vary between and within individuals. What does that mean? When we compare different individuals in a species, we call differences in traits or behaviors variability. When we look at one individual at different points in time and find differences in traits or behavior, we call it plasticity.
We tagged and studied a population of leopard seals in Antarctica. We looked at their morphology, movement patterns, and diving behavior. We found lots of variability in these traits in the leopard seal population, especially between males and females. We think this high variability may help leopard seals survive better in the changing Antarctic environment.
between males and females of the same species. This is called sexual dimorphism. Behaviors, like how far polar predators travel or how deep they dive, provide important information on where and how these animals feed, mate, and rest. These behaviors are also linked to their survival. Species are more likely to survive in changing ecosystems if they have more variation in their traits and behaviors.
Leopard seals are top predators in the Southern Ocean around Antarctica. As a species, they are generalist predators. Because they eat a variety of prey, leopard seals have a large impact on Southern Ocean food webs. Unfortunately, besides diet, there is not much information on other leopard seal traits and behaviors.
Traits we measure include differences in morphology, such as body mass or body length. We can compare these between individuals. But morphology can also differ
We wanted to know more about variability and plasticity in the traits and behaviors of leopard seals. This will help us better understand how climate change is impacting polar predators and ecosystems.
More free science education resources at: www.ScienceJournalForKids.org
1
Methods
We studied leopard seals at a research station off the Western Antarctic Peninsula (Fig. 1). We captured, humanely immobilized, and released 22 leopard seals during the local summer and fall of 2018 and 2019. We recorded the size of each seal. We also determined whether each seal was male or female.
We attached GPS and satellite transmitters to each seal to look at their movements. We also attached a time-depth recorder that measures dive behavior. This collection of sensors (or tags) can tell us the location of the seal and whether it was in the water or not. They can also tell us how deep and how long dives were. We also recorded the characteristics of each dive (like how long they spent at different depths).
We used computers to help us look at and filter our data. Then we used statistics to look at patterns of morphology and behavior in our leopard seal population. We also looked specifically at differences between males and females.
Results
Morphology
We found that the body mass of leopard seals was between 147 and 540 kg (324 and 1,190 lb). Females were much larger than males. In fact, they were about 50% larger! (See Figure 2.)
is likely when females were giving birth and nursing pups (baby seals).
We also noticed that female leopard seals had more injuries and scars than males.
Behavior
We saw that leopard seals traveled an average of 556 km (345 mi) during our sampling time. The maximum distance an individual traveled was 1,669 km (1,037 mi)!
Our data showed that female leopard seals spent more time out of the water and resting on ice than males. This
We noticed that the diving behavior of leopard seals was highly variable. We didn't see many differences between males and females either. Most dives we recorded were shallow and short, but some were deep and long. In fact, one seal dove to 1.25 km (0.78 mi) and spent 25 minutes underwater!
Please see Figure 2 Page 3
2
Female-based sexual dimorphism (where females are larger) is rare in mammals. We found that leopard seals are an extreme example. Females can be up to 1.5 times larger than males. We don't know why females are larger. Being larger means females are more successful at competing for food. If females compete for food more often, that could also explain why females have more injuries than males. We need a larger sample size of leopard seals and more direct observations of their feeding and reproductive behaviors to figure out why females are larger.
saw high plasticity and variability in the movement patterns and diving behavior of our leopard seals. This means they can change behavior quickly. It also allows them to hunt a lot of different types of prey. This behavioral plasticity could help leopard seals survive in a changing climate. Learning more will also help us predict any changes that might happen to polar food chains and food webs.
It is likely that climate change will impact the amount and types of prey available for leopard seals to eat. Luckily, we
Conclusion
We know climate change is impacting environments all over the world. Organisms that live in polar regions are at risk because of rising temperatures and melting ice. Knowing more about the predators in these ecosystems can help us understand the impacts that climate change will have on food webs and entire ecosystems.
In the future, we need to conduct larger and broader studies to understand the impact these polar predators have on different ecosystems.
You can also help by doing your part to reduce climate change. You can carpool or take public transportation. You can also use less energy in your home by turning off lights or taking shorter showers. And remember to reduce, reuse, and recycle!
REFERENCES
Sarah S. Kienle, Michael E. Goebel, Erin LaBrecque, Renato Borras-Chavez, Stephen J. Trumble, Shane B. Kanatous, Daniel E. Crocker, and Daniel P. Costa (2022) Plasticity in the Morphometrics and Movements of an Antarctic Apex Predator, the Leopard Seal. Frontiers in Marine Science.
https://www.frontiersin.org/articles/10.3389/fmars.2022.976019/full
Nature World News: Scientists Observe Solitary Habits of Leopard Seals Amid Climate Change https://www.natureworldnews.com/articles/52801/20220829/scientists-gathered-data-solitary-habitsleopard-seals-climate-change.htm
Natural History Museum: Are Leopard Seals Dangerous?
https://www.nhm.ac.uk/discover/are-leopard-seals-dangerous.html
3
Glossary of Key Terms
Food chain – a linear relationship between organisms based on the foods they eat. The bottom level of a food chain contains producers. Consumers eat the producers. There can be several levels of consumers. At the top of the food chain are the predators who eat other consumers.
Food web – a collection of food chains organized to visualize relationships within the entire ecosystem.
Generalist – an organism that eats a variety of foods. Humans are considered generalists. In contrast, monarch butterfly larvae only eat milkweed plants. They would be considered specialists.
Morphology – the size, structure, or shape of an organism.
Plasticity – the ability of an organism to change its morphology or behavior in response to the environment. For example, plant leaves that have been grown in sunlight are thicker and smaller than leaves grown in the shade. These traits help the leaves collect sunlight without losing too much water in both the sun and the shade.
Sexual dimorphism – a difference in the size or shape of males and females of the same species. For example, male peacocks have a wide, colorful tail fan and females do not.
Variability – Difference in traits and behaviors between individuals of the same species. For example, different types of dog (Canis lupis familiaris) look and act very differently to one another. You can probably notice a lot of differences among your classmates, too!
Check your understanding
What is sexual dimorphism? Give two reasons why you think sexual dimorphism might have evolved in organisms.
Describe the feeding behavior of leopard seals. Why might this mean they have a larger impact on the ecosystem than other predators?
Brainstorm with a partner – what are the causes of climate change and how can we prevent them?
You are writing a grant proposal to do more research on leopard seals in Antarctica. Justify why you think this work is important and deserves research funds. (Hint: Think about what ecosystems and organisms can do for humans.)
Acknowledgment: This article's adaptation was supported by the National Science Foundation, and research permits were provided by the National Marine Fisheries Service and Antarctic Conservation Act.
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University of Texas Rio Grande Valley
ScholarWorks @ UTRGV
Fall Workshop October 2019
Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley
Fall 10-5-2019
Lesson Plan, Texas History, 7th Grade
Alexia Alvarado Dimas ECISD, Barrientes Middle School
Follow this and additional works at: https://scholarworks.utrgv.edu/histamoct2019
Part of the Curriculum and Instruction Commons, and the History Commons
Recommended Citation
Alvarado Dimas, Alexia, "Lesson Plan, Texas History, 7th Grade" (2019). Fall Workshop October 2019. 9. https://scholarworks.utrgv.edu/histamoct2019/9
This Article is brought to you for free and open access by the Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley at ScholarWorks @ UTRGV. It has been accepted for inclusion in Fall Workshop October 2019 by an authorized administrator of ScholarWorks @ UTRGV. For more information, please contact firstname.lastname@example.org, email@example.com.
District:
School/Campus: ECISD/ Barrientes Middle school
Teacher: Alexia Dimas
Date: 10/5/19
Subject and grade level: 7th grade
Materials:
Arrow heads, pictures, articles, maps, paper, Indian drawings, popsicle sticks
TEKS (Texas Essential Knowledge and Skills):
7.1/7.2 (A) Natural Texas and its People
Compare the cultures of American Indians in Texas prior to European colonization, such as the Gulf Plains, Pueblo and Southeastern
Lesson objective(s): TLW = The Learner Will
1. TLW understand the people, their environment, and reasons for movement.
2. TLW understand hunter gatherers.
3. TLW understand farmers
Differentiation strategies to meet diverse learner needs:
TLW work with artifacts and compare and contrast Native American groups.
ENGAGEMENT
* Describe how you will use place-based and/or culturally relevant pedagogies to promote student engagement?
* What kind of questions should the students ask themselves after the engagement?
Students will elaborate and explain to make connections with real world experiences and how the Native Americans would do it.
EXPLORATION
* Describe what place-based hands-on activities you could use to encourage students to engage the content.
* List "big idea" conceptual questions related to the content you can use to encourage students' exploration of the lesson.
SW create an atlatl out of popsicle sticks and make arrow heads out of paper and tape.
EXPLANATION
* What questions could you pose to students before you precede to introduce the topic, themes or key terms?
* What questions or techniques will you use to help students connect their own knowledge to the main topic and/or key concepts under examination?
* List higher order thinking questions you could use to solicit participation and engage students in discussion and provide their own interpretations.
What type of materials would you need to hunt a deer if you were living in the years when Native American tribes had to catch their own food?
ELABORATION
* Describe how students will develop a more sophisticated understanding of the topics, themes or key concepts.
* What vocabulary will be introduced and how will it connect to students' observations and/or personal knowledge?
* How will this knowledge be applied in their daily lives?
-Nomads
-Scavengers
-Hunter gatherers
EVALUATION
* How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson.
TLW be able to explain the process of creating the materials Native Americans used to hunt. Think-pair-share. | <urn:uuid:b6e3ca9b-57c8-420c-be8b-637c73d2d476> | CC-MAIN-2023-50 | https://scholarworks.utrgv.edu/cgi/viewcontent.cgi?article=1014&context=histamoct2019 | 2023-12-07T09:41:49+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00358.warc.gz | 576,652,379 | 797 | eng_Latn | eng_Latn | 0.955105 | eng_Latn | 0.991935 | [
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University of Texas Rio Grande Valley
ScholarWorks @ UTRGV
Fall Workshop October 2019
Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley
Fall 10-5-2019
Lesson Plan, U.S. History, 8th Grade
Luis Sandoval BISD, Manzano Middle School
Follow this and additional works at: https://scholarworks.utrgv.edu/histamoct2019
Part of theCurriculum and Instruction Commons,Environmental Studies Commons
Commons
Recommended Citation
Sandoval, Luis, "Lesson Plan, U.S. History, 8th Grade" (2019). Fall Workshop October 2019. 14. https://scholarworks.utrgv.edu/histamoct2019/14
This Article is brought to you for free and open access by the Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley at ScholarWorks @ UTRGV. It has been accepted for inclusion in Fall Workshop October 2019 by an authorized administrator of ScholarWorks @ UTRGV. For more information, please contact email@example.com, firstname.lastname@example.org.
, and theHistory
District: BISD
School/Campus: Manzano Middle School
Teacher: L. Sandoval
Date: 10/5/19
Subject and grade level: U.S. History 8 th
Materials:
Maps, color pencils, paper, Google Maps
TEKS (Texas Essential Knowledge and Skills):
8.1 A, 8.29, 8.30
Lesson objective(s):
1. How humans interact with the environment
2.
3.
Differentiation strategies to meet diverse learner needs:
-Ready for the Honors/GTS
-Pictures & videos
ENGAGEMENT
* Describe how you will use place-based and/or culturally relevant pedagogies to promote student engagement?
* What kind of questions should the students ask themselves after the engagement?
How has the Rio Grande Valley changed over time?
Can we stop human destruction of the environment?
EXPLORATION
* Describe what place-based hands-on activities you could use to encourage students to engage the content.
* List "big idea" conceptual questions related to the content you can use to encourage students' exploration of the lesson.
-Visit protected sites such as Laguna Atascosa, Santa Ana Refuge, Resaca de la Palma
- Should protection continue on the sites or should they be destroyed for human settlement?
EXPLANATION
* What questions could you pose to students before you precede to introduce the topic, themes or key terms?
* What questions or techniques will you use to help students connect their own knowledge to the main topic and/or key concepts under examination?
* List higher order thinking questions you could use to solicit participation and engage students in discussion and provide their own interpretations.
-Do you know what is the name of the river we have in Brownsville?
-Do you know where it is located?
-What is the difference between a protected & a non-protected?
ELABORATION
* Describe how students will develop a more sophisticated understanding of the topics, themes or key concepts.
* How will this knowledge be applied in their daily lives?
* What vocabulary will be introduced and how will it connect to students' observations and/or personal knowledge?
River Delta, Drought, Refuge, irrigation, floodplain
EVALUATION
* How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson.
Give examples of how humans have impacted the environment. | <urn:uuid:418cabeb-f863-4e71-a8f2-af66cbb9d589> | CC-MAIN-2023-50 | https://scholarworks.utrgv.edu/cgi/viewcontent.cgi?article=1007&context=histamoct2019 | 2023-12-07T10:18:15+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00358.warc.gz | 576,488,330 | 754 | eng_Latn | eng_Latn | 0.912389 | eng_Latn | 0.98801 | [
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Identify the main differences between the economies of Europe and China in the three centuries before 1800. What factors can account for these differences and what were their implications on economic wellbeing?
INTRODUCTION
There are differences between Europe and China which have led to there being different implications upon the economic wellbeing of both regions. This essay will highlight the main differences between both the European and Chinese economies whilst discussing the reasons behind them and indicate the impacts they made upon economic wellbeing. Section 1 will discuss the main differences and the factors that led to there being these differences. Both Europe and China will be compared based on categories which are Environmental, Demographic, Trade, Technological and Political differences. Section 2 will highlight the impacts that these differences had upon economic wellbeing, it will show how both regions improved their economic wellbeing individually.
1 SECTION 1: THE DIFFERENCES BETWEEN THE EUROPEAN AND CHINESE ECONOMIES
1.1 THE ENVIRONMENTAL DIFFERENCES
The Environment of both Europe and China could be argued as being uneven; various regions within Europe and China had different levels of rain and temperature. Europe had an uneven climate with Western Europe having more rainfall compared to Eastern Europe which had warmer temperatures. Whereas China had a much wetter and warmer climate, as a result of this they chose to specialize in rice production. The warm climates in Europe made it ideal for crop growth and they were also able to grow livestock easily.
Due to their varying climates both Europe and China had different approaches in dealing with endemic diseases. Europe's climate was colder meaning that the frequency of disease outbreaks such as the Black Death was not as high. This however led to the population not having a disease resistance, when the Black Death arrived from Asia it caused a major pandemic. Cities with dense populations such as London were greatly affected, the 1347 outbreak killed roughly 25% of its population and the second outbreak in 1655 killed roughly 15%. (Carlo Cipolla 1978: page 34). China was also affected by diseases however this was due to farming and poor levels of hygiene. China was regarded as the "world reservoir of lung, liver and intestinal flukes, this being the penalty for a dense population operating irrigation agriculture in a warm climate" (Eric Jones 2003: page 6-7). This helps to illustrate the environmental differences between both Europe and China and it shows how they were able to deal with the impacts caused by these differences.
1.2 DEMOGRAPHIC INFLUENCES
Both Europe and China had a rising population which in turn led to there being resource constraints. Regarding China, David Landes in his book The Wealth of Nations said "The land is scarce and the people are many". Chinas rising population was the result of old customs where people married at a young age and had more children and larger families, this led to there being a greater strain on the economy. European population growth was occurring rapidly which led to fears as the Malthusian model suggested how the eventual rise in population will reach a point where the economy is unable to sustain the population. In order to prevent this from happening there were actions now being taken in Europe, new agricultural methods were now used such as crop rotation in order to maintain a healthy crop which could be cultivated all year around. China began to use Champa rice which grew in half the time but lacked the nutritional value. The rise in population did come with benefits as it did mean that labor was now in high numbers, the Chinese was able to utilize this and were able to have a large quantity of people who were able to maintain the rice crops. From this we can see how there was a similar issue
between both Europe and China due to the rising population, and they were both able to address the issue of a resource constraint
1.3 TRADE IMPACTS
Europe had adopted the Mercantilist method of trade, this meant that there were import restrictions and there was a greater emphasis on expanding exports. The main thought was to "strengthen the external and internal positions of the state" (E.Damsgaard Hansen 2001: page 63). Externally it was based on having a functioning military and internally it was based on establishing effective business laws and common standards on manufactured goods. This policy was different amongst different European nations, France and England had varying degrees of restrictions. The British policy was more protectionist whereas the French were more in favor towards setting and maintaining manufacturing standards. One example of British protectionism is the Navigation act of 1651 which stipulated that goods could be imported into English territories only by English ships. The French however ensured that their produced goods met stringent standards that the Government issued, "The Government issued decrees stating the specifications of more than a thousand goods in great detail" (E.Damsgaard Hansen 2001: page 64).
During the 15 th century China was more open to international trade, this was during the era of the Ming voyages. In order to allow the Merchant class to become richer and there to be a greater level of private trade, the Chinese allowed the Portuguese to make Macau to become a trading hub. By 1526 the British East India Company was given access to the south China seas, one of main exports that they provided was tea. China in particular began to specialize in the export of luxurious goods such as spices, porcelain and tea. However after the fall of the Ming dynasty around 1644 there was a change in the level of trade, during the era of the Qing dynasty the Canton system was imposed. This was a system whereby all
foreign trade coming into China was to be only held in Canton and there were strict regulations that were imposed on foreign traders.
1.4 TECHNOLOGICAL ADVANCES
The European level of innovation can be argued as one of the main factors to how they were able to expand their reach across the world. The innovations mainly came in the form of new ship designs and advancements in rigging techniques. The new designs had been inspired by the English voyages across the world, an example of such a design was the Caravel which was inspired by the Arabic ships which were able to maneuver faster and travel for greater distances. The rigging techniques that were developed enabled the ships to travel off the wind allowing for greater periods of travel.
Technological innovation within China could be seen with the use of paper money. China had previously invented the block printing and the use of paper money was just a byproduct of this. There were benefits with this as it meant that they no longer had to use their gold and silver reserves in order to mint more coins.
One form of technological advancement in which both China and Europe benefitted from was the invention of Gunpowder. Gunpowder was invented around the 10 th Century by accident by Chinese alchemists when trying to find an elixir for immortality, from then onwards it was used in theatre productions and in fireworks. From there it spread around Asia and eventually came to Europe, it was here that the Europeans added their own flair to Gunpowder. Through the addition of moisture they could use the powder in a granular form which reduced the risk of unwanted explosions. This now meant that gunpowder could now be used in military combat and it enabled European nations to have canons which were capable of using gunpowder. This explains how the European and Chinese economies were influenced by these advances and to what degree were they able to impact both economies.
1.5 POLITICAL AND CULTURAL DIFFERENCES
Both Europe and China had differing views within politics and this played a large role on how the population of both regions were being affected as a result. When looking between the years 1650-1800 we are able to see that China "under the Qing ruler ship China was a large integrated political society. Europe however was severely fragmented" (Rosenthal Wong 2011: page 208).
The Qing dynasty was a time of strict governance. The empire grew to more than double the Ming dynasty which came before it, but it implemented far stricter laws. One such law was that all men had to have the same haircut and they had to wear a uniformed color scheme. There were stricter laws and regulations even on trade as previously mentioned the Canton system deeply affected European trade with China. These laws and regulations were the result of a change in ruler ship, as previously the Ming dynasty was an era of expansion and voyages whereas the Qing was more isolated and centralized. This change in the political system that was governing China led to there being arguably somewhat adverse impacts on society.
Within Europe during the 16 th century there was a state of political unrest, England had a civil war in 1642 and by 1688 there was the glorious revolution which led to a weakening of power that the Monarchy had. Whereas Denmark after years of poor military power and major financial trouble there were revolutions against the monarchy. The main issue between the monarchy and the society was the right of taxation. The English were different and thanks to the glorious revolution there was now a rise in the dominance of power of the English Parliament.
2 SECTION 2: THE IMPACTS THESE DIFFERENCES HAD ON ECONOMIC WELLBEING
2.1 EUROPEAN ECONOMIC WELLBEING
Europe made efforts to adapt and change its economy and how the way trade and manufacturing was conducted. "By 1700 the seeds of a capital intensive, machine using economy was sprouting in Europe" (Rosenthal Wong 2011: page 129) this was mainly occurring in England.
One of the main factors that helped to contribute towards European wellbeing was the fact that in Europe there were economic institutions. Before the 15 th century there were still institutions, however it was mainly after the 1500's did they begin to spread. Central banks had been established slowly, these banks acted as lenders to other banks who were at their last resorts. The Swedish Risk bank is regarded as being the first central bank, till 1668 it was a private bank until it was taken over by the state and became centralized (Hansen, 2001: page 71). Another new economic institution was the corporate form. There was a development of joint stock companies whereby shareholders can purchase and own various stocks. The reason for this was due to the new patterns of trade that arose from the voyages of discovery. Companies were granted monopolies to trade in specific regions and they were still able to trade and be involved with shipping. This shows how these economic institutions played a large role in how trade was being conducted.
In terms of development and wellbeing trading can be seen as being a crucial factor as the trade of goods can allow for a country to gain greater levels of economic growth and power, and the import of goods allows for greater consumer choice. European trade was heavily influenced by the Mercantilist thought, this played a large role in the level of wellbeing that was occurring. As one aspect of it was a sense of protectionism with stricter regulations to reduce the level of imports, it meant that there was greater emphasis in prompting exports to help increase growth and thus lead to a rise in development and wellbeing. However in certain aspects this complete restriction to imports was not an effective strategy, hence tariffs were in place. When looking at England they placed a tariff on fishing imports from the Dutch (Findlay& O'Rourke, 2007: page 239). This was an effective solution as the English could not produce the same quantities of fish as the Dutch, hence they relied on the Dutch imports.
The voyages of discovery led to Europe having a constant inflow of spices, this was the result of both the British and Dutch East India Companies. With these two companies dominating the spice trade it meant that the Europeans now had a constant flow of spices allowing both nations to become prosperous. The Dutch Government was able to recognize the potential of this and therefore their East India Company was state controlled. Whereas the English was left to private forces and were able to go against Government orders, benefitting them during "glorious revolution" the company was still bale to thrive as a private company. This meant that the English were able to become even more prosperous and also meant that by "1662 they were free to trade precious metals" (Davis 1973: page 309). This further adds to the idea of mercantilism which was being followed in Europe and allowed the English to accumulate large reserves of gold and silver, hence allowing their wellbeing to improve.
Furthermore European economies were developing fast and by 1750 England had the most developed financial system in Europe. (Rosenthal Wong 2011: page 130). The financial systems in Europe allowed them to develop and gave them the opportunity to have more capital driven growth. The reason behind this was that financial institutions lowered the cost of securing investment and also capital required high rates of savings which the European institutions had. This shows that the European level of economic wellbeing was high and was constantly developing.
2.2 CHINESE ECONOMIC WELLBEING
The Chinese political structure was heavily state controlled leading to them playing a large role in factors such as trade a technological innovation. At times the state could be seen as being helping to improve wellbeing whereas at other times it was seen as being more of hindrance.
Within China the innovations that were created for shipping were backed by the Government after realizing the potential benefits of overseas trade. The number of ship yards had now increased and this meant that there could be a greater level of innovation as it was state controlled. By the Mid Ming period China had "28 national highways, 53 main roads and 120 main land and water transportation hubs" (Gang Deng 2007: page 108). With such technological advances during the Ming era, it is no surprise that it was able to last so long. People's wellbeing would have risen "Given that China was considered prosperous at the close of the middle ages" (Rosenthal Wong 2011: page 39). Hence showing that technological advances played a role to make society prosperous.
However after this period it can be argued that there was a decline in the level of technological advances and also trade advances. One of the main reasons for this was the political change between the Ming and Qing dynasties as mentioned earlier. With China being a hub for innovation and technology it took them a while to become fully industrialized, one reason for this delay was that Political institutions were now following a sense of Taoism. This is a belief whereby certain values of culture and tradition should remain within the society, hence there wasn't a spread of culture or literature as these thoughts and ideas were kept away in the monasteries. Such cultural views were followed by political institutions which ultimately led to there being a lack of innovation and development. The Chinese state did not take many initiatives, leading to some to believe that the Chinese was close to being under governed, the improvements in infrastructure were just enough to support long term development and wellbeing. (Jones 1988, page 141-2).
During the 15 th century when the inflow of European trade in China was high there were benefits emerging to the local population. The tea trade within China had resulted in there being positive externalities, "there was an increase in the supply of tea, where 50-70% came from the Fujian province. This brought in seasonal migrant labor and enterprise to that region" (Findlay & O'Rourke 2007: page 293). This resulted in there being employment for the local people and the level of output was rising resulting in there being a rise in economic growth and development. Furthermore this sort of trade showed a unity between both Europe and China. However after this there was a decrease of overseas trade especially with the Canton system established in 1715 making it difficult for foreign trade to enter. This shows that political institutions in China played a role in determining the extent to which there was economic wellbeing.
CONCLUSION
Both Europe and China were improving in terms of their economic wellbeing and it was clear to see that both of them took very different approaches in ensuring that their regions and that their societies were well off. When looking at trade for example the Europeans had their own methods such as adopting the notion of mercantilism. Leading to a greater expansion of exports and in some cases a greater level of protectionism. Similarly China took a more centralized and protected view of trade, even though at first they were open to overseas trade. Eventually restricting trade and innovation and adopting the Canton system of trade and following a sense of Taoism. Clearly both regions did have their differences but it was these differences that allowed these regions to improve their economic wellbeing in their own time.
RRRREFERENCES
* Cipolla, C. M. (ed.) (1978) The economic history of world population
* Davis, R. and Ralph, D. (1973) English overseas trade: 1500-1700 .
* Deng, G. (2007) The Premodern Chinese economy: Structural equilibrium and capitalist sterility . 1st edn. United Kingdom: Routledge.
* Findlay, R. and O’Rourke, K. H. (2007) Power and plenty: Trade, war, and the world economy in the Second millennium (Princeton economic history of the western world) . 1st edn. United States: Princeton University Press.
* Hansen, D. E. (2001) European economic history: From Mercantilism to Maastricht and beyond . 1st edn. Copenhagen: Copenhagen Business School Press, Books International Inc.
* Jones, E. L. (1988) Growth recurring: Economic change in world history . New York: Oxford University Press.
* Jones, E. L. (2003) The European miracle: Environments, economies and geopolitics in the history of Europe and Asia.
* Landes, D. S. (1998) The wealth and poverty of nations . London: Little, Brown and Company.
Baharrath Vijeyakumar 1505054 VIJEY43608
* Rosenthal, J.-L. And Wong, B. R. (2011) Before and beyond divergence: The politics of economic change in china and Europe. Cambridge, Massachusetts: Harvard University Press.
* The Economist (2013): What is Mercantilism
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Mathematical Statistics Data Analysis 3rd Edition Pdf Pdf
which categories a record belongs to Statistical machine learning methods that "learn" from data Unsupervised learning methods for extracting meaning from unlabeled data
Modern Mathematical Statistics with Applications
2021-04-29 Jay L. Devore This 3rd edition of Modern Mathematical Statistics with Applications tries to strike a balance between mathematical foundations and statistical practice. The book provides a clear and current exposition of statistical concepts and methodology, including many examples and exercises based on real data gleaned from publicly available sources. Here is a small but representative selection of scenarios for our examples and exercises based on information in recent articles: Use of the "Big Mac index" by the publication The Economist as a humorous way to compare product costs across nations Visualizing how the concentration of lead levels in cartridges varies for each of five brands of e-cigarettes Describing the distribution of grip size among surgeons and how it impacts their ability to use a particular brand of surgical stapler Estimating the true average odometer reading of used Porsche Boxsters listed for sale on www.cars.com Comparing head acceleration after impact when wearing a football helmet with acceleration without a helmet Investigating the relationship between body mass index and foot load while running The main focus of the book is on presenting and illustrating methods of inferential statistics used by investigators in a wide variety of disciplines, from actuarial science all the way to zoology. It begins with a chapter on descriptive statistics that immediately exposes the reader to the analysis of real data. The next six chapters develop the probability material that facilitates the transition from simply describing data to drawing formal conclusions based on inferential methodology. Point estimation, the use of statistical intervals, and hypothesis testing are the topics of the first three inferential chapters. The remainder of the book explores the use of these methods in a variety of more complex settings. This edition includes many new examples and exercises as well as an introduction to the simulation of events and probability distributions. There are more than 1300 exercises in the book, ranging from very straightforward to reasonably challenging. Many sections have been rewritten with the goal of streamlining and providing a more accessible exposition. Output from the most common statistical software packages is included wherever appropriate (a feature absent from virtually all other mathematical statistics textbooks). The authors hope that their enthusiasm for the theory and applicability of statistics to real world problems will encourage students to pursue more training in the discipline.
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Mathematical Statistics and Data Analysis
2007 John A. Rice This is the first text in a generation to re-examine the purpose of the mathematical statistics course. The book's approach interweaves traditional topics with data analysis and reflects the use of the computer with close ties to the practice of statistics. The author stresses analysis of data, examines real problems with real data, and motivates the theory. The book's descriptive statistics, graphical displays, and realistic applications stand in strong contrast to traditional texts that are set in abstract settings. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Mathematical Statistics and Data Analysis
2007 John A. Rice This is the first text in a generation to re-examine the purpose of the mathematical statistics course. The book's approach interweaves traditional topics with data analysis and reflects the use of the computer with close ties to the practice of statistics. The author stresses analysis of data, examines real problems with real data, and motivates the theory. The book's descriptive statistics, graphical displays, and realistic applications stand in strong contrast to traditional texts that are set in abstract settings. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
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Edges of the Luminous Bay, where holograms danced on the liquid canvas, a holographer named Prism captured the essence of transient illusions. As the holograms shimmered, they revealed stories suspended between the realms of reality and illusion.
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In the complex subway tunnels beneath the bustling city, a clandestine society of Urban Alchemists practiced the art of transmuting the ordinary into the extraordinary. Using a secret blend of urban relics and alchemical brews, they sought to elevate the mundane to the realm of the extraordinary.
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It was the year 23, and the world was at the verge of conflict. The USA and China, the two superpowers, had been locked in a intense contest, contending for supplies, power, and supremacy. They had engineered sophisticated arms, like lasers, unmanned aerial vehicles, and satellites, which can attack anywhere, anytime. They had clandestinely constructed space stations, that can deploy atomic weapons, which can annihilate the earth. They were both ready to use them, if at all needed. But they were not alone. There was a 3rd force, a secret entity, that had observing them, waiting patiently for them both, preparing for them both. They were the aliens, and they had come arrived to prevent them both. They had come come to save the earth, or to finish it all. They had come to begin the space wars that changed history.
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Zara had always yearned to embark on a worldwide expedition, but she never envisioned that she would stumble upon a hidden civilization. Driven by an unwavering desire to uncover the truth behind her fathers disappearance, she joined an expedition to the alluring Amazon rainforest. Her father, a renowned explorer, had vanished while seeking the legendary city of Z, leaving behind a legacy of exploration. Zara, inheriting his indomitable spirit and a journal brimming with maps and cryptic notes, was determined to unravel the mysteries that had captivated her father. As she ventured deeper into the heart of the rainforest, Zara discovered that she was not alone in her quest. A ruthless treasure hunter, harboring a deep-seated grudge against her father, was also hot on the trail of Z. Obsessed with claiming the citys secrets for himself, he would stop at nothing to achieve his malevolent goals. Zara found herself caught in a dangerous race against time, forced to rely on her bravery and wit to unravel the truth about Z and her fathers fate. Yet, amidst the thrilling twists and turns of her adventure, Zara also had to confront the mysteries of her own heart, as she found herself drawn to a enigmatic native guide, whose knowledge seemed to extend far beyond what he revealed. On the brink of embarking on the most breathtaking yet perilous journey of her life, Zara was about to embark on a transformative odyssey that would forever alter her path.
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The History of Artificial Intelligence
Artificial intelligence is the field of computing that handles building systems and mechanisms that can carry out duties that normally need human intelligence, such as thinking, studying, making decisions, sensing, and language understanding. Artificial intelligence has been one of the most interesting and influential areas of human activity, with significant effects for research, technology, community, and mankind. This book seeks to narrate the story of artificial intelligence, from its origins and foundations, to its accomplishments and obstacles, to its current status and outlook. It will address the main notions and approaches of artificial intelligence, the major landmarks and advancements of AI study and development, the ethical and social concerns and arguments of artificial intelligence, and the projections and circumstances of artificial intelligences possibility and effect.
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idyllic shores of a tropical paradise, a best-selling author named Gabriel Marlowe penned a novel that seemed to predict future with eerie accuracy. As the between fiction and reality blurred, Gabriel found himself at the center of a literary phenomenon that transcended the pages of his own creation.
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Beneath the carnival lights of the carousel named Luna, where laughter mingled with the haunting melodies of a calliope, a mysterious fortune teller named Seraphina read the destinies of those who dared to spin the Wheel of Fates. Little did the carnival-goers know that Seraphina's predictions held the power to reshape the threads of their lives.
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crossroads of fate and coincidence, a mysterious traveler named Seraphina entered a small town in the heart of the Appalachian Mountains. Unbeknownst to the locals, Seraphina carried an map that led not to physical destinations but to the chapters of their intertwined destinies.
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landscape evolves, few writers manage to redefine those boundaries of storytelling quite like Maya Sterling. In this latest triumph, "Whispers of the Lost Isles|"The Forgotten Kingdom", Sterling weaves a tapestry of intrigue that has been hailed as a narrative triumph, earning her a place among the literary elite.
Transformation mathematical statistics data analysis 3rd edition pdf.**The Life and Legacy of Nelson Mandela**
Nelson Mandela stands as one of the most influential leaders of the 20th century. His life journey began on July 18, 1918, in the tranquil village of Mvezo, South Africa. Born into the Thembu royal family, he was bestowed with the name Rolihlahla, meaning "troublemaker" in Xhosa. Mandelas upbringing unfolded amidst a backdrop of racial inequality, where he witnessed firsthand the unjust treatment inflicted upon the Black majority by the ruling white minority government. Driven by a deep sense of justice, he dedicated his life to the struggle for liberation and justice, joining the African National Congress (ANC), a political organization dedicated to dismantling apartheid, the system of racial separation that plagued South Africa. Emerging as a charismatic lawyer, activist, and leader, Mandela faced numerous arrests and imprisonments for his unwavering resistance and defiance. For 27 years, he endured the harsh conditions and isolation of Robben Island, a notorious prison island, where his vision never wavered. His unwavering commitment to liberation continued to inspire and mobilize his people and the world at large. In 1990, he walked out of prison, free at last, and in 1994, he made history as South Africas first democratically elected Black president. Mandelas leadership ushered in a period of reconciliation, transforming South Africa into a nation of equal opportunity. His global impact extended far beyond South Africas borders, as he became a beacon of democracy, recognized for his unwavering dedication to these ideals. In 1993, he was awarded the Nobel Peace Prize, alongside numerous other accolades and honors. On December 5, 2013, at the age of 95, Mandela passed away, leaving behind a legacy of resilience, understanding, and compassion. Revered as the father of the nation and one of historys greatest heroes, Mandelas legacy continues to inspire generations to come.
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Behold the accounts of bygone eras, where the ink of scribes has preserved the narratives of kings and commoners alike. This is not a book; it is a gateway to the epochs that have paved the path for the world we inhabit today.
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The Journey of a Thousand Miles
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The chapter further differentiates between transition metals and main elements, expounding on their features and attributes. It also describes the idea of ionization energy and its tendencies among groupings and periods on the table of elements1. The chapter talks about atom's and radii, and how these can be forecasted based on an atom's location on the table of elements.
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In the underwater city of Coral Cove, where seahorses played tag with dolphins, lived a mermaid named Marina with an unusual talent—she could talk to seashells. Each shell held an story from the ocean depths, and Marinas friends eagerly gathered to listen to the seashells whispered tales of underwater kingdoms and daring escapades.|Within the underwater city of Coral Cove, where seahorses played tag with dolphins, lived an mermaid named Marina with an unusual talent—she could talk to seashells. Each shell held a story from an ocean depths, and Marinas friends eagerly gathered to listen to the seashells whispered tales of underwater kingdoms and daring escapades.
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Science of Happiness
Contentment is one of the most desired and difficult to attain goals of human existence. We all wish to be content, but how do we attain it? What are the factors that impact our joy? How can we measure it? How can we enhance it? This publication intends to address these queries, by introducing the science of contentment. It will present the main concepts of joy, the techniques and tools of evaluating and judging contentment, the discoveries and insights of contentment research, and the uses and measures of contentment promotion. It will also provide useful advice and advice for readers, on how to boost their joy and well-being, based on scientific facts and principles.
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An instruction manual for a car seat is a crucial document that provides comprehensive information on the correct use and maintenance of the car seat. It contains important safety warnings and recommendations to ensure the childs safety. The manual generally includes information on the height and weight limits of the car seat, how to install the car seat using the LATCH system or the vehicle seat belt, and how to place the child in the car seat. It also provides instructions on how to clean the car seat cover and information on when the car seat expires. Some manuals may also include troubleshooting tips and customer service contact information. Its crucial to read and understand the instruction manual before installing or using the car seat to prevent serious injury or death in a sudden stop or crash.
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History / Discrimination
Lesson one
About this lesson
This lesson will look at the definitions of Gypsies and Travellers as well as their history.
We will share a variety of materials and images with the pupils to clearly show the differences between groups and will help to give a greater understanding. We will introduce the theme of discrimination and share examples of how G & T have faced discrimination throughout history.
Learning questions
* Who are the different groups of Travellers?
* What is discrimination?
* When did Romany Gypsies arrive in the UK?
* Why are G & T discriminated against?
Learning outcomes
Pupils will:
* Work in a team and be creative.
* Gain a clear overview of the different G & T groups and an understanding of their lifestyle.
* Gain a greater understanding of discrimination, empathy and emotions.
* Have a better understanding of multiculturalism in the UK.
* Understand the diversity of Travellers.
Assessment opportunities
Students to fill in the topic self review sheet
Assess understanding of the concept of discrimination through the freeze frame work based on scenarios and the emotions and empathy which the children display. Assess students' ability to identify with the G and T characters.
Curriculum links
2i, 4e, 4f, 5g
Prior learning
There is no prior learning required.
Resources required
* Resource Sheet One - History Timeline
* Powerpoint
* Resource sheet Two - Gypsies and Travellers in the UK
* Resource Sheet Four - Plenary - True or False
* Resource sheet Three - Thought Tracking
* Resource Sheet Five - Literacy Lesson
our big real gypsy lives bigger. truer. happier
Lesson Plan one KS2 History and discrimination
0-10minutes
An overview of the different types of Gypsies & Travellers using the resource sheets provided.
A Traveller is the generic term but there are many different groups underneath the umbrella term. Explain the key differences of each group.
10-25minutes
The history of Romany Gypsies PowerPoint with notes and begin to introduce the theme of discrimination.
25-35minutes - Emotions game.
Ask children to stand in a circle, then give them the name of an emotion. Ask them to face out of the circle and on the count of 3 turn into the circle and show the emotion/ feeling using their facial expressions and body language. Once you have looked at several go around the circle and ask pupils to think of a different emotion/ feeling.
35-50minutes
Split class into groups of 6 and share a series of scenarios, one with each group.
All scenarios relate to a situation of discrimination. Ask pupils to talk about the feelings and emotions of the different characters involved in the scene class and ask them to create a frozen picture of the scene. We will then share the scenes with the class and by using a Thought Tracking method (see below) we will get an idea of some of the emotions and feelings of the characters involved.
50-1hour- Plenary
To consolidate the learning use questions from resource sheet using a stand up/sit down activity. The sheet contains facts to dispel the myths. Stand up (true), sit down (false).
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Additional Activities
Art
Using a net of a Model Vardo (Resource Sheet Five) create your own caravan and decorate it.
Reading Wagon
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KS2
The best way to make this model of a Vardo is to enlarge this onto some A3 light card, then cut it out and fold the dotted lines. Decorate it first then use a glue stick to glue the tabs. Stick the bottom part on to the bottom of the caravan, folding the sides and the ladder down. Lastly cut out the wheels and stick them on the sides.
Bow top vardo
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15
ks2 & ks3 resources education pack
Literacy
Split class into pairs and agree an interviewer and decide a character from the 4 provided, using Resource Sheet Six. The focus of the task is to show empathy and understand someone else's point of view.
Pupils will be encouraged to make notes and share the interview.
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KS3
Lesson Plan one KS3 History and discrimination
0-10 minutes
An overview of the different types of Gypsy & Traveller using the resource sheets provided.
A Traveller is the generic term but there are many different groups underneath the umbrella term. Explain the key differences of each group.
10-25 minutes
The history of Romany Gypsies PowerPoint with notes and begin to introduce the theme of discrimination.
25-35 minutes
Ask the students to make a physical timeline using the statements of key dates and events, with each of the events to be read out as a 'headline' in chronological order. Depending on the number in the group, they may need to work in pairs.
Then ask them to reorganise themselves into groups according to whether they consider the 'headline event' to be positive, negative or neutral for the Gypsy/Traveller communities.
Discuss the reasons why students have chosen to place their 'event' as positive, negative or neutral and discuss what the 'weighting' of events (more negative than positive?) suggests about the experience of these communities.
35-45 minutes
Divide students into 8 groups – each group is given a section from the resource pack which describes different types of Gypsies & Travellers in the UK. Ask them to choose one of the bullet points which could be best illustrated in a freeze frame (likely to be an action or activity suggested by one of the statements, such as 'the beautiful paintwork on the narrow boats' suggests the action of 'carrying out very skilled careful maintenance'.
They should choose one other of the bullet points which would be best spoken and which will add to the rest of the group's knowledge and understanding of their type of Gypsy & Traveller.
Share each of the freeze frames with the spoken 'bullet point'
45-50 minutes
Discuss the freeze frames and the reasons for their choices (what to show and what to speak) and what they have discovered from this activity (both creating their own image/spoken line and seeing other students' work)
our big real gypsy lives bigger. truer. happier
50-60 minutes
What have they found out from doing the timeline and the image work? What have they discovered that they didn't know before? What do they feel they still don't know/would like to find out?
Additional activities
Art & Design Extensions
Using the positives from the history of Gypsies and Travellers timeline, together with the Gorden Boswell Romany Musuem as inspiration, design a new flyer (either A5 paper or digital e-flyer) to encourage visitors to this Lincolnshire attraction. You may wish to take a look around http://www.boswell-romany-museum.com/
Consider carefully the target audience for your flyer (who are you trying to attract?)
our big real gypsy lives bigger. truer. happier
Resource sheet One KS2 & KS3 Lesson one
History Timeline
Follow the Gypsy, Roma and Traveller journey throughout British History
53 B.C.E -Fairs are being held in Britain after the Roman invasion.
c.1000 C.E Groups of Roma, originating in Northern India, reach modern Greece and Turkey1100s C.E -Travellers first recorded in Ireland. Travelling smiths mentioned in Scottish records.
1200s C.E Many fairs are created by Royal Charter, including Bridlington (1200) and Hull (1299). By the turn of the 13th Century Roma begin to arrive in Western Europe.
1498 - Four Gypsies travel to the New World with Christopher Columbus.
1505 - King James the Fourth of Scotland pays seven pounds to "Egyptians" stopped at Stirling, who may have come from Spain. Parish records from around this time show that Irish Travellers are already living in England.
1530 - Gypsies are forbidden to enter England under Henry VIII. Those already there are deported.
1554 - Queen Mary of England passes the Egyptians Act. Being a Gypsy is punishable by death, as is being found in "the fellowship or company of Egyptians". This is the only time that fraternizing with an ethnic community has been punishable by death.
1570s - Scottish Gypsies are ordered to stop travelling or leave the country. First records of the Kale Gypsies in Wales.
1650s - Last known hanging for the crime of being a Gypsy, in Suffolk, England. Gypsies are deported to America.
1660-1800 - English Gypsies calling themselves Romanichals survive by working for trusted non-Gypsies who know them. Appleby Fair granted chartered fair status in 1685 by James II. Ballinasloe Fair receives its royal charter in 1722.
our big real gypsy lives bigger. truer. happier
1768 - The first modern Circus is held in London.
1780 - Some English anti-Gypsy laws begin to be repealed.
1830s - Covered horse drawn wagons begin to be used by Gypsies in Britain. Many Gypsies live in the more makeshift bender tents, and will continue to do so until the mid-late 20th Century.
1880s - Agricultural depression in England. Many Travellers and Gypsies are poverty-stricken and move to urban squatters' areas. Hundreds of Irish Travellers leave Ireland for Britain.
1908 - The Children's Act makes education compulsory for Travelling children in England, but only for half the year.
1930s-60s Groups of European Roma come to live in Britain.
1939-45 - World War II. Nazis compose lists of English Gypsies to be interned. In Britain, the government builds caravan camps for Gypsies serving in the forces or doing vital farm work. These are closed when the war finishes. As many as 500,000 are murdered in camps.
1945-60 - Travellers start to use motor-drawn trailers, and some buy their own land to stop on with them.
1960 - New private sites are banned from being built in England by The Caravan Sites. Mass evictions and public harassment of Gypsies and Travellers.
1968 - Lord Avebury helps to pass the new Caravan Sites Act. From 1970, the Government have to provide caravan sites for Travellers.
1970s-1990s - People from the settled community start to take to the road and live in caravans. They are known as "New Age Travellers" in the media.
1994 - The Criminal Justice and Public Order Act abolishes the Caravan Sites Act. This is disastrous for all Travellers living in Britain, and more than 5,000 families now have no legal home. Local councils became duty bound to identify land for private purchase by Travellers. Not one local council adhered to this.
2000 - Irish Travellers are recognised as an ethnic minority. Scottish Travellers are still not recognised as an ethnic minority in Scotland.
2003 - Irish Traveller Johnny Delaney, 15, is kicked to death in Cheshire for being "only a Gypsy", as Eyewitnesses report. The Judge at his murderers' trial rules that it was not a racially motivated attack and sentences the killers to 4 ½ years.
our big real gypsy lives bigger. truer. happier
- Britain celebrates the first Gypsy, Roma and Traveller History Month. But in
2008
Scottish Gypsy Travellers are recognised as an ethnic minority for the first time.
Italy, Roma camps are firebombed by neo-nazis.
2009 - After a successful debut, Gypsy Roma Traveller History Month enters its second year
Information sourced from Gypsy Roma Traveller History Month http://grthm.natt.org.uk/timeline.php our big real gypsy lives
bigger. truer. happier
Resource sheet two KS2 & KS3 Lesson one
Gypsies & Travellers in the UK
SHOWPEOPLE / FAIRGROUND
* The travelling season is long although most families have a winter base where they maintain their rides for the following year. This is often a yard or site.
* There are around 21,000 – 25,000 Showpeople in Britain.
* Children often go to school in lots of different places when travelling but return to 'their' school in the winter.
* The trailers and wagons are often very big and beautiful.
* Every member of the family must work hard
* Showpeople, by law, are not a minority ethnic group.
NEW TRAVELLERS
* There are about 10,000 – 25,000 New Travellers in Britain.
* A significant number of New Travellers are known to have moved into the life style because of difficulties in their settled life – problems of family, accommodation and employment
* They sometimes still travel around in convoys of old buses or vans, but many have bought old Gypsy wagons or caravans.
* Different types of work are carried out as they travel; some are mechanics, electricians or carpenters. Casual work may include working on farms, building sites, running cafes and setting up stages and sound systems for festivals and gigs.
* Some have taken to life on the road more recently and have developed from the free festivals movement of 1970's. Some of those who joined them are from settled Gypsy families.
* Many New Travellers also have professional occupations such as freelance writers and researchers or working in ICT.
* New Travellers, by law, are not a minority ethnic group.
SCOTTISH TRAVELLERS
* They live on caravan sites or in houses.
* Over 20,000 Scottish Travellers live in Scotland and England.
* During the summer months many Scottish Travellers visit England.
* Families and family life are very important. This includes extended family.
our big real gypsy lives bigger. truer. happier
* Scottish Travellers use two different dialects of English and one of Gaelic using many of their own words. It is called 'Scottish Traveller Cant'.
* Travellers were first recorded as living in Scotland in 1505.
* They may call themselves 'Nawken' and 'Nachins'. In the past they were called 'Tinkers' or 'Tinklers', however, these terms are no longer acceptable, as they are considered to be racist.
* Scottish Travellers are recognised as a minority ethnic group and are protected under the Race Relations Act.
IRISH TRAVELLERS
* Many Irish Travellers in Britain live in houses,this is so they can pretend to be Irish people from the settled community to avoid discrimination and racism, but others still live in caravans.
* There are between 20,000 – 25,000 Irish Travellers living in Britain, many are born here, many move frequently between England and Ireland.
* It is very difficult for Travellers to find work in Ireland because of prejudice, and their dialect marks them out as Travellers even when they live in houses.
* Irish Travellers are recognised as a minority ethnic group and are protected under the Race Relations Act.
* Most families are Roman Catholics.
CIRCUS
* The trailers they live in while travelling as usually large.
* A circus is often owned by one family who may hire a range of acts from around the world.
* Modern circus families travel with the circus for most of the year. The children may go to many different schools.
* Most circuses today don't use any animals; they have acrobats, gymnasts, tight rope walkers, jugglers, stunt acts and clowns.
* English is often not the language spoken at home as circus families may come from different countries.
* The first modern circus in London was in 1770.
* Circus people are not by law a minority ethnic group, but of course the many different ethnic groups in circuses are protected by law.
BOAT PEOPLE
* They may operate a range of businesses; scrap dealing, performing, coal merchandising, haulage of commodities.
* Boat People are a group of Travellers who live and work on Barges (Boats) on canals.
* They may moor permanently or travel constantly.
* The beautiful paintwork on the narrow boats is called 'Roses and Castles'.
* The Barges are kept immaculate.
* The exact number of traditional working Boat People is not known, however the numbers are very small.
* Boat People, by law, are not a minority ethnic group.
our big real gypsy lives bigger. truer. happier
ROMA
* There are between 8 - 12 million Roma living in Europe. There are many different ethnic groups.
* Romany people left Northern India about 1,000 years ago.
* There are now around 20-30,000 Roma living in Britain. Most came as refugees after 1989, but there are small groups who arrived before 1914 and in 1956.
has been debated for years but never realised.
* Many Roma have no 'Homeland' though the idea of a territory called 'Romanistan'
* During the Second World War an estimated 500,000 Roma were murdered in concentration camps.
* Many families speak Romani.
* Many Roma still wear traditional long dresses and ornamental gold jewellery.
* Most Roma are settled in houses.
* Roma are recognised as a minority ethnic group and are protected under the Race Relations Act.
* The Roma people have strict hygiene routines.
* Many Roma 'hide' their ethnicity in the UK and simply go as Polish, Latvian etc
GYPSIES OF ENGLAND AND WALES
* Families often speak Romani or Welsh Romani. Romani language was first recorded in England in 1542. English Romani is mixed with English and uses mostly English grammar.
* There are about 150,000 Gypsies of England and South Wales living in Britain
*
The name
Gypsy comes
from the
word Egyptian
in because when the Romani people arrived in the Balkans
tellers and entertainers 'Egyptians' for a couple of centuries. The 'Gypsy' stereotype the
11th century,
the
Greeks had
been calling
fortune- is therefore very old.
* Like all the Travelling groups they prize cleanliness and have strong traditions which reinforce this. .
* Some of their trades include trading horses, tree work and landscape gardening and laying tarmac and scrap dealing.
* The beautiful horse drawn wagons are called 'Vardos'. However, most Gypsies and Travellers travel in trailers (Caravans) pulled by lorries or cars.
* Some Romani words are used as English slang, such as 'Holler' (shout), 'Brazen' (impolite), 'Kushti' (nice/lovely)
* Some families prefer to be called Travellers because the word Gypsy can be used in a negative way.
* Many Welsh Gypsies are Christian.
* Gypsies of England and Wales are recognised as a minority ethnic group and are protected under the Race Relations Act.
our big real gypsy lives bigger. truer. happier
Resource sheet Three KS3 Lesson one
Thought tracking
Why do it?
Thought-tracking allows the audience to hear the inner thoughts of a character. This can be used with a scene that is frozen moment or can be used to track the thoughts of characters within a still-image. Thought-tracking encourages pupils to reflect on the action of the drama and consider the points of view of the character they are playing. By allowing the class to hear the thoughts of all characters in the scene/still image, thought tracking can encourage an awareness of the views of others and the potential consequences of the actions of each character.
How to do it?
A group should be frozen mid-scene (preferably at the key moment in the story) or in a still-image. Explain that you are going to enter the picture and tap members of the group on the shoulder. Make it clear that when you do this, you want the person to speak aloud the thoughts of his/her character at that moment.
Reinforce that you want the pupils to speak the thoughts as that character, e.g."I can't believe he would do this to me"
When all the characters have been "thought-tracked", the scene can continue, or another still-image explored.
Other ways you could use it
The groups can be divided into pairs, where one person plays a character and the other plays his/her shadow. During a scene, characters can be accompanied by their shadows, which speak the inner thoughts of the character. This use of the technique is effective to deepen understanding of the potential conflict between outward appearance and inner thoughts our big real gypsy lives
bigger. truer. happier
Resource sheet Four KS2 Lesson one
Plenary - True or False
True
Romany people left Northern India about 1,000 years ago.
About 500,000 Gypsies lost their lives during the Holocaust in concentration camps during World War II. Hitler considered them to be the lowest category in terms of racial hierarchy.
Gypsies are represented in the United Nations with a voting seat.
Roma are recognised as a minority ethnic group and are protected under the Race Relations Act.
The beautiful horse drawn wagons are called 'Vardos'
False
Gypsies and Travellers don't have to send their children to school.
Fact - Gypsy and Traveller children have a legal right to be educated along with all other children. Parents have the same legal obligations to educate their children as others do. Gypsy and Traveller families are visited by the Traveller Education Service who work in partnershipwith the families and local schools to place children in a school nearby.
Gypsies and Travellers don't pay taxes
Fact - All Gypsies and Travellers living on a local authority or privately owned sites pay council tax, rent, gas, electricity, and all other charges measured in the same way as other houses.
our big real gypsy lives bigger. truer. happier
Resource sheet Five KS2 Lesson one
Literacy Lesson one
Divide up into pairs/threes. One person takes the role of the interviewer and the other one to pick a character from the list below. Look at their point of view and try to think how they would respond to the interviewer's questions. Feed back to the class.
Interview questions could include:
1. Why did you become a New Age Traveller?
2. What are your thoughts on the Police?
3. Have you had experiences of people being unkind to you?
4. How is your lifestyle different from most people?
5. Where do you live?
6. Do your children go to school?
7. What do you like about moving from site to site?
8. What is the best thing about being a Traveller?
9. What is the worst thing about being a Traveller?
Character one Sam – A New Age Traveller
She is 29 and lives with her boyfriend and their 2 year old boy in a caravan. She has been a Traveller for 5 years as it suits her way of life and the freedom it provides. She is really into gardening and anything to do with nature. She feels that people just see the caravans and not the people living there. She plants lots of flowers where ever she lives so that the local people see the flowers as more friendly. She wants to educate people how to grow things and be self sustaining. She also wants to break down barriers between the two groups so everyone gets on better and encourage tolerance.
our big real gypsy lives bigger. truer. happier
Character two Jonjo – An Irish Traveller
He is 35 and travels with his family. He has just moved to a piece of waste land with three other families and already the police have arrived and are trying to move them on. He makes money by offering to work labouring on building sites or garden maintenance. His 4 year old has a really bad cough and probably has a chest infection. He would like a doctor to see him but is unable to be registered so that isn't possible. He is an honest person who just wants to pay his way and look after his family. His family have been Travellers for many generations and knows no other way of life.
Character three Stefan – A Romani gypsy
He is 48 and has 2 teenage daughters. His family are from Romania originally and is proud of his heritage. He travels in a traditional caravan and makes his money busking and recycling in the summer and collecting firewood and doing odd jobs in the winter. He pays his taxes as he is classed as selfemployed. He is often get verbal abuse from people while he is on the road as people makes assumptions about his lifestyle and think he is probably a criminal. He educates his daughters at home and wants them to have a good life.
Character four Phaidre – An Irish Traveller
She is 15 and lives with her older sister and brother and Mum and Dad. She goes to a local school, works hard and is educated. She doesn't like the lifestyle of her parents and wants to live in a house and be like some of her friends at school. She is fed up of travelling from place to place and cleaning all the time. She is finding it difficult talking about this with her parents as they don't want her to change. Her sister doesn't understand her as she is going to be married soon as will continue as her parents have done.
our big real gypsy lives bigger. truer. happier
Review sheet KS2 & KS3 Lesson one
What have I learned?
What did i find easy?
What did i find hard?
What more would i like to know?
what ideas have changed?
how can i find out more myself?
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Chapter L - Problems
Blinn College - Physics 2425 - Terry Honan
Problem L.1
Consider a pulse that in SI units has the shape
Write this as a function uHx, tL that describes this pulse moving in the positive x direction with a speed of 3 m ê s.
Solution to L.1
A pulse of shape u = f HxL moving in the positive x-direction with speed v takes the form: u = f Hx - v tL. Using this form of f HxL with v = 3 m ê s gives:
Problem L.2
What are the speed and direction of a pulse on a string that (in SI units) has the form:
Solution to L.2
A wave of the form: yHx, tL = f Hx ° v tL represents a pulse of shape y = f HxL moving in the ± x direction with speed v. Here we have yHx, tL = 0.04 e - H x ê 0.06 L 2 with v = 0.03 m ê s moving in the negative x direction.
Problem L.3
A sinusoidal pulse on a string has the mathematical form yHx, tL = H0.80 mL sinA 2 p 10 H x - 4 t LE . Plot the y vs. x graph at t = 0 s. By the time t = 0.6 s how much has the pulse shifted. On the same graph plot y vs. x at t = 0.6 s.
Solution to L.3
After t = 0.6 s the graph has shifted by v t = 4 µ 0.6 = 2.4 m.
Problem L.4
A string with a linear density of m = 4 µ 10 - 3 kg ê m is given a tension of 360 N. What is the speed of waves on this string?
Solution to L.4
The speed of waves on a stretched string is v = T ê m where T is the tension in the string and m is the linear density (mass/length) of the string. Here, T = 360 N and m = 4 µ 10 - 3 kg ê m giving v = 300 m .
s
Problem L.5
The elastic limit for steel is Smax = 2.7 µ 10 9 N ê m 2 ; this is the maximum force per area that steel under tension can withstand. Smax is the largest value that T ê A, the tension per area, can have without a wire breaking. If the density of steel is 7860 kg ê m 3 then what is the largest speed a wave can travel down a steel wire?
Solution to L.5
The linear density m (mass/length) is related to the volume density r (mass/volume) by l = r A, where A is the cross-sectional area of the wire. This is easy to show: The volume of a wire of length L and area A is L A. Mass = rµ Volume = r L A and l = Mass ê L = r A.
The maximum stress Stressmax gives the maximum tension: Tmax = Smax µ A, which then gives the miximum wave speed.
Problem L.6
A 30 m long copper wire with a 1.2 mm diameter is stretched to a tension of 200 N. How long does it take for a pulse to travel the length of the wire? The density of copper is r = 8.92 µ 10 3 kg ê m 3 .
Solution to L.6
The cross-sectional area of the wire is
We saw in the previous problem that the linear density m of a wire with density r and cross-sectional area A is m = r A. The speed of a wave on a wire with tension T, cross-section A and density r is
To get the time from the distance d and speed simply use d = v t giving:
Problem L.7
A sinusoidal wave on a string has the form
(a) Plot the motion of the positon x = 0 as a function of time and find its period and frequency.
(b) What is the maximum speed of this point (x = 0) on the string?
(c) What are the wavelength and speed of this wave?
Solution to L.7
(a) At x = 0 we have
The period T and frequency f are
With this we can plot the function.
(b) This motion is an example of simple harmonic motion, where the maximum speed is given by
(c) The wave number k of this wave gives the wavelength.
The speed can be found by using v = f l or directly in term of what is giving by using
Problem L.8
As a sinusoidal wave passes, a point on a string makes 50 complete vibrations is 20 s. In the same time a crest (maximun) of the wave moves a distance of 4 m. What is the frequency, speed and wavelength of this wave?
Solution to L.8
50 vibrations in 20s gives a frequency of
4 m in 20 s gives the speed.
We can now find the wavelength.
yHxL = A cosHw tL, where A = 15 cm and w = 16 p s - 1 .
Problem L.9
A 15 m length of rope has a mass of 0.6 kg and is given a tension of 500 N. What power is required to put a wave with an amplitude of 20 cm and a frequency of 3 Hz?
Solution to L.9
The linear density is m = M ê L = 0.6 ê 15 = 0.04 kg ê m. The speed of the wave is
4
The angular frequency follows from the frequency.
Using A = 0.20 m we can now find the power transmitted down a string.
Problem L.10
A wave of the form
travels down a string with a linear density of 8 g ê m.
(a) What is the speed of the wave and in what direction is it moving?
(b) What are the wavelength and frequency of this wave?
(c) What is the tension in the string?
(d) What is the power transmitted by this wave?
Solution to L.10
Since the general form is yHx, tL = A sinHk x ° w t -fL , we can conclude that: A = 0.12 m , k = 0.8 m - 1 and w = 40 s - 1 . We are also given that m = 0.008 kg m .
(a) The positive sign before w implies it is moving in the negative x direction. The speed is
(b) The wavelength and frequency come from the wave number and angular freauency.
(c) The speed and linear density give the tension.
(d) The power transmitted is
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dy dx
Calculus Practice
1) In each case, find the gradient at the given point on the curve:
(a) y = x
3
, at the point (3, 27)
(b) y = x 5 , at the point (-1, -1)
(c) y = 4x
2
, at the point (1.5, 9)
(d) y = x
3
– x
2
, at the point (2, 4)
2) Find for each of the following:
3) (a) The graph on the left is of the equation y = x 3 -3x 2 + 2x + 1. By drawing tangents, find the gradient of the graph at the points (i) (-1, -3) and (ii) (2, 3). Now find these gradients by differentiation. How accurate were your tangents?
(b) The graph on the right is of the equation y = x 4 – 2x 3 + 3x – 3. Repeat part (a) for this graph.
y
y
4) In each case, find the gradient at the given point on the curve:
(a) y=x
–3
, at the point (2, 0.125)
(b) y=
1
x
, at the point (4, 0.25)
6) For each of the following equations,
(i) Find the turning point(s)
(ii) sketch the graph, showing turning point(s) and y-intercept
7) The UK population (P) of a certain reptile t years after records started being kept is given by the formula P = t 3 + 2t 2 + 100. Find the rate at which the population is increasing 5 years after records started being kept.
8) The volume (V kilolitres) of water in a reservoir t months after the start of a year is given by the formula V = 100t 2 – 1600t + 10000.
Find the rate at which the volume is changing:
(a) in May (ie when t = 5)
(b) in October
9) The graph shows the petrol usage (C) of a car (in km per litre) at different speeds. The formula for C is C = 7 + 0.16v – 0.001v 2
By finding the coordinates of the maximum point of this graph, find the most economical speed at which to drive the car, and the number of kilometres which the car will travel per litre of fuel at this speed.
10) A stone is thrown straight up in the air. The formula for the height (s) of the stone after t seconds is s = 40t – 5t 2 .
(a) Find the formula for the velocity v of the stone.
(b) Find the velocity after (i) 2 seconds (ii) 5 seconds.
(c) What does the sign of the answer to (b)(ii) indicate?
(d) Find the time at which the velocity of the stone is 0. What point on its journey is this?
(e) Use your answer to (d) to find the maximum height reached by the stone.
(f) Find the acceleration of the stone.
11) An object moves so that its displacement (s) from its starting point after t seconds is given by s = t 3 – 48t.
(a) Find the formula for the velocity v of the stone.
(b) Find the velocity after 5 seconds
(c) Find the time when the velocity is 0.
(d) Find the formula for the acceleration of the object.
(e) Find the acceleration after 5 seconds.
12) A firm producing pizzas estimates that the cost (C pence) of producing a pizza is related to the number of pizzas produced in a week (p thousand) by the formula C = 100 – 0.5p + 0.01p 2 . Find the number of pizzas which should be produced in a week to minimise the cost per pizza.
13) An open box is to be produced by removing a square of side x cm from each corner of a square piece of card with sides of 30cm, and folding up the sides.
(a) Show that the volume of the box is given by V = 4x 3 -120x 2 + 900x
(b) Hence find the value of x which maximises the volume of the box.
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How can you avoid heat stress?
During heat waves, use common sense to stay cool. It also is important to help others, especially the elderly and young children. The following are important guidelines to follow in excessive heat:
Drink two to five times more than usual • amounts of water and sugar-free, nonalcoholic beverages to replace fluids lost in perspiration.
Wear loose-fitting, lightweight, light- • colored clothing and wide-brimmed hats while in the sun.
Use sunscreens with an SPF 15 rating or • higher.
Take frequent breaks from physical • activity. If warning signs, such as a pounding heart and shortness of breath occur, stop to rest in a cool place.
Stay in an air-conditioned area if • possible. People who lack air conditioning at home should spend the hot hours of the day in air-conditioned places. If no air conditioning is available, fans are helpful.
Use a buddy system between coworkers • in high heat-stress jobs.
People age 65 or older should have a friend or relative check on them or call twice daily during a heat wave.
When planning activities, choose cooler hours to be outdoors. Listen to weather forecasts before prolonged work or exercise away from air conditioning. Forecasters often predict both the heat and the humidity and give special heat warnings.
Office of Emergency Management 825 W. Irving Blvd. (972) 721-2100
www.cityofirving.org
Sweating out a Texas Heat Wave
A guide to preventing hot weather illnesses
Hot weather is a part of life in Texas, but long stretches of record-breaking heat and drought are extraordinary.
During these prolonged heat waves, the risk of heat-related illnesses, injuries and deaths climbs dramatically.
What is the danger?
According to health experts, one of the most dangerous factors during excessively hot weather is the addition of humidity. The combination of heat and humidity results in heat stress on humans and animals by interfering with the body's ability to cool itself through sweating. People exposed to prolonged or high heat stress can develop heat cramps or heat exhaustion. If heat stress continues, the condition can progress to heat stroke or death.
What are heat illness symptoms?
The warning signs of heat illness can be mild or severe, but all are important danger signals. The most serious heat-related conditions are heat exhaustion and heat stroke. Signs of heat exhaustion include:
Profuse sweating •
Paleness •
Muscle cramps •
Fatigue •
Weakness •
Dizziness •
Headache •
Nausea or vomiting •
Weak, but rapid pulse •
Fast and shallow breathing •
Fainting •
Heat exhaustion can progress to heat stroke.
Heat stroke occurs when the body's cooling system fails. Sweating stops, and the body temperature can quickly exceed 106 degrees Fahrenheit. Heat stroke symptoms include:
Extremely high body temperature • (Usually more than 105 degrees Fahrenheit orally)
Red and dry skin •
Failure to sweat •
Rapid pulse •
Throbbing headache •
Dizziness •
Nausea •
Confusion •
Seizures •
Unconsciousness •
Coma, paralysis and death can follow if emergency treatment is not immediately provided.
Who is most at risk?
Prolonged or intense heat stress can be fatal to anyone, but people older than age 60 appear to have the highest risk for death from heat illness, especially if they are frail, have pre-existing heart disease, respiratory problems or diabetes. To a lesser extent, babies and young children (especially those left unattended in cars or enclosures), people with a history of alcoholism, and others using certain drugs and medications are at high risk of heat illness.
People most at risk of heat illness from exertion may include athletes, military personnel, manual laborers, farm workers, and people who have diabetes or are obese. Anyone who is not accustom to high temperatures and humidity may become ill during exertion.
How can you help someone with heat illness?
If a person shows signs of heat exhaustion, help them to gradually cool off with water or nonalcoholic, caffeine-free drinks. Other treatments may include cool showers, rest in an air-conditioned place and wearing less clothing. If a person shows signs of heat stroke, get them into shade or a cooler area, call 911 for emergency medical service, and use any means to start cooling such as immersing in cool water, spraying with a garden hose or vigorously fanning. Continue cooling efforts until his/her temperature drops to 101-102 degrees Fahrenheit. If emergency personnel have not arrived, call a hospital for advice. Get medical help as soon as possible. | <urn:uuid:69409d02-2bd3-433d-b8fa-ae0d4b7bfd49> | CC-MAIN-2023-50 | https://www.cityofirving.org/DocumentCenter/View/696/Sweating-Out-a-Texas-Heat-Wave-PDF?bidId= | 2023-12-07T10:25:05+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00361.warc.gz | 779,037,685 | 946 | eng_Latn | eng_Latn | 0.998517 | eng_Latn | 0.998533 | [
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Behaviour & Rewards Policy
Aims
This policy aims to:
Establish a whole-school approach to maintaining high standards of behaviour that reflect the values of the school
Create a positive culture that promotes excellent behaviour, ensuring that all pupils have the opportunity to learn in a calm, safe and supportive environment
Outline the expectations and consequences of behaviour
Define what we consider to be unacceptable behaviour, including bullying and discrimination
Provide a consistent approach to behaviour management that is applied equally to all pupils
Introduction
Broadlands Hall School aims to encourage young people to adopt the highest standards of behaviour, principles and moral standards. We aim to promote trust and mutual respect for everyone. We believe that good relations, good manners, good social skills and a secure learning environment play a crucial part in the development of intellectually curious young people who are motivated to become life-long learners. Our values illustrate our aims:
* Respect
* Compassion
* Resilience
* Optimism
* Fairness
* Courage
Broadlands Hall School is an inclusive community. We welcome young people from a wide variety of ethnic and social backgrounds, faiths and disabilities. We treat everyone as an individual, aim to develop the whole person and equip young people to take their place in the modern world.
Code of Conduct
Broadlands Hall School believes that education is a partnership between us, parents/carers, the home and social workers. Our staff are committed to excellence, aiming to achieve a spirit of trust and cooperation. We expect the highest standards of behaviour, both inside the classroom, as well as outside the school at home and in the community.
We expect young people to treat staff, and each other, with consideration and good manners and to respond positively to the opportunities and demands of school life. Due to the specific and widely varying needs of the young people, expectations are formed on an individual basis to ensure all behavioural needs are met.
Everyone at Broadlands Hall School has the right to feel secure and to be treated with respect. Any form of harassment and bullying will not be tolerated.
We expect young people to be ready to learn and to participate in school activities. They should attend school and lessons punctually. They should care for the buildings, equipment and furniture. We always expect young people to behave in a manner that reflects the best interests of the whole community. Exclusion from the school would only be considered in extreme cases.
Behaviour and Rewards Policy
Definitions
Misbehaviour is defined as:
* Disruption in lessons, in corridors between lessons, and at break and lunchtimes
* Breaches of the school rules
* Non-completion of classwork
* Poor attitude
* Swearing at peers or to oneself
Serious misbehaviour is defined as:
* Repeated breaches of the school rules
* Any form of bullying
* Swearing at adults/Repeated swearing
* Fighting
* Racist, sexist, homophobic or discriminatory behaviour
* Theft
* Vandalism
* Sexual violence, such as rape, assault by penetration, or sexual assault (intentional sexual touching without consent)
* Sexual harassment, meaning unwanted conduct of a sexual nature, such as:
o Sexual comments
o Physical behaviour like interfering with clothes
o Sexual jokes or taunting
o Online sexual harassment, such as unwanted sexual comments and messages (including on social media), sharing of nude or semi-nude images and/or videos, or sharing of unwanted explicit content
* Smoking/Vaping
* Possession of any prohibited items. These are:
o Knives or weapons
o Illegal drugs
o Alcohol
o Stolen items
o E-cigarettes or Vapes
o Tobacco and cigarette papers
o Fireworks
o Pornographic images
o Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)
Bullying
Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying is, therefore:
* Deliberately hurtful
* Repeated, often over a period of time
* Difficult to defend against
Bullying can include:
| | Type of bullying | Definition |
|---|---|---|
| Emotional | | |
| Physical | | |
| Prejudice-based and discriminatory, including: • Racial • Faith-based • Gendered (sexist) • Homophobic/biphobic • Transphobic • Disability-based | | |
| Sexual | | |
| Direct or indirect verbal | | |
| Cyber-bullying | | |
Details of our school's approach to preventing and addressing bullying are set out in our AntiBullying Policy, which can be found on our school website.
Roles and responsibilities
The Proprietor is responsible for:
The Proprietor
* Reviewing this behaviour policy in conjunction with the Headteacher
* Monitoring the policy's effectiveness
* Holding the Headteacher to account for its implementation
The Headteacher
* Reviewing this policy in conjunction with the Proprietor
The Headteacher is responsible for:
* Approving this policy
* Ensuring that the school environment encourages positive behaviour
* Ensuring that staff deal effectively with poor behaviour
* Monitoring that the policy is implemented by staff consistently with all groups of pupils
* Ensuring that all staff understand the behavioural expectations and the importance of maintaining them
* Providing new staff with a clear induction into the school's behavioural culture to ensure they understand its rules and routines, and how best to support all pupils to participate fully
* Offering appropriate training in behaviour management, and the impact of special educational needs and disabilities (SEND) and mental health needs on behaviour, so they can fulfil their duties set out in this policy
* Ensuring this policy works alongside the safeguarding policy to offer pupils both sanctions and support when necessary
* Ensuring that the data from the behaviour log is reviewed regularly, to make sure that no groups of pupils are being disproportionately impacted by this policy.
Teachers and Staff
Staff are responsible for:
* Creating a calm and safe environment for pupils
* Establishing and maintaining clear boundaries of acceptable pupil behaviour
* Implementing the behaviour policy consistently
* Communicating the school's expectations, routines, values and standards through teaching behaviour and in every interaction with pupils
* Modelling expected behaviour and positive relationships
* Providing a personalised approach to the specific behavioural needs of particular pupils
* Considering their own behaviour on the school culture and how they can uphold school rules and expectations
* Recording behaviour incidents promptly
* Challenging pupils to meet the school's expectations
The senior management team (SMT) will support staff in responding to behaviour incidents.
Parents and carers
Parents and carers, where possible, should:
* Get to know the school's behaviour policy and reinforce it at home where appropriate
* Support their child in adhering to the school's behaviour policy
* Inform the school of any changes in circumstances that may affect their child's behaviour
* Discuss any behavioural concerns with the teacher or LSA promptly
* Take part in any pastoral work following misbehaviour (for example: attending reviews of specific behaviour interventions)
* Raise any concerns about the management of behaviour with the school directly, whilst continuing to work in partnership with the school
* Take part in the life of the school and its culture
The school will endeavour to build a positive relationship with parents and carers by keeping them informed about developments in their child's behaviour and the school's policy and working in collaboration with them to tackle behavioural issues.
Pupils
* The expected standard of behaviour they should be displaying at school
Pupils will be made aware of the following during their induction into the behaviour culture:
* That they have a duty to follow the behaviour policy
* The school's key rules and routines
* The rewards they can earn for meeting the behaviour standard, and the consequences they will face if they don't meet the standard
* The pastoral support that is available to them to help them meet the behavioural standards
Pupils will be supported to meet the behaviour standards and will be provided with repeated induction sessions wherever appropriate.
Pupils will be asked to give feedback on their experience of the behaviour culture to support the evaluation, improvement and implementation of the behaviour policy.
Pupils will be supported to develop an understanding of the school's behaviour policy and wider culture.
Extra support and induction will be provided for pupils who are arrive mid year.
School behaviour curriculum and culture
Behaviour expectations and rules
* Behave in an orderly and self-controlled way
At Broadlands Hall School, pupils should:
* Show respect to members of staff and each other
* In class, make it possible for all pupils to learn
* Move quietly around the school
* Treat the school buildings and school property with respect
* Wear the correct uniform at all times
* Accept consequences when given
* Refrain from behaving in a way that brings the school into disrepute, including when outside school or online
* Follow the expectations
These expectations are underpinned by the 3 school rules, which are displayed throughout the school:
* Be Respectful
* Try Your Best
* Stay Safe
Where appropriate and reasonable, adjustments may be made to routines within the curriculum to ensure all pupils can meet behavioural expectations in the curriculum.
Creating a culture of positive behaviour
Teaching staff will:
Broadlands Hall School creates a culture that promotes excellent behaviour by understanding that teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom.
* Create and maintain a stimulating environment that encourages pupils to be engaged
* Display and refer to the school rules, as well as their own classroom rules
* Develop a positive relationship with pupils, which may include:
o Greeting pupils in the morning/at the start of lessons
o Communicating expectations of behaviour in ways other than verbally
o Establishing clear routines
o Highlighting and promoting good behaviour
o
o Concluding the day positively and starting the next day afresh
Having a plan for dealing with low-level disruption
o Using positive reinforcement
Furthermore, Broadlands Hall School recognises that behaviour management is the responsibility of all staff throughout the school and that high expectations for behaviour should be demonstrated at all times. Broadlands Hall School staff recognise the need for a consistent and coherent approach to behaviour and understand that it is important for staff to act in a predictable and consistent way, in order to help pupils feel safe. All staff at Broadlands Hall School acknowledge that the following contribute to a culture of high expectations and learning:
* Routines: Well thought out classroom routines are a fundamental source of high expectations, a scaffold for conduct, and provide a community vision of optimal habits and behaviour;
* Responses: Strategies and interventions for de-escalating confrontation, resolving conflict, redirecting unproductive (or destructive) behaviour, and reacting to antisocial behaviour in a just, productive and proportional way are important to help children develop the best behaviour;
* Relationships: Regulating own emotional states, understanding personal triggers in own behaviour, expectations or reactions; and knowing how special educational needs can affect behaviour all contribute towards preventing an escalation of poor behaviour.
Safeguarding
We will consider whether a pupil's misbehaviour may be linked to them suffering, or being likely to suffer, significant harm.
The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection.
Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children's social care is appropriate.
Please refer to our Child Protection and Safeguarding Policy available on our school website.
Mobile phones
The use of mobile phones by pupils can be found in our Mobile Phone Policy available on our school website.
Responding to good behaviour
Positive reinforcements and rewards will be applied clearly and fairly to reinforce the routines, expectations and norms of the school's behaviour culture.
When a pupil's behaviour meets or goes above and beyond the expected behaviour standard, staff will recognise it with positive recognition and reward. This provides an opportunity for all staff to reinforce the school's culture and ethos.
Positive behaviour will be rewarded with:
* Communicating praise to parents via a phone call, informal discussion or email
* Verbal praise
* Certificates, prize ceremonies or special assemblies
* Whole-class rewards, such as a popular activity
* Positions of responsibility, such as being entrusted with a particular decision or project
Young people can earn up to £5 per day by following the school expectations. 50p is earned at each interval of the day.
Young people can also earn stars/dojo points to gain rewards. At the end of each week they can choose a reward if they have gained enough stars needed for each reward.
Every day is started afresh regardless of previous days' behaviour either in school or at home.
Not adhering to the school expectations in a period may result in no money being awarded – the next always period starts afresh. Young people earn the whole 50p this is not split.
Young people can be awarded 50p sticker tokens for those who require a visual aid. These can then be collected on their reward charts. These are kept highly visible to motivate the young people as their earning accumulates.
At the end of the week, the young people calculate how much money will be banked and how much is available to him to spend as he wishes on small treats and purchases; this also serves to develop numeracy and life skills. In this way, we maintain motivation and behaviour is in high focus throughout the day.
This information is also passed on to home who can praise the young person if he has had a good day or speak to them about how they could improve the following day.
Certificates:
The school holds a weekly assembly where we highlight achievements in school and praise young people and staff. Ever half term we hold a certificate ceremony. All young people are awarded certificates of merit for success and accomplishment during that half term.
Responding to misbehaviour
When a pupil's behaviour falls below the standard that can reasonably be expected of them, staff will respond in order to restore a calm and safe learning environment, and to prevent recurrence of misbehaviour. Personal circumstances of the pupil will be taken into account when choosing sanctions and decisions will be made on a case-by-case basis, but with regard to the impact on perceived fairness.
Staff will endeavour to create a predictable environment by always challenging behaviour that falls short of the standards, and by responding in a consistent, fair and proportionate manner, so pupils know with certainty that misbehaviour will always be addressed.
All pupils will be treated equitably under the policy, with any factors that contributed to the behavioural incident identified and taken into account.
De-escalation techniques can be used to help prevent further behaviour issues arising, such as the use of pre-arranged scripts and phrases.
When giving behaviour sanctions, staff will also consider what support could be offered to a pupil to help them to meet behaviour standards in the future.
The Headteacher undertakes to apply any sanctions fairly and, where appropriate, after due investigative action has taken place. Sanctions may undergo reasonable change from time to time and sanctions are individually set according to the needs of each young person. Sanctions will not involve any form of unlawful or degrading activity. Any sanction will be logged in the sanctions log kept in the school office.
* Parents contacted with details of the incident.
The following process may occur:
* Parents invited to a meeting to discuss the incident.
* Young person loses their daily reward (£5 a day).
* Parents to sit in lessons with the young person.
* Young person loses reward trips & activities.
* Agreeing a behaviour contract
* Suspension
* Permanent exclusions, in the most serious of circumstances
Teaching and Learning
Broadlands Hall School aims to raise the aspirations of all young people and to help them to appreciate that there are no barriers to their potential achievements both inside and outside the classroom. Young people are encouraged to take responsibility for their own learning. We celebrate success, emphasise the positive and deal with the even better if in a sensitive way. Our teaching staff offer every young person a high level of individual attention, together with consistent and helpful advice. In return, we expect every young person to cooperate and to work hard.
Physical Intervention
Positive handling should be limited to emergency situations and used only in the last resort. Section 550A of the Education Act 1996 and DFEE Circular 10/98 allows teachers, and other
members of staff at a school who are authorised by the Headteacher, to use such force as is reasonable in circumstances where the young person may need to be prevented from engaging in behaviours which are likely to cause injury to themselves, others or damage to property. The guidance extends this to maintaining good order and discipline, for both on-site and off-site activities.
The School's respect for the rights of the individual takes into consideration the context of The Human Rights Act (1998) and The United Nations Convention on the Rights of the Child (1991).
If a young person is acting in a way that may harm either himself or others around him, he may need to physically intervene. This is a last resort and, before this happens, we will have used psychological intervention to try to calm him. Most staff at the school are trained in NAPPI techniques (non-abusive psychological and physical intervention) and are therefore able to physically intervene with a young person safely if necessary. A physical intervention will always take place for the shortest possible time to be effective and a full report will be written by the person who initiates this, signed by all staff members involved or witnessing the incident and checked by the Headteacher /NAPPI trainer as being appropriate. This is then shared with the young person's social worker, parent (if applicable) and copied to the Manager of the young person's Home. The Headteacher will review the incident with staff and, if appropriate, the young person.
Following all incidents of physical intervention an incident debrief will be completed with the staff involved and the young person.
Records of physical intervention are kept in the school office and may be inspected at any time by authorised personnel, parents or social workers. Incidents are analysed at least termly by the Headteacher / NAPPI trainer in conjunction with a young person's key teachers to identify any triggers or patterns.
Physical Interventions - Reporting / Administration Process
The involved LSA/ Teacher manages the reporting process.
* Incident Reports must be completed by the end of the day in which they occurred.
* All Incidents must have a unique Log number allocated.
* Each young person has their own Log. These are kept in the main office.
* All people involved in the incident should add their signature to this form.
* Shortly after the incident (same day / next day) the Headteacher or NAPPI trainer will meet with staff involved to discuss the incident, confirm any next actions, changes to Behaviour Plans and / or alternative strategies for the future. In addition, at a suitable future point the young person will be involved in a reflection review about the incident with the most appropriate person.
* When complete, pass to the School Secretary who will organise for copies to be sent to interested parties.
If a young person is subject to an unplanned discharge, we will work with the placing authority and receiving authority to ensure continuity of education. We will work closely with the new school or alternative provision and will pass on all information held at Broadlands Hall and, if helpful, will visit the new school.
Involvement of Parents and Guardians and the Home
Parents, carers, social workers and others who accept a place for their child at Broadlands Hall School, undertake to uphold the school's policies, values and regulations, including this policy. They will be expected to support the school's values in matters such as attendance and punctuality, behaviour, dress and appearance and standards of academic work.
The Managers of the Homes will inform the school in the case of a young person being absent for any reason. If appropriate, the teacher will provide work for the young person to complete at home.
Involvement of Young people
Our experience shows that the ethos of and respect for the school is enhanced by listening to our young people and by encouraging constructive suggestions from them. The school will always share achievements with the Home Staff during the end-of-day handover. They will also advise of any particularly difficult behaviour that might have occurred during the day.
Exclusions
Broadlands Hall School would only ever consider exclusion in exceptional circumstances, as a last resort, when a range of other strategies have been exhausted. Exceptional circumstances may include:
* Conscious and serious actual or threatened violence against a young person or member of staff
* Carrying an offensive weapon
* Supplying an illegal drug
In exceptional circumstances, the Headteacher might consider it appropriate to permanently exclude a child for a first or one-off offence.
If a parent or carer wishes to lodge an appeal against an exclusion, they should address their appeal to the Proprietor, Keith Boulter.
Confiscation
We will also confiscate any item that is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.
Any prohibited items (listed in section 4) found in a pupil's possession as a result of a search will be confiscated. These items will not be returned to the pupil.
Searching a pupil
Subject to the exception below, the authorised member of staff carrying out the search will be of the same sex as the pupil, and there will be another member of staff present as a witness to the search. An authorised member of staff of a different sex to the pupil can carry out a search without another member of staff as a witness if:
Searches will only be carried out by a member of staff who has been authorised to do so by the Headteacher, or by the Headteacher themselves.
* The authorised member of staff carrying out the search reasonably believes there is risk that serious harm will be caused to a person if the search is not carried out as a matter of urgency; and
* In the time available, it is not reasonably practicable for the search to be carried out by a member of staff who is the same sex as the pupil; or
* It is not reasonably practicable for the search to be carried out in the presence of another member of staff
When an authorised member of staff conducts a search without a witness they should immediately report this to another member of staff, and ensure a written record of the search is kept. If the authorised member of staff considers a search to be necessary, but is not required urgently, they will seek the advice of the headteacher, designated safeguarding lead (or deputy) or pastoral member of staff who may have more information about the pupil. During this time the pupil will be
A search can be carried out if the authorised member of staff has reasonable grounds for suspecting that the pupil is in possession of a prohibited item or any item identified in the school rules for which a search can be made, or if the pupil has agreed.
supervised and kept away from other pupils.
An appropriate location for the search will be found. Where possible, this will be away from other pupils. The search will only take place on the school premises or where the member of staff has lawful control or charge of the pupil, for example on a school trip.
* Assess whether there is an urgent need for a search
Before carrying out a search the authorised member of staff will:
* Assess whether not doing the search would put other pupils or staff at risk
* Consider whether the search would pose a safeguarding risk to the pupil
* Explain to the pupil why they are being searched
* Explain to the pupil what a search entails – e.g. I will ask you to turn out your pockets and remove your scarf
* Explain how and where the search will be carried out
* Give the pupil the opportunity to ask questions
* Seek the pupil's co-operation
If the pupil refuses to agree to a search, the member of staff can give an appropriate behaviour sanction.
The authorised member of staff will then decide whether to use reasonable force to search the pupil.
If they still refuse to co-operate, the member of staff will contact the Headteacher or deputy designated safeguarding lead to try and determine why the pupil is refusing to comply.
This decision will be made on a case-by-case basis, taking into consideration whether conducting the search will prevent the pupil harming themselves or others, damaging property or from causing disorder.
The authorised member of staff may use a metal detector to assist with the search.
The authorised member of staff can use reasonable force to search for any prohibited items identified in section 4, but not to search for items that are only identified in the school rules.
An authorised member of staff may search a pupil's outer clothing, pockets, possessions or desks. Outer clothing includes:
* Any item of clothing that is not worn immediately over a garment that is being worn wholly next to the skin or being worn as underwear (e.g. a jumper or jacket being worn over a tshirt)
* Hats, scarves, gloves, shoes, boots
Searching pupils' possessions
* Desks
Possessions means any items that the pupil has or appears to have control of, including:
* Lockers
* Bags
A pupil's possessions can be searched for any item if the pupil agrees to the search. If the pupil does not agree to the search, staff can still carry out a search for prohibited items (listed in section 4) and items identified in the school rules.
If there is a serious risk of harm if the search is not conducted immediately, or it is not reasonably practicable to summon another member of staff, the search can be carried out by a single authorised member of staff.
An authorised member of staff can search a pupil's possessions when the pupil and another member of staff are present.
Informing the Headteacher or deputy DSL
* Of any incidents where the member of staff had reasonable grounds to suspect a pupil was in possession of a prohibited item as listed in section 4
The staff member who carried out the search should inform the Headteacher or deputy DSL without delay:
* If they believe that a search has revealed a safeguarding risk
All searches for prohibited items (listed in section 4), including incidents where no items were found, will be recorded in the school's safeguarding system.
Informing parents
* What happened
Parents will always be informed of any search for a prohibited item (listed in section 4). A member of staff will tell the parents as soon as is reasonably practicable:
* What was found, if anything
* What has been confiscated, if anything
* What action the school has taken, including any sanctions that have been applied to their child
Support after a search
Irrespective of whether any items are found as the result of any search, the school will consider whether the pupil may be suffering or likely to suffer harm and whether any specific support is needed (due to the reasons for the search, the search itself, or the outcome of the search). If this is the case, staff will follow the school's safeguarding policy and speak to the designated safeguarding lead (DSL). The DSL will consider if pastoral support, an early help intervention or a referral to children's social care is appropriate.
Off-site misbehaviour
* Taking part in any school-organised or school-related activity (e.g. school trips)
Sanctions may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupil is:
* Travelling to or from school
* In any other way identifiable as a pupil of our school
Sanctions may also be applied where a pupil has misbehaved off-site, at any time, whether or not the conditions above apply, if the misbehaviour:
* Could have repercussions for the orderly running of the school
* Poses a threat to another pupil / staff
* Could adversely affect the reputation of the school
Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful
control of a staff member (e.g. on a school-organised trip).
Online misbehaviour
* It poses a threat or causes harm to another pupil / staff
The school can issue behaviour sanctions to pupils for online misbehaviour when:
* It could have repercussions for the orderly running of the school
* It adversely affects the reputation of the school
* The pupil is identifiable as a member of the school
Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of a staff member.
Suspected criminal behaviour
When establishing the facts, the school will endeavour to preserve any relevant evidence to hand over to the police.
If a pupil is suspected of criminal behaviour, the school will make an initial assessment of whether to report the incident to the police.
If a decision is made to report the matter to the police, the Headteacher will make the report. The school will not interfere with any police action taken. However, the school may continue to follow its own investigation procedure and enforce sanctions, as long as it does not conflict with police action.
If a report to the police is made, the designated safeguarding lead (DSL) will make a tandem report to children's social care, if appropriate.
Zero-tolerance approach to sexual harassment and sexual violence
Pupils are encouraged to report anything that makes them uncomfortable, no matter how 'small' they feel it might be.
The school will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.
The school's response will be:
* Proportionate
* Considered
* Supportive
* Decided on a case-by-case basis
The school has procedures in place to respond to any allegations or concerns regarding a child's safety or wellbeing. These include clear processes for:
* Responding to a report
* Carrying out risk assessments, where appropriate, to help determine whether to:
o Manage the incident internally
o Refer to children's social care
o Refer to early help
o Report to the police
Please refer to the Child Protection and Safeguarding Policy for more information, available on the school website.
Malicious allegations
Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.
Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.
The school will also consider the pastoral needs of staff and pupils accused of misconduct. Please refer to our Child Protection and Safeguarding Policy for more information on responding to allegations of abuse against staff or other pupils.
In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer (LADO), where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children's social care may be appropriate.
Suspension and permanent exclusions
The decision to suspend or exclude will be made by the Headteacher and only as a last resort.
The school can use suspension and permanent exclusion in response to serious incidents or in response to persistent poor behaviour, which has not improved following in-school sanctions and interventions.
Reconciliation and Forgiveness
Wherever possible, reconciliation and forgiveness will be sought between perpetrators and victims of their behaviour. Underlying causes for perpetrators will be explored where children have multiple behaviour incidents.
Responding to misbehaviour from pupils with SEND
Recognising the impact of SEND on behaviour
When incidents of misbehaviour arise, we will consider them in relation to a pupil's SEND, although we recognise that not every incident of misbehaviour will be connected to their SEND. Decisions on whether a pupil's SEND had an impact on an incident of misbehaviour will be made on a case-bycase basis.
The school recognises that pupils' behaviour may be impacted by their special educational need or disability (SEND).
When dealing with misbehaviour from pupils with SEND, especially where their SEND affects their behaviour, the school will balance their legal duties when making decisions about enforcing the behaviour policy. The legal duties include:
* Taking reasonable steps to avoid causing any substantial disadvantage to a disabled pupil caused by the school's policies or practices (Equality Act 2010)
* Using our best endeavours to meet the needs of pupils with SEND (Children and Families Act 2014)
* If a pupil has an education, health and care (EHC) plan, the provisions set out in that plan must be secured and the school must co-operate with the local authority and other bodies
As part of meeting these duties, the school will anticipate, as far as possible, all likely triggers of misbehaviour, and put in place support to prevent these from occurring.
The school works with pupils and families to anticipate and remove triggers of misbehaviour by introducing measures such as:
Any preventative measures will take into account the specific circumstances and requirements of the pupil concerned.
* Short, planned movement breaks for a pupil with SEND who finds it difficult to sit still for long
* Adjusting seating plans to allow a pupil with visual or hearing impairment to sit in sight of the teacher
* Adjusting uniform requirements for a pupil with sensory issues or who has severe eczema
* Training for staff in understanding conditions such as autism or ADHD
* Use of separation spaces (sensory zones or nurture rooms) where pupils can regulate their emotions during a moment of sensory overload
Adapting sanctions for pupils with SEND
When considering a behavioural sanction for a pupil with SEND, the school will take into account:
* Whether the pupil was unable to understand the rule or instruction?
* Whether the pupil was unable to act differently at the time as a result of their SEND?
* Whether the pupil is likely to behave aggressively due to their particular SEND?
If the answer to any of these questions is yes, it may be unlawful for the school to sanction the pupil for the behaviour.
The school will then assess if it is appropriate to use a sanction and if so, whether any reasonable adjustments need to be made to the sanction.
Considering whether a pupil displaying challenging behaviour may have unidentified SEND
The school's special educational needs co-ordinator (SENCO) may evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.
Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.
When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.
Pupils with an education, health and care (EHC) plan
The provisions set out in the EHC plan must be secured and the school will co-operate with the local authority and other bodies.
If the school has a concern about the behaviour of a pupil with an EHC plan, it will make contact with the local authority to discuss the issue. If appropriate, the school may request an emergency review of the EHC plan.
SENDIASS in Suffolk.
The Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) provides information, advice and support to young people and children with SEN or disabilities aged 0-25 and their parents about education, health and social care. www.suffolksendiass.co.uk
Pupil transition
Inducting incoming pupils
The school will support incoming pupils to meet behaviour standards by offering an induction process to familiarise them with the behaviour policy and the wider school culture.
Training
* The needs of pupils at the school
As part of their induction process, our staff are provided with regular training on managing behaviour, including training on:
* How SEND and mental health needs impact behaviour
Behaviour management will also form part of continuing professional development.
Training for Behaviour issues will be recorded on the central Staff Training Matrix.
Monitoring arrangements
Monitoring and evaluating school behaviour
Behaviour will be monitored by the Headteacher, Senior Leadership Team, Behaviour Lead and Proprietor. Monitoring and reports will be provided by the Behaviour Lead.
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October 2020
BEGIN TRANSCRIPT
Hello, my name is Norma Landis—a Museum Guide at the Dayton Art Institute. In this presentation, I'll introduce you to a Japanese wooden sculpture, Kannon Bosatsu, created in the Muromachi period during the 15th16th centuries.
I believe a brief history of Buddhism in Japan may help us better understand this statue.
Buddhism, a religion of 300 million followers worldwide, was founded in an area around northern India and Nepal, by Prince Siddhartha in the 5th century BCE. He was raised as a prince in an opulent palace built by his father to protect him from the miseries and sufferings of the world. In his 20's, he ventured outside the palace wall and was confronted with the realities of human frailty. The prince gave up his life of luxury in his late 20's, seeking to overcome the suffering around him, to meditate on the cycle of life and rebirth to which all living beings are subject.
At age 30, while in deep meditation, he discovered a path to wisdom that could free a person from this cycle. The prince became a Buddha by achieving pure awakening or enlightenment. Buddha's teachings and moral code were taught by his followers throughout India, then along the trade routes through southeast Asia, being introduced to Japan by Buddhist monks in the 6th century. Adapting to different cultures and languages, the appearance of Buddha, bodhisattvas and other figures changed during this process.
This Kannon Bosatsu represents an Avalokiteśhvara, a bodhisattva, a spiritually advanced being of compassion that has postponed becoming a buddha in order to save others by staying on earth to help them achieve enlightenment. Avalokiteśhvara is originally from India and called a "bosatsu" in Japan.
Let us look more closely at the symbolic, significant details of this sculpture. The jewel in the center of the forehead indicates the great wisdom of Buddha. What do notice about the hairstyle? It is raised in a sophisticated style with an ornate headdress. This tells us about the figure's continued presence in the earthly world to help others to achieve enlightenment.
Next, the elongated earlobes indicate an advanced spiritual state and wisdom, perhaps recalling the heavy earrings that historical Buddha might have worn in his first life as a prince. How do you describe the facial expression? Nearly closed eyes with a slight smile reminds us of compassion and inner peace indicative of meditation. The bosatsu wears a bronze necklace with bead drops and fine robes. Once again, we are reminded of their earthly presence, in opposition to the simple monk-style robes worn by the Buddha.
Notice the hands. The right hand forms a gesture known as a mudra and is one of understanding of Buddha's teachings. The left hand holds a lotus flower which is a symbol of purity as the lotus flower rises from the mud of a pond to the surface to form a beautiful flower. The bosatsu is seated in a lotus or meditative pose with the soles of the feet pointing up.
This artwork is a part of "What is a Masterpiece?" available on the DAI website. On your next visit to the Dayton Art Institute, please visit our Asian galleries and discover Kannon Bosatsu in gallery 107. Thank you for joining me today.
END TRANSCRIPT
Click here for full multimedia presentation.
RESOURCES
www.daytonartinstitute.org www.metmuseum.org www.bl.uk www.si.edu www.asianart.org
IMAGE CREDITS
British Library, London: www.bl.uk
Metropolitan Museum of Art, New York: www.metmuseum.org
Indian Museum, Kolkata: www.indianmuseumkolkata.org
The British Museum, London: www.britishmuseum.org
Metropolitan Museum of Art, New York: www.metmuseum.org
Anandajoti Bhikkhu, Indonesia: www.photodharma.net
Harvard Art Museums / Arthur M. Sackler Museum, Cambridge: www.harvardartmuseums.org
Images used for educational purposes only
QUESTIONS?
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SACSA Learning Objectives…
Standard 3.2 (Yr 6)
Describes various components of the solar system and the effects of these on our everyday lives. F In C KC2
Standard 4.2 (Yr8)
Investigates and analyses astronomical features and changes as seen from the earth and debates the ways scientists examine and explain these. F In C KC 2
Capacity Matrix
| | SKILLS | | Beginning – | Heard of it | Consolidate – | Know it | Established – | Can apply it | Expert – Can | teach it |
|---|---|---|---|---|---|---|---|---|---|---|
| COLLABORATION | Able to recognize group roles | | | | | | | | | |
| | Able to effectively allocate roles and responsibility | | | | | | | | | |
| | Accepts and delegates work equitably within group | | | | | | | | | |
| | Functions effectively in a group setting | | | | | | | | | |
| | Effective group evaluation skills | | | | | | | | | |
| KNOWLEDGE | Names the features of the solar system | | | | | | | | | |
| | | Describes how the earths movement in space creates days, years & | | | | | | | | |
| | | seasons | | | | | | | | |
| | Describes how the moon’s orbit effects the earth’s tides | Describes how the moon’s orbit effects the earth’s tides | | | | | | | | |
| | Describes how solar events effect earth | | | | | | | | | |
| | | Describes difference between planets, moons, stars, black holes, | | | | | | | | |
| | | comets & meteors. | | | | | | | | |
| | | Discusses the relationship between technological advances and space | | | | | | | | |
| | | exploration | | | | | | | | |
| | Debates the positive and negative consequences of space exploration | | | | | | | | | |
| | Able to effectively access information from books, CD-ROMs, Internet | | | | | | | | | |
| | Able to use correct terminology | | | | | | | | | |
| | Able to reference sources of information | | | | | | | | | |
| | Able to read and write factual reports | | | | | | | | | |
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Aims & Values Policy
Aims & Values Policy
Our mission is to help students thrive, to achieve the very best they can and to be happy. Our students are challenged via a personalised curriculum to achieve their full potential socially, academically and vocationally. We value every student, celebrate their unique abilities, recognise every achievement and our aim is to help them graduate, go on to be as independent as possible and make a valuable contribution to the community in which they live.
Our mission statement is underpinned by our core values and these drive our approach to the curriculum. Our objective is to ensure, using a range of strategies including autism- specific approaches that the young people in our care become Independent, Confident Learners, Effective Communicators and Responsible Citizens. Our core values of Respect, Courage, Fairness, Optimism, Compassion and Resilience are embedded into our learning programmes and School routines. We are committed to making the young people in our care feel valued, valuable and secure.
Our Values
Courage To be brave, even when some activities or situations seem daunting and frightening. It means taking on new challenges and not being afraid to fail sometimes.
Respect To value people and things and recognise that we should treat people as we would want to be treated ourselves.
Resilience To work hard and never give up, even when things are difficult or tough. It is about trying your best to achieve as much as possible.
Fairness To share and not be greedy. It also means giving people credit for what they do and not creating situations that create hardship for others.
Compassion To be kind, helpful and wanting to offer assistance to others in need
Optimism Means hoping the best and expecting good things to happen as a result of your efforts. It also means remaining cheerful in difficult situations and believing that you can achieve.
Our Aims
* To provide every young person with a personalised, broad and enriching education.
* To stimulate ambition, inspiring young people to enjoy learning and providing them with qualifications and achievement opportunities that are relevant to them, including academic qualifications.
* To ensure all young people feel safe, secure and happy whilst also encouraging independence.
* To celebrate success wherever we find it and encourage young people to be enthusiastic and proud.
* To develop our young people's sense of community, their ability to work and play with others and demonstrate positive attitudes.
* To maximise young people's ability to communicate effectively so that they can make themselves and their opinions heard.
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PFRCENTAGE PROBLEMS I
1) Write the following percentages as decimals:
(a) 28%
(b) 7%
(c) 17½%
(d) 120%
(e) 37.2%
2) Write the following percentages as fractions in their lowest terms:
(a) 35%
(b) 12½%
(c) 33⅓%
(d) 8%
(e) 62½%
3) Write the following fractions as percentages:
(a) 17 40
(b) 3 8
(C)
11
16
(d) 5 6
(e} 13 37
(f) 2 1 4
4) If 42% of the voters in an election voted for the Green Party, and 13650 people voted, how many votes were cast for the Green Party?
5} Of 1200 employees in a factory, 80 were absent today. What percentage were absent?
6) A man gives 8% of his monthly income to charity. If he earns £1825 per month, how much does he give to charity?
7) Each day (Monday to Friday) a girl arrives at school at 8.30am, and leaves at 4.00pm.
(a) How many hours per week does she spend at school?
(b) How many hours are there in a week?
(c) What percentage of her week does the girl spend at school?
8) A company which sells tables for £380 breaks down the price as follows: Materials 27.3%; Labour 46.2%; Overheads 8.7%; and the rest is profit- Find the amount spent on materials, on labour and on overheads, and the amount of profit made.
9) If 12% of the pupils in a school are left-handed, and there are 625 pupils, how many are left-handed?
10) Out of my weekly income of £362, I manage to save £25. What percentage of my income do I save?
11) A survey in a school showed that 382 pupils came by bus, 235 by car, 184 by bike, and 279 walked. None came by any other means. Find what percentage came by each means of travel.
12) An estate agent charges 1.5% commission on the sale of a house. What is the estate agent's fee for selling a house for £294000?
13) A bathroom suite is advertised at £239 + VAT. If the rate of VAT is 17½%, find: (a) the amount of VAT (b) the total price of the suite.
14) A town had 16400 inhabitants in 1981. If the population of the town decreases by 18.5% over the next 10 years, find:
(a) How many fewer people- there were in 1991.
(b) The population of the town in 1991
15) A circle of diameter 12cm is cut from a piece of card 12cm square. Find: (a) the area of card wasted (b) the percentage of the card which is wasted.
(f) 6¼%
(f) 140%
PFRCENTAGE PROBLEMS I
1) Write the following percentages as decimals:
(a) 28%
(b) 7%
(c) 17½%
(d) 120%
(e) 37.2%
2) Write the following percentages as fractions in their lowest terms:
(a) 35%
(b) 122%
(c) 33⅓%
(d) 8%
(e) 62½%
3) Write the following fractions as percentages:
(a) 17 40
(b) 3 8
(C) 11 16
(d) 5 6
(e} 37
13
(f) 2 1 4
4) If 42% of the voters in an election voted for the Green Party, and 13650 people voted, how many votes were cast for the Green Party?
5} Of 1200 employees in a factory, 80 were absent today. What percentage were absent?
6) A man gives 8% of his monthly income to charity. If he earns £1825 per month, how much does he give to charity?
7) Each day (Monday to Friday) a girl arrives at school at 8.30am, and leaves at 4.00pm.
(a) How many hours per week does she spend at school?
(b) How many hours are there in a week?
(c) What percentage of her week does the girl spend at school?
8) A company which sells tables for £380 breaks down the price as follows: Materials 27.3%; Labour 46.2%; Overheads 8.7%; and the rest is profit- Find the amount spent on materials, on labour and on overheads, and the amount of profit made.
9) If 12% of the pupils in a school are left-handed, and there are 625 pupils, how many are left-handed?
10) Out of my weekly income of £362, I manage to save £25. What percentage of my income do I save?
11) A survey in a school showed that 382 pupils came by bus, 235 by car, 184 by bike, and 279 walked. None came by any other means. Find what percentage came by each means of travel.
12) An estate agent charges 1.5% commission on the sale of a house. What is the estate agent's fee for selling a house for £294000?
13) A bathroom suite is advertised at £239 + VAT. If the rate of VAT is 17½%, find: (a) the amount of VAT (b) the total price of the suite.
14) A town had 16400 inhabitants in 1981. If the population of the town decreases by 18.5% over the next 10 years, find:
(a) How many fewer people- there were in 1991.
(b) The population of the town in 1991
15) A circle of diameter 12cm is cut from a piece of card 12cm square. Find: (a) the area of card wasted (b) the percentage of the card which is wasted.
(f) 6¼%
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Acquired Brain Injury and Hidden Visual Problems
Essentially, Acquired Brain Injury is an insult to the brain. It can result from a blow to the head, stroke, or neurological dysfunction. This can produce a diminished or altered state of consciousness, and may result in impairment of cognitive abilities, interference in sensory processing and/or the sensorymotor feedback loop. There can also be loss of physical function. Impairments may be mild or severe; most are amenable to rehabilitation. Acquired Brain Injury can come in many forms. Below are some common diagnoses:
* Traumatic Brain Injury
* Mild Acquired Brain Injury
* Mild Closed Head Injury
* Post-Concussive Syndrome
* Cervical Trauma Syndrome
* Post Traumatic Vision Syndrome
* Stroke
* Cerebral Palsy
* Cerebral Vascular Accident
Acquired Brain injuries that may cause visual problems can occur as a result of the following:
* Cerebrovascular accident (stroke)
* Sporting head injuries and concussion
* Motor vehicle accident / motor bike accident
* Assault including Gunshot wounds
* Bicycle or skateboard accident
* Drowning / electrical shock / poisoning
* Whiplash
* Falls
Often visual problems resulting from Acquired Brain Injury are overlooked during initial treatment of the injury. Frequently these problems are hidden and neglected as life-threatening conditions are dealt with. If this continues for several months as the individual recovers, adaptations to their visual limitations can cause a lengthening and impairing of a more complete rehabilitation.
through our environment, to direct hand and other actions to write and hold things, and to help us stay balanced. Since vision systems are in many parts of the brain, any insult to the brain can possibly lead to significant effects on a person's ability to read, drive, walk and work. Symptoms indicating a vision problem are
* Double vision
* Blurred vision
* Poor reading comprehension
* Reduced ability to concentrate on sustained visual tasks such as reading
Vision problems and symptoms are among the most common difficulties associated with acquired brain injuries. The nerve systems that control the way the eyes work and focus together, transmit the visual information to the back of the brain for understanding of our visual world, are the most complex systems of the brain. Vision enables us to be aware of our surroundings and to know where we are in our world, to steer our walking
* Headaches and Fatigue, particularly with visual tasks or in bright light
* Dizziness, and/or attention and concentration difficulties
* Difficulty reading, words may appear to move
* Sore or aching eyes
* Sensitivity to light
The signs of such eye problems can include:
* Eye turn or eyes flickering quickly
* Closing or covering one eye
"Optometrists can play an important role in the rehabilitation effort. Vision therapy can be very practical and effective."
Absence of evidence is not evidence of absence.
Frequently, acquired brain injuries can cause significant difficulties for people in using vision to walk, work and read, and yet there may not be any medical evidence (observable with X-rays, MRI, etc.) that show damage to the vision areas of the brain. Yet the effects of brain injury on vision can significantly interfere with a person's quality of life, and ability to get better as quickly as possible.
Optometry and Rehabilitation
* Eyelid drooping
* Turning or tilting head
* Difficulty walking straight
* Bumping into objects
* Balance and co-ordination problems
* Poor depth judgement
* Poor eye hand co-ordination
* Poor awareness of surroundings
* Difficulty driving
The vision care professional can play an important role in the rehabilitation effort, just as the general practitioner plays an important role in referring patients for optometric assessment and management with these individuals. Through and the proper use of lenses, training and vision therapy optometrists specifically trained to work with Acquired Brain Injury patients can help improve the flow and processing of information between the eyes and the brain.
Vision therapy can be a very practical and effective. After evaluation, examination and consultation, the optometrist de- termines how a person processes information after an injury and where that person's strengths and weaknesses lie. The optometrist will work together with the occupational therapist, neurologist, general medical practitioner, and other rehabilitative specialists to relate specific visual problems to the effects on the person's ability to function in activities of daily living, as well as the ability to benefit fully from other rehabilitative services. Optometric Management may include:
* Referral for medical disease to the appropriate medical practitioner.
* Spectacles for general seeing to provide clear and stable vision.
* Spectacles for near tasks such as reading and computers.
* Prisms to treat double vision, or provide more stable balance and movement.
* Total or partial patching to provide or encourage better function and comfort.
* Tints to reduce light sensitivity.
* Vision therapy to improve focusing, eye movements, eye teaming, and hand-eye coordination.
* Counselling and education of patient, family, and caregivers about the patient's visual problems, functional implications, goals, prognosis and management options.
* Consultation with other professionals involved in the rehabilitation and health care of the patient.
Optometric Evaluation of a person with acquired brain injury may include:
* Comprehensive eye health assessment.
* Refraction to measure eye power and assessment of focusing ability.
* Assessment of binocular vision function, to ensure single vision and depth perception.
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